Complex Developmental Disorders Research Articles

Association between Autism Spectrum Disorder, Trace Elements, and Intracranial Fluid Spaces.

(1) Autism spectrum disorder (ASD) belongs to the group of complex developmental disorders. Novel studies have suggested that genetic and environmental factors equally affect the risk of ASD. Identification of environmental factors involved in the development of ASD is therefore crucial for a better understanding of its etiology. Whether there is a causal link between trace elements, brain magnetic resonance imaging (MRI), and ASD remains a matter of debate and requires further studies. (2) In the prospective part of the study, we included 194 children, including an age-matched control group; in the retrospective study, 28 children with available MRI imaging were included. All children had urine analysis of trace elements performed. In those with available brain MRI, linear indexes for the ventricular volumes were measured and calculated. (3) We found the highest vanadium, rubidium, thallium, and silver levels in children with ASD. These elements also correlated with the estimated ventricular volume based on MRI indexes in children with ASD in the subanalysis. However, the severity of the deficits did not correlate with brain MRI indexes of our elements, except negatively with magnesium. (4) Trace elements have an impact on children with ASD, but further multi-centric studies are needed to explain the pathophysiological mechanisms.

FORMATION OF SOCIAL COMPETENCE OF CHILDREN WITH COMPLEX DEVELOPMENTAL DISORDERS: IMPLEMENTATION OF THE "INTEGRATED SOCIAL AND ARTISTIC COURSE «MY WORLD» WITHIN THE NATIONAL EDWEY PLATFORM

The article is devoted to the formation of social competence of children with complex developmental disorders (ASD, ADHD, cerebral palsy, intellectual disability, Down syndrome, childhood schizophrenia) and raising the level of professional, inclusive competence of specialists, social educators of rehabilitation centres and other special institutions working with this category of wards. The article highlights a number of legislative documents on professional development of pedagogical staff, identifies free Ukrainian learning platforms for representatives of the educational community (EdWey, EdEra, Prometheus, WiseCow, Ukrainian Google Team, EduHub, Coursera, PostNauka). Based on the analysis of educational content from these educational platforms, the main directions and topics of the curricula of in-service training courses covering aspects of inclusive practice, features of inclusive education, practice-oriented approaches to working with children with developmental disabilities, including in wartime, are presented. The article highlights training courses for parents and representatives of children with developmental disabilities that contribute to the development of inclusive competence, open up opportunities for expanding the correctional knowledge, skills and abilities necessary for correct and effective work with children with developmental disabilities. The deficit of advanced training courses for social workers and specialists working with children with complex developmental disorders is outlined. The content of the author's "Integrated social and artistic course "My world" for children with complex developmental disorders" as an opportunity for advanced training of pedagogical and social workers within the National Edwey Platform is revealed, the results of students' training / check for the period of study are highlighted.

Social larping as an author's method of forming the social competence of children with complex developmental disorders

The article presents the author's own practical experience and description of experimental work with children with complex disorders (autism, ADHD, intellectual disability, Down syndrome, childhood schizophrenia, cerebral palsy). The author has created his own method of forming the social competence of children with complex developmental disorders, implemented as part of an experiment within a rehabilitation institution. The essence and advantages of social larping are defined. The scientific studies related to the research topic are briefly reviewed. The method of forming social competence for autistic children - Creative drama - is analysed. A comparative analysis of the method of "live" game LARP and Creative drama is carried out. The concept of "social larping" is defined for the first time. The criteria and indicators of the level of formation of the social competence of children with complex developmental disorders are outlined (cognitive: knowledge of ways of behaviour, rights and responsibilities; basic ideas and knowledge to meet their own needs; knowledge of ways of social interaction; emotional and motivational: understanding of emotions, self-control skills (self-esteem), social values; behavioural: social interaction, orientation in social roles, social skills). The descriptive characteristics of the levels of formation of the social competence of children with complex developmental disorders in accordance with the above criteria are provided.
 The importance of introducing social larping as an author's method of forming the social competence of children with complex developmental disorders within the correctional and developmental work of rehabilitation institutions is proved. The impact of social larping on improving the interaction between children with complex developmental disorders within a mini-group, catching up with the child's own social experience in a rehabilitation centre is analysed.
 The conclusions and suggestions demonstrate the essence and advantages of social larping as a method of forming the social competence of children with SCD, as well as the effectiveness of its implementation

О конференции, посвященной 100-летию А.И.Мещерякова

<p>On December 19, 2023, the National Scientific and Practical conference with international participation “Comprehensive support for children and young people with disabilities with complex sensory and multiple developmental disorders (To the 100th anniversary of Alexander Ivanovich Meshcheryakov)” was held at the A.I. Meshcheryakov Family Center, Sergiev Posad, Russia. The reports presented at the conference highlighted the current problems of studying complex developmental disorders and contributed to the exchange of experience between the conference participants in organizing and providing assistance to children and adults with congenital complex sensory and multiple developmental disabilities.</p>

METHODS OF FORMING THE SOCIAL COMPETENCE OF CHILDREN WITH COMPLEX DEVELOPMENTAL DISORDERS AND AUTISM SPECTRUM DISORDER

The article is devoted to the problem of studying methods of forming social competence of children with complex developmental disorders and autism spectrum disorder. The characteristic of the concept of social competence of a child with complex developmental disorders and autism is defined. The main difficulties of forming the social competence of children with complex developmental disorders are outlined. The importance of using group therapy methods, interactive online games, SST, complex strategies and socio-dramatic games, fairy tales, project activities is revealed. The author's own methods of forming social competence of children with complex developmental disorders and autism are highlighted. They are associative sketches, social larping, social cards, friendships, shopping stories.

Can oral microbiome dysbiosis affect the behavior of children with Autism Spectrum Disorders (ASD)? : Narrative review

Background: Autism spectrum disorders (ASD) are complex developmental disorders characterised by several levels of social interaction and communication difficulties. The prevalence of children with ASD worldwide is around 1:160, and the number of cases of autism has increased significantly. The oral microbiome is a diverse microbial biofilm with the second most complex microbiota in the human body after the gut. Several factors, such as lifestyle and health, can influence the oral microbiome’s composition and metabolism. Children with ASD generally have poorer oral hygiene and suffer from periodontal disease and dental caries more than typical children; this is associated with behavioural disturbances, such as communication limitations, motoric limitations, eating habits and the side effects of drugs. Continued oral microbiome dysbiosis can lead to gut microbiome dysbiosis. There are two hypotheses for the transmission of oral bacteria to the gut, via the hematogenous route or via the enteral route. Gut microbiome dysbiosis may regulate social behaviour, such as emotional dissonance and anxiety, through blood-brain-barrier and gut-brain-axis pathways. When there is inflammation of the periodontal tissue in ASD children, it can cause lipopolysaccharide (LPS) leakage to the blood-brain barrier (BBB) that can cause an inflammatory response and disrupt metabolic activity in the central nervous system. Oral dysbiosis, which continues into gut dysbiosis, can affect behaviour through the gut-brain axis. This review aims to determine the impact of oral microbiome dysbiosis on the behaviour of children with ASD.

Telehealth in a paediatric developmental metropolitan assessment clinic: Perspectives and experiences of families and clinicians.

The application of telehealth in the paediatric setting is growing, and yet, limited research has focused on using telehealth in developmental diagnostic assessment and the consumers' perceptions of their telehealth experience. This study explored parents'/carers' and staff experiences of using telehealth as part of the developmental diagnostic assessment. Parents/carers who attended an assessment between June 2020 and July 2021 that incorporated a telehealth component within a hybrid service delivery model were invited to provide feedback about their experience of telehealth appointments at a multidisciplinary developmental assessment service. All parents were invited to complete an online survey, with a sample of families being offered a telephone interview. Staff members were invited to a focus group to explore their experiences of delivering services via telehealth. Data obtained were analysed descriptively and thematically using a mixed method of analysis. Codes were categorized, enabling facilitators and barriers to be explored. The use of telehealth in the diagnostic assessment of complex developmental disorders received high levels of acceptance from parents/carers and staff, despite having limitations such as technical issues, difficulties building rapport between families/clinicians and limited direct observations of the child. Telehealth services are perceived to reduce costs and increase flexibility, including increased ability to accommodate family needs. Results demonstrated that telehealth is a highly acceptable mode of service in a developmental assessment service. The current study informs the development of a hybrid service delivery model by enhancing facilitators and reducing barriers commonly reported by consumers and provides direction for future research. Parents or carers of children who attended a tertiary paediatric assessment unit for a diagnostic developmental assessment completed the online survey and were interviewed.

SUICIDAL TENDENCIES AMONG PARENTS, UPBRINGING CHILDREN WITH COMPLEX DEVELOPMENTAL DISABILITIES

The birth of a child with developmental disabilities changes the usual way of life of the family. The motives and causes of suicide cannot be reduced to a single classification, because they are largely subjective and depend on different characteristics of a person: gender, age, profession, worldview. manifestation of suicidal tendencies is a complex systemic phenomenon, we consider it necessary to use in the process of research battery techniques. As a result of the analysis of the content, features of application and efficiency of various techniques, we have chosen the following: 1) Beck's Hopelessness Scale (Beck et al. 1974); 2) Methods of diagnosis of subjective feelings of loneliness D. Russell and M. Ferguson; 3) Questionnaire "Risk-C"; 4) The method of incomplete sentences (according to O. Kucher). Spearman's correlation coefficient was also used to determine the relationship between the levels of subjective feelings of loneliness and hopelessness and the level of risk of suicidal ideation. The purpose of our study is to determine the predominant presence or absence of suicidal ideation and tendencies in the behavior of parents raising children with complex developmental disorders, as well as their relationship with such personal factors as subjective feelings of loneliness and hopelessness. Determining the nature of the relationship between subjective feelings of loneliness and the presence of suicidal tendencies in the subjects showed that the subjects with clear signs of suicidal tendencies of the majority are characterized by a high level of subjective feelings of loneliness. Among the subjects with some signs of suicidal tendencies, the most represented is the average level of subjective feelings of loneliness. Subjects who generally showed no signs of suicidal ideation had a low level of subjective feelings of loneliness. Subjects with a minimal level of suicide show mostly an average level of loneliness. In addition, subjects at high risk of suicide generally showed a high level of subjective loneliness. In subjects with a medium level of risk of suicide, the feeling of loneliness, in most cases, is also manifested at a medium level. If we talk about subjects with a low risk of suicide, the most pronounced is the low level of subjective loneliness.

Trauma and institutional risk in a secure developmental disorder service: does the SAVRY inflate risk in adolescents exposed to ACEs?

PurposeAdverse childhood experiences (ACEs) are highly prevalent in people with developmental disorders who engage in offending behaviour. Many violence-based risk assessment tools include items pertaining to ACEs, and may inflate risk scores in trauma-exposed groups. This paper aims to explore the relationships between ACEs, risk assessment scores, incidents of risk and restrictive practices, in adolescents with developmental disorders in a forensic inpatient setting.Design/methodology/approachSecondary analysis was conducted on clinical data for 34 adolescents detained to a developmental disorder service. Data were extracted for Structured Assessment of Violence Risk in Youth (SAVRY) risk scores and risk behaviours and restrictive practices, as measures of observed risk.FindingsParticipants exposed to more ACEs had higher SAVRY risk scores (p < 0.001, two-tailed), with elevations specifically on the historical subscale (p < 0.001, two-tailed). Neither ACEs nor risk scores were associated with the frequency of risk behaviours. Nevertheless, participants exposed to four or more ACEs were secluded more frequently (p = 0.015, two-tailed), indicating a potential association between trauma and risk severity. Those with more complex developmental disorders experienced fewer ACEs (p = 0.02, two-tailed) and engaged in self-harm behaviours less frequently (p = 0.04, two-tailed).Research limitations/implicationsThe inclusion of ACEs in risk assessment tools may lead to the inadvertent stigmatization of trauma-exposed individuals. Further investigation is necessary to offer clarity on the impact of early adversity on risk assessment accuracy and levels of institutional risk, and the role of developmental disorders in this relationship.Originality/valueTo the best of the authors’ knowledge, this study is the first to explore the relative associations between ACEs, risk assessment scores and observed institutional risk and does so in a highly marginalized population.

EDUCATIONAL AND REHABILITATION CENTER AS A TYPE OF SECONDARY EDUCATION DEVELOPMENT FOR CHILDREN WITH SPECIAL NEEDS (2011-2017 PP.)

The article presents the results of the analysis of historical and pedagogical literature and regulatory documents in the field of education, historical prerequisites for the opening of educational and rehabilitation centers (NRC). The peculiarities of their activity in the context of the current approaches of school education for children with special needs are clarified. The urgency of the problem of the development of educational and rehabilitation centers due to educational needs, complex developmental disorders of children with special needs is substantiated, the activity of which provides for the implementation of complex rehabilitation measures aimed at restoring health, obtaining an education of the appropriate level, developing and correcting their disorders. The main tasks of various types of NRC were: ensuring the right of children with complex developmental disabilities to receive an appropriate level of preschool and general secondary education in accordance with their capabilities, abilities, taking into account individual characteristics of development; ensuring early socialization and preparation of such children for obtaining an appropriate level of preschool and general secondary education through a specially organized educational process in combination with psychological and pedagogical, medical, physical, social rehabilitation; formation of civic position, self-esteem, readiness for work, responsibility for their actions; provision of systematic qualified psychological, medical and pedagogical support of children, taking into account their state of health, characteristics of psychophysical development; provision of rehabilitation services according to an individual rehabilitation program for a disabled child; providing psychological and pedagogical assistance to parents (persons replacing them) who are raising children with disabilities, in order to involve them and children in the educational and rehabilitation process.It was determined that the theoretical foundations of the creation of educational and rehabilitation centers provided for diversity and universality. Their special role was to ensure the innovative development of domestic rehabilitation pedagogy, which was the best provision in educational and educational development (correction of speech disorders, etc.) for children with special needs. It is proved that their peculiarities of the conditions of upbringing, education, maintenance of children in educational and rehabilitation centers were determined by a flexible system of educational, educational and correctional and rehabilitation work; the creation of special conditions for the correctional orientation of training, education and overcoming violations of physical and mental development, the formation of speech and other mental processes, improving health, taking into account the nature of developmental disorders; implementation of an individual and differentiated approach in teaching and rehabilitation of children with complex developmental disorders in accordance with the peculiarities of educational and cognitive activities, taking into account the nature of developmental disorders.

Primary cilia and the DNA damage response: linking a cellular antenna and nuclear signals.

The maintenance of genome stability involves integrated biochemical activities that detect DNA damage or incomplete replication, delay the cell cycle, and direct DNA repair activities on the affected chromatin. These processes, collectively termed the DNA damage response (DDR), are crucial for cell survival and to avoid disease, particularly cancer. Recent work has highlighted links between the DDR and the primary cilium, an antenna-like, microtubule-based signalling structure that extends from a centriole docked at the cell surface. Ciliary dysfunction gives rise to a range of complex human developmental disorders termed the ciliopathies. Mutations in ciliopathy genes have been shown to impact on several functions that relate to centrosome integrity, DNA damage signalling, responses to problems in DNA replication and the control of gene expression. This review covers recent findings that link cilia and the DDR and explores the various roles played by key genes in these two contexts. It outlines how proteins encoded by ciliary genes impact checkpoint signalling, DNA replication and repair, gene expression and chromatin remodelling. It discusses how these diverse activities may integrate nuclear responses with those that affect a structure of the cell periphery. Additional directions for exploration of the interplay between these pathways are highlighted, with a focus on new ciliary gene candidates that alter genome stability.

IMPLEMENTATION OF MODERN INFORMATION TECHNOLOGIES IN ACCOMPANYING DISTANCE LEARNING OF CHILDREN WITH DISABILITIES AND DISABILITIES

Children with disabilities (HH) and disabilities are children whose health conditions impede the development of educational programs outside the special conditions of education and upbringing. At the same time, the groups of students with disabilities and disabilities are extremely heterogeneous. First of all, this is determined by the fact that such groups include schoolchildren with various disorders: intellect, disorders of the emotional-volitional sphere, vision, hearing, speech, musculoskeletal system, with delay and complex developmental disorders. The Constitution of the Russian Federation and the Law "On Education in the Russian Federation" state that children with developmental problems have equal rights to education with all. In this regard, ensuring the realization of the right of children with disabilities to education is considered one of the most important tasks of state policy. Inclusive education is a process of joint education and training of persons with disabilities and normally developing peers. The goal of inclusive education is to implement an individual and differentiated approach to students with disabilities. In the course of such education, children with disabilities can achieve the most complete progress in social development. Thus, the question arises of organizing the learning process with the indicated categories of children. The relevance of the topic under consideration is also determined by the modern possibilities of Internet resources, which cannot but be used in the education system of schoolchildren. This article reveals the features of the implementation of information technologies in the educational process of students with disabilities and disabilities.

«ПОЛОЖЕННЯ ПРО НАВЧАЛЬНО-РЕАБІЛІТАЦІЙНИЙ ЦЕНТР» – ЯК ОДИН ІЗ ЧИННИКІВ РЕФОРМУВАННЯ ШКІЛЬНОЇ ОСВІТИ ДЛЯ ДІТЕЙ З ОСОБЛИВИМИ ПОТРЕБАМИ У 2011–2017 PОКИ

The article presents the results of the analysis of historical and pedagogical literature and regulatory documents in the field of education, historical prerequisites for the opening of educational and rehabilitation centers (NRC); the theoretical foundations of their creation were determined and their features of activity were clarified in the context of the current approaches of school education for children with special needs. The issues of reforming school education for children with special needs during the study period are highlighted, the information is of particular importance on the quality of the work of the NRC. It is it that determines the need to analyze existing and conduct new objective studies of their role in Ukrainian society. The author reveals the content of the concept of some special definitions for children and adolescents who need special conditions of upbringing. The urgency of the problem of the development of educational and rehabilitation centers due to educational needs, complex developmental disorders of children with special needs is substantiated, the activity of which provides for the implementation of complex rehabilitation measures aimed at restoring health, obtaining an education of the appropriate level, developing and correcting their disorders. It was determined that the theoretical foundations of the creation of educational and rehabilitation centers provided for diversity and versatility - from educational to rehabilitation. Their special role was to ensure the innovative development of domestic rehabilitation pedagogy. It was found that their features of activity in the context of current approaches to school education for children with special needs were not only educational, but also purposefully rehabilitative.

Peculiarities of parents 'attitude towards defects of children with complex developmental disorders

Peculiarities of parents 'attitude towards defects of children with complex developmental disorders

Characteristics of the physical culture and health program in middle school age children with complex developmental disorders in the conditions of educational and rehabilitation center

Characteristics of the physical culture and health program in middle school age children with complex developmental disorders in the conditions of educational and rehabilitation center

Characteristics of the physical culture and health program in middle school age children with complex developmental disorders in the conditions of educational and rehabilitation center

Characteristics of the physical culture and health program in middle school age children with complex developmental disorders in the conditions of educational and rehabilitation center

Karawitan Art as Local Cultural Wisdom in the Management of Autism Spectrum Disorder

To arrange all life to be in harmony in worldly and spiritual / inner life is the viewof life and daily life of the Javanese people in general, for example how to dressproperly, harmony in speaking even though they are in an explosive inneremotion, still trying to be polite in expressing their hearts. Children with specialneeds are part of the nation's children who have the same rights in all aspects oflife in this country, including one of which is preserving local culture that hasexisted for a long time. One of the children with special needs is an autistic childwho has complex developmental disorders including barriers in social interaction,deficient or excessive behavior and language barriers, so they need variousalternative management. This literature review aims to discuss the use of musicalarts as an effort to rehabilitate children with autism spectrum disorder.

APPLICATION OF PHYSICAL AND HEALTH PROGRAM IN CHILDREN WITH COMPLEX DEVELOPMENTAL DISORDERS FOR CORRECTION OF PHYSICAL DEVELOPMENT AND PSYCHO-EMOTIONAL STATE

The article deals with the issues of using means of physical and health program for correction of physical development and psycho-emotional condition of primary school age children with complex developmental disorders. One of the conditions for successful rehabilitation and further socialization of a child with special educational needs is physical culture. The purpose of the study is to substantiate the physical culture and health program for children of primary school age with complex developmental disorders and experimental study of its effectiveness for correction of physical development and psycho-emotional state of children. To achieve this goal, a set of interrelated methods was used: methods of theoretical level of research; methods of empirical level (pedagogical observation, pedagogical experiment to determine the effectiveness of the developed physical and health program for children with complex developmental disorders); methods of mathematical statistics. The study involved 100 children of primary school age with complex developmental disorders, including 53 girls and 47 boys, who were randomly divided into 2 groups - experimental and control. Health and fitness program for children with complex developmental disorders was developed that included a rational combination of exercises of different directions; adherence to their optimal intensity and duration of performance in accordance with the individual characteristics of the child with complex developmental disorders; the starting position; comorbidities and the factor structure of the overall level of physical health of children. It has been found that that girls and boys with complex developmental disorders during the pedagogical study probably improved indicators of physical development and psycho-emotional state.

Le psychotraumatisme chez l’enfant et l’adolescent : donnés actuelles et perspectives

Exposure to a traumatic event is frequent in children and adolescents with the prevalence of Posttraumatic Stress Disorder (PTSD) probably being underestimated in this age group. PTSD is associated with distress and interference that can range from minor disruptions in the child's or adolescent's life, to severe and debilitating consequences impacting their development. Reactions to trauma exposure are defined according to their timeframe : peri-traumatic reactions (lastingminutes to hours), Acute Stress Disorder (ASD; between two days and one month) and PTSD (when symptoms persist more than one month). While a variety of symptoms are described in children and adolescents in response to trauma exposure and constitute the spectrum of reactions to trauma, PTSD is characterized by the association of three core symptoms: 1) re-experiencing the traumatic event in the form of vivid intrusive memories, flashbacks, or nightmares; 2) avoidance of thoughts and memories of the event; 3) persistent perceptions of heightened current threat, for example associated to hypervigilance or enhanced reactivity and exaggerated startle response. In the DSM-5, ASD and PTSD are distinct from anxiety disorders and obsessive-compulsive disorders, and included in a distinct category are Trauma and Stressor-Related Disorders. More recently, the ICD-11 adopted Complex PTSD as a new diagnostic category, which requires meeting the ICD-1 PTSD symptoms and three clusters that represent disturbances in self-organization (affect dysregulation, negative self-concept and disturbances in relationships), bridging the gap between trauma-related disorders and other complex developmental disorders including borderline personality disorder. Emerging evidence suggests that Individual Psychological Debriefing within the first three months of a traumatic event may increase the risk for PTSD in children and adolescents, and caution is warranted. Among the many existing interventions and programs for PTSD, Trauma-Focused Cognitive Behavioral Therapy (TF-CBT), a time-limited therapy that combines exposure, cognitive processive remodeling and enhancement of coping skills, is the most empirically validated for PTSD. Eye Movement Desensitization and Reprocessing (EMDR), an integrative psychotherapy based on bilateral brain stimulation through side-to-side eye movements or hand tapping, has also recently been found to be effective in children and adolescents. Although significant advances have recently been made, more research focusing on the understanding of the underlying mechanism and the risk factors of trauma and stressor-related disorders in children and adolescents as well as the implementation of evidence-based and accessible interventions is definitely warranted.

Sport and health work in the modern practice of the education and rehabilitation centre for children with complex developmental disorders

The article is devoted to the problem related to the adoption of sport (physical) and health work in the modern practice of the education and rehabilitation centre for children with complex developmental disorders. The purpose of the article is to study the peculiarities of the organisation of physical and health work under conditions of the education and rehabilitation centre created for children suffering from complex developmental disorders. Methodology. In order to achieve the goal, the method of interviewing teachers based on a specially designed questionnaire was used in order to determine their attitude to the physical and health activities which were conducted in the mode of an educational day in the education and rehabilitation center. 87 teachers (except teachers of Physical Education and instructors of Therapeutic Physical Education) and 175 parents of the children suffering from complex developmental disorders participated in the survey. Scientific novelty. Based on the questionnaire, it has been found out that under conditions of the modern education and rehabilitation centre, much more attention is paid to the physical activity of elementary school pupils; whereas in the middle and senior classes, physical and health work is carried out unsystematically, which affects the pupils' motivation for physical activities, reduces their interest in independent Physical Culture classes. Primary school teachers continually involve parents into educational activities related to the importance of motor activities. Conclusions. The teachers’ answers to the questionnaire indicated that they are aware of the importance of physical (sport) and health work with the children suffering from complex developmental disabilities; they sometimes organise physical activity breaks and breaks during lessons, as well as action-oriented breaks and walks. However, most of them consider the tasks for physical development to be the prerogative of Physical Education teachers or Therapeutic Physical Education instructors, and sports section coaches.