Gilliam Autism Rating Scale Research Articles

O efeito dos programas Son-Rise e Floor-Time nas habilidades de interação social e comportamentos estereotipados de crianças com Transtornos do Espectro do Autismo: um ensaio clínico

Abstract Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder in which difficulty in social interaction skills and performing limited and stereotyped activities are among its symptoms. This study aims to determine the effect of Son-Rise and Floor Time programs on social interaction skills and stereotyped behaviors in children with ASD. The present study was a Clinical Trial. The participant were 60 children with ASD who were selected by convenience sampling method and randomly assigned to three groups (Son-Rise intervention, Floor-Time intervention, and control group with routine occupational therapy interventions). For data gathering, Autism Spectrum Screening Questionnaire, Gilliam Autism Rating Scale, and Autism Social Skills Profile were used, respectively. For data analysis, repeated measures and analysis of variance were used (two-way between and within- subjects). The results of data analysis showed that Son-Rise and Floor Time programs had a positive effect on social interaction skills of children with ASD, and reduced stereotyped behaviors of these children; Also, there is a significant difference between the effectiveness of Son-Rise and Floor-Time programs on social interaction skills and stereotyped behavior in the post-test, which is more effective in the Floor Time compared to Son-Rise program.

The plasma level of glutamic acid decarboxylase 65 (GAD65) increased in severely autistic Iranian children.

Autism spectrum disorder (ASD) is a neurodevelopmental disorder. The major etiological mechanism lies in glutamatergic/GABAergic imbalance. The aim of this study was to evaluate the plasma levels of glutamic acid decarboxylase 65 (GAD65) protein in mildly and severely autistic patients, and also to compare plasma GAD65 concentration in mild and severe autism. In total, 62 autistic patients (aged 6-9 years) and 17 age-matched neurotypically healthy controls were included in the study. The diagnosis, as well as the level of autism, was assessed by applying the Gilliam Autism Rating Scale. Plasma GAD65 protein level was determined using an enzyme-linked immunosorbent assay (ELISA) kit for GAD65. Our findings showed no remarkable alteration in plasma GAD65 concentration in patients with mild autism as compared to healthy subjects, while patients with severe autism showed an increased plasma level of GAD65 as compared to healthy controls and mildly autistic patients. Our findings suggest the level of plasma GAD65 to be considered a potential diagnostic biomarker for the severity of autism (Fig. 2, Ref. 40).

Sensitivity, Specificity, and Accuracy of the Persian Version of 3rd Edition of the Gilliam Autism Rating Scale (GARS- 3): A Descriptive Study

Sensitivity, Specificity, and Accuracy of the Persian Version of 3rd Edition of the Gilliam Autism Rating Scale (GARS- 3): A Descriptive Study

The effects of active game intervention and Exergames on the executive function of high-functioning Autistic children

Introduction: Autism spectrum disorder has been suggested as a neurological disorder that usually occurs in the early years of a child’s development. Aim: The aim of this study was to investigate the effects of active game intervention and Exergames on executive functions in children with autism. Method: The method of this research is quasi-experimental and applied in terms of purpose, which was done using a pretest-posttest design with a control group. The subjects of the present study were children with autism aged 7 to 10 years in Gorgan in 2021, from which 36 people were selected by convincing method from two centers of children with autism. The instruments used in this study included the Gilliam Autism Rating Scale and the Working Memory Test. The Stroop effect test was also used to measure selective attention. Data analysis was performed using analysis of covariance and SPSS software version 24. Results: The results showed that active game intervention had positive effects on working memory (P=0.001) and selective attention (P=0.001). In addition, Exergames intervention had positive effects on working memory (P=0.001) and selective attention (P=0.001). Conclusion: In general, the results of the present study emphasize the importance of using active games and Exergames interventions to improve and strengthen executive functions in highfunctioning autistic children.

Sex/Gender Differences in CARS2 and GARS-3 Item Scores: Evidence of Phenotypic Differences Between Males and Females with ASD.

Growing evidence suggests that autistic females are more likely to be diagnostically overlooked than males, perhaps due to differences in ASD presentations (van Wijngaarden-Cremers in JAMA 44:627-635, 2014). To investigate specific behaviours in which differences lie, we analysed profiles of 777 children using the Childhood Autism Rating Scale (Scholper in JAMA 29:489-493, 2010) or Gilliam Autism Rating Scale (Gilliam, 2014). Males demonstrated greater difficulty in six CARS2-ST items and seven behaviours on the GARS-3, mostly reflecting restricted and repetitive behaviours. Across all instruments, the only area in which females showed greater difficulty was fear or nervousness (CARS2-ST). No meaningful differences emerged from the CARS2-HF analysis. Where males showed greater difficulty, females were more likely to present with developmentally typical behaviour.

The Effect of Tai Chi Chuan Training on Stereotypic Behavior of Children with Autism Spectrum Disorder.

This quasi-experimental study investigated effects of Tai Chi Chuan training on stereotypic behavior of children with autism spectrum disorder. Twenty-three participants (mean age = 9.60 ± 1.40years) were assigned to experimental (N = 12) and control (N = 11) groups. The experimental group received 12weeks of Tai Chi training and all participants had pre, post, and one-month follow-up assessments. Stereotypic behavior measured using Gilliam Autism Rating Scale 2 Scores, was significantly altered by ~ 25% in the Tai Chi Chuan group. Behavioral change was maintained at follow up since there was no significant difference between that and the posttest. In conclusion, Tai Chi Chuan training is a useful and appropriate intervention to modulate behavior in individuals with autism spectrum disorder.

فعالية استراتيجية التوقف المؤقت في خفض حدة المصاداة لدى أطفال اضطراب طيف التوحد

هدفت الدراسة الحالية إلى التعرف على فعالية استراتيجية التوقف المؤقت في خفض حدة المصاداة لدى أطفال اضطراب طيف التوحد الذين يعانون من المصاداة؛ بغرض الإسهام في تحسين الاستخدام الاجتماعي الوظيفي للغة وزيادة التواصل الوظيفي لديهم، والتحقق من إمکانية استمرار فعالية هذه الاستراتيجية بعد انتهائها، وقد تکونت عينة الدراسة ذي المجموعة الواحدة التجريبية من خمسة (5) أطفال اضطراب طيف التوحد، والذين تتراوح أعمارهم الزمنية ما بين (4 - 6) سنوات، وقد تم اختيارهم ممن حصلوا على معامل ذکاء ما بين (65 – 75)، ونسبة اضطراب طيف التوحد لديهم بسيطة، وليس لديهم إعاقات مصاحبة، وتمثلت أدوات الدراسة في: مقياس المصاداة، مقياس جيليام التقديري لتشخيص أعراض وشدة اضطراب التوحد – الإصدار الثالث، مقياس ستانفورد بينيه للذکاء (الصورة الخامسة)، وأسفرت نتائج البحث عن فعالية استخدام استراتيجية التوقف المؤقت في خفض حدة المصاداة لدى أطفال اضطراب طيف التوحد وتبين أن للاستراتيجية المقترحة تأثير ممتد. The current study aimed at identifying the Effectiveness of using Cues–Pause–Point Strategy on reducing separately Echolalia among children with autism spectrum disorder suffering from echolalia؛ in order to improve social function using of language and increase function communication. The researchers would see if it would be possible to make use of that Strategy in the future, and the sample of study consisted of (5) Five children with autism spectrum disorder. the Same experimental group who ranged in time ages (4 to 6) years and their Intelligence coefficient ranges between (65-75) degrees and the rate of autism spectrum disorder they have simple, and they don’t have accompanying disabilities, and the tools of the study included: Echolalia Scale, Gilliam Autism Rating Scale GARS-3, Stanford Binet Scale of Intelligence (Fiveth Edition). The study result showed significant improvements in the post performances of the children of the experimental group. It was found that Echolalia have been reduced. It was also found the suggested Strategy had a prolonged effectiveness.

Effect of L-Carnosine in children with autism spectrum disorders: a systematic review and meta-analysis of randomised controlled trials.

Autism spectrum disorders (ASD) are an emerging health problem worldwide. So far, no definite cure for ASD exists. L-Carnosine is an amino acid containing β-alanine and L-histidine which has been proposed to have neuroprotective, antioxidant and anti-convulsive properties that may benefit affected children with this disorder. This review aimed to assess the effect of L-Carnosine in the management of ASD in children. We systematically reviewed randomised controlled trials (RCTs) which documented the effect of L-Carnosine in children with ASD. A literature search was performed in PubMed, Cochrane Library, Google Scholar, ClinicalTrials.gov, Clinical Trial Registry-India databases from inception to December 20, 2020. Articles were selected based on pre-set inclusion/exclusion criteria. The primary outcomes were changes in social, communication and behavioural responses and the secondary outcomes were improvement in sleep disorders, gastrointestinal problems, oxidative stress markers and adverse effects. Jadad scale was used to assess the quality of RCTs and modified Cochrane risk of bias tool was used to check the risk of bias of the included studies. The meta-analysis was reported based on the fixed-effects model. Four double-blinded, placebo-controlled, RCTs and one open label trial with a total of 215 participants were selected for the review. All the trials were methodological of high quality according to the Jadad scale. The modified Cochrane risk of bias tool showed a low to high risk of bias. Results from the meta-analysis of three studies showed no significant difference between L-Carnosine and placebo groups in the Gilliam autism rating scale (GARS) (MD = - 2.57; 95% CI - 10.30, 5.16, p = 0.52) and in its socialisation (MD = - 1.51; 95% CI - 6.16, 3.14, p = 0.53), behaviour (MD = - 0.48; 95% CI - 4.82, 3.87, p = 0.83) and communication (MD = - 3.94; 95% CI - 10.00, 2.11, p = 0.20) subscales as well as the childhood autism rating scale (CARS) (MD = - 0.88; 95% CI - 6.96, 5.20; p = 0.78). Current data do not support the use of L-Carnosine in the management of children with ASD due to a low number of studies and sample size available. Further studies are warranted to know the effect of L-Carnosine for ASD management.

Internet-based versus face-to-face intervention training for parents of young children with excessive screen-time and autism spectrum disorder–like symptoms: a comparative study

Internet-based intervention approach is one novel strategy to train. However, only a few clinical trials have compared internet-based parent training intervention with an equal face-to-face intervention for children with autism spectrum disorder (ASD)-like symptoms. The primary aim of this study was to compare treatment outcomes of an internet-based intervention with a face-to-face intervention for young children with excessive screen-time and ASD-like symptoms. A total of 40 mother–young children with excessive screen-time and ASD-like symptoms dyads were assigned to the Internet-based (n = 20) and to the face-to-face intervention (n = 20). Parents in both groups received intervention that involves 7 sessions (one session per week). Primary outcome measures were the Gilliam autism rating scale - second edition (GARS-2), repetitive behavior scale- revised (RBS-R) and parenting stress index (PSI). The analysis yielded no significant between-group difference for any of the pre- to post-intervention measurements. At post-intervention both intervention conditions revealed significant symptoms changes compared to before the intervention. Also, the parental stress was significant related to the child’s autism symptoms and repetitive behaviors severity. Internet-based parent training intervention for young children with excessive screen-time and ASD-like symptoms and their parents is equally beneficial to regular face-to-face parent training intervention. These findings support the potential for using telehealth to provide research-based parent training interventions to any family that has access to the Internet.

أثر التدریب علی أنشطة منتیسوری فى تنمیة صورة الذات المدرکة لدى الأطفال ذوى اضطراب طیف التوحد ( دراسة حالة )

هدفت الدراسة الحالية للتعرف على أثر أنشطة مونتيسوري في تنمية صورة الذات ( الکفاءة الاجتماعية – الکفاءة الشخصية ) المدرکة لدى الأطفال ذوي اضطراب طيف التوحد ( صورة الأم – صورة الأخصائي ) ، أجريت دراسة الحالة على ( 3 ) أطفال ذوي اضطراب طيف التوحد تتراوح أعمارهم من ( 4-6 ) سنوات ، وتم تطبيق أدوات الدراسة التى تشمل : مقياس صورة الذات المدرکة لدى الطفل ذوى اضطراب طيف التوحد (صورة الأم – صورة الأخصائي) – مقياس جيليام لتقدير اضطراب طيف التوحد – البرنامج القائم على أنشطة مونتيسوري للحياة العملية ، وتوصلت النتائج إلى : وجود أثر کبير لأنشطة مونتيسوري في تنمية صورة الذات ( الکفاءة الاجتماعية – الکفاءة الشخصية ) لدى الأطفال ذوي اضطراب طيف التوحد .The present study aimed to identify the effect of Montessori activities in developing the self-image (social competence - personal competence) perceived in children with autism spectrum disorder (the image of the mother -the image of a specialist). The case study was conducted on (3) children with autism spectrum disorder aged from (4 – 6) years, and the study tools were applied which include: the perceived self-image scale of a child with autism spectrum disorder (the image of the mother - the image of the specialist) - Gilliam Autism Rating Scale Gars - the program based on Montessori activities for working life, and the results reached: There was a significant impact of Montessori activities in developing self-image ( social competence - personal competence ) in children with autism spectrum disorder.

Developmental Signs of Autism Spectrum Disorder in Iranian Pre-Schoolers

PurposeEarly identification and intervention is recommended for developmental disabilities such as autism spectrum disorders (ASD). Various screening tools are available, but most were developed in affluent English speaking countries. Design and methodsIn order to identify possible early signs of ASD within Iranian society, parents of 623 children in an age range from 3 to 7 years of age at risk of ASD, were interviewed about the signs that alerted their concerns. Also two screening instruments were developed and tested with the parents using items derived from the Gilliam Autism Rating Scale (GARS2). One focused on autistic behaviors and the second on developmental indicators. ResultsUsing both tools, 93% of the children who were identified as likely to have ASD based on a full GARS assessment were identified using the two screening tools. Practice implicationsThese assessments might be used in initial screening for ASD by early year's personnel or public health professionals with Iranian parents of toddlers who have concerns about their child's development.

Comparison of Auditory Brain Stem Responses and Otoacoustic Emission of Autism with Healthy Children

Background: Autism is a neurodevelopment disorder, including difficulty in establishing relationships and social interaction, difficulty in communication, performing restricted, and repetitive behaviors. The impaired reception and integration of sensory information especially auditory data are one of the main characteristics of children with autism. According to various studies, the brain stem plays a key role in the reception and integration of auditory and sensory data. Hence, this study aims to comparison auditory brain stem responses (ABR) and otoacoustic emission (OAE) of autism patients with healthy children. Materials and Methods: This case-control study was performed on 20 autism children (4-8 years old) as case group who referred to psychiatry clinics affiliated with Tabriz University of Medical Sciences and 20 healthy age-matched as the control group. The severity of autism was evaluated by the Gilliam Autism Rating Scale (GARS). Also, ABR and OAE were recorded, and all data compared with the healthy children. Results: The latencies between the waves III-V and I-V bilaterally, and wave V bilaterally and wave I in the left ear showed a significant increase in children with autism compared to the healthy group. Conclusion: This study shows that there was a reduced nerve conduction velocity in the auditory pathway of the brain stem in children with autism compared to healthy children. [GMJ.2020;9:e1937]

Comparison of Auditory Brain Stem Responses and Otoacoustic Emission of Autism with Healthy Children.

Background: Autism is a neurodevelopment disorder, including difficulty in establishing relationships and social interaction, difficulty in communication, performing restricted, and repetitive behaviors. The impaired reception and integration of sensory information especially auditory data are one of the main characteristics of children with autism. According to various studies, the brain stem plays a key role in the reception and integration of auditory and sensory data. Hence, this study aims to comparison auditory brain stem responses (ABR) and otoacoustic emission (OAE) of autism patients with healthy children. Materials and Methods: This case-control study was performed on 20 autism children (4-8 years old) as case group who referred to psychiatry clinics affiliated with Tabriz University of Medical Sciences and 20 healthy age-matched as the control group. The severity of autism was evaluated by the Gilliam Autism Rating Scale (GARS). Also, ABR and OAE were recorded, and all data compared with the healthy children. Results: The latencies between the waves III-V and I-V bilaterally, and wave V bilaterally and wave I in the left ear showed a significant increase in children with autism compared to the healthy group. Conclusion: This study shows that there was a reduced nerve conduction velocity in the auditory pathway of the brain stem in children with autism compared to healthy children.

Sensitivity and Specificity Gilliam Autism Rating Scale (GARS) in Diagnosis Autism Spectrum Disorders: systematic review

Sensitivity and Specificity Gilliam Autism Rating Scale (GARS) in Diagnosis Autism Spectrum Disorders: systematic review

The Son-Rise Programme: an intervention to improve social interaction in children with autism spectrum disorder

Background/aims Communication problems are a core feature of autism spectrum disorder. These problems usually lead to challenges in social interactions. The aim of this study was to assess the effectiveness of the Son-Rise Programme on improving social interaction and communication in children with autism spectrum disorder. Methods Thirty children with autism spectrum disorder (aged 4–6) were involved in this study. The children were assigned randomly to one two groups, either the 1-week intensive Son-Rise Programme or the control group. They were evaluated using the Gilliam Autism Rating Scale before and after the study. Results The participants in the group of the Son-Rise Programme showed a significant improvement in their social interaction skills compared to the control group (P=0.001). Conclusions The Son-Rise Programme could improve social interaction in children with autism spectrum disorder.

Predictors of Aggressive Behaviour in Children with Autism Spectrum Disorder

Introduction: Aggressive behaviour is not the main symptom of autism spectrum disorders, and if it occurs in this population, it is a consequence of some other factors. Objectives: With regard to that, the aim of this paper is to determine to what extent certain aspects of executive functions, severity of autism, sleep habits, and parenting actions contribute to the manifestation of different forms of aggressive behaviour in children with an autism spectrum disorder. Methods: The sample included 40 children with autism spectrum disorders, 5-7 years of age (M=6.18, SD= .55). The following instruments were used in the assessment: The Children’s Scale of Hostility and Aggression – Reactive/Proactive, Gilliam Autism Rating Scale – Third Edition, The Children’s Sleep Habits Questionnaire and Behavior Rating Inventory of Executive Function. Results: The obtained results showed that sleep problems were the most significant predictor of verbal, physical and covert aggression. From the domain of behavioural aspects of executive functions, only task monitor was a significant predictor of bullying, and inhibit and shift were significant predictors of hostility. From the field of autistic disorders, significant predictors of aggressive behaviour were emotional responses (as predictors of bullying, covert aggression and hostility), and maladaptive speech (as a predictor of verbal aggression, covert aggression and hostility). Punitive discipline was a significant factor only in explaining verbal aggression. Conclusion: Practical implications of this research indicate that, in treating aggressive behaviour in children with ASD, more attention should be paid to sleep habits, practising task monitor, inhibit and shift skills, and avoiding rigorous punitive measures.

Assessment of Techniques for Teaching School Children with Autism

BackgroundIn the modern era, researchers are facing a big challenge in diagnosing autism disorders. According to the Center for Disease Control and Prevention 2014 report, the prevalence of autism among children in the United States is approximately 1 out of 88 children; whereas, in South Korea, the prevalence is 1 out of 38. In India, most of the children with autism are yet to be diagnosed partly due to the lack of self-screening test compared to the other countries. Currently, no data is available for analyzing the prevalence of autism in India. In order to improve the behavior, the social interaction, and the verbal communication of these children, scientists are using various kinds of teaching methods. ObjectivesThe objectives of this work were to screen the level of autism among school children using Gilliam Autism Rating Scale (GARS-2) questionnaire and evaluate the effects of various teaching methods on social behavior of school children with autism. Methods and resultsNinety children in the age group between 3 – 16 years from three schools (S1 – 30, S2 – 30 and S3 – 30) with autism are participated in this study. In S1, the autistic children are trained with horseback riding and yoga therapy; whereas in the S2, the children are trained with normal teaching using blackboard and in the S3, the children are trained with cue cards. The GARS-2 questionnaire was used for assessing the communication, the stereotype behavior and the social interaction with the help of parents or the caregivers. ConclusionResults of our study revealed that raw and the standard scores of stereotyped behaviors was notably (p<0.05) low in S1 school children when collated with the other two (S2 and S3) schools. Similarly, the raw and the standard score of communication, the socially interaction sub-score was notably (p<0.05) low for the children in S3 when collated with the children in the other two schools. The study concluded that the horseback riding, the yoga therapy and the cue cards-based teaching methods improve the stereotyped behavior, increase concentration power and also helps in maintaining the children's mind stability.

Does The Severity Of Autistic Symptoms Influence The Effects Of An Exercise Intervention Program?

PURPOSE: The purpose of this study was to examine if improvements in training-induced fitness levels are related to the severity of autistic symptoms in children with autism. METHODS: A total of 26 children (7.88 years ± 2.27) with a diagnosis of autism, were recruited for this study. Prior to and on completion of the exercise intervention, the children’s fitness levels were assessed using the Modified Eurofit Physical Fitness Battery, which included a 20m Sprint, Stork Balance test, Standing Broad Jump, Sit & Reach and a Hand Grip Strength Test. The exercise intervention was 8 weeks duration with three 1-hour sessions per week. The exercises included push and pull upper and lower body exercises, incorporating fundamental movement skills, through games aimed at the interests of the children. The severity of autism symptoms was assessed using the Gilliam Autism Rating Scale (GARS), completed by their teacher. Based on this rating, the children were divided into low, moderate or high groups, in terms of their autism symptoms. A spearman’s correlation was undertaken between the GARS score and the overall percentage change in fitness levels for each child within the 3 categories. RESULTS: The results of the study demonstrated that children who had the greatest symptoms of autism (high group) demonstrated the greater correlation to change in fitness levels (r=1.0, p < 0.01) with a mean percentage change in fitness levels of 285.93% ± 322.16. In comparison the moderate and low groups only had a correlation of r= 0.35 (p >0.05) and r= 0.592 (p < 0.05) and their overall mean percentage changes in fitness levels were 26.87% ± 33.79 and 65.93% ± 114.79. CONCLUSIONS: The results of this study suggest that exercise programs for children with autism appear to be most effective for participants with more severe autistic symptoms.

Pengaruh Rhythm Therapy Terhadap Perkembangan Motorik, Sensori Dan Gejala Pada Anak Autism Spectrum Disorder Children (ASD)

Background: Music is long known to have therapeutic effect. It can be a mean to improve adaptive behavior, communication, functioning, and understanding of emotion for ASD Children. In form of rhythm therapy, music is mainly used to stimulate rhythm internalization to achieve better focus and more coordinated movements. In addition to its use to obtain non-musical skills, rhythm therapy can also achieve client occupational performance in playing musical instruments. Method: The design of this study is quasi experiment with control group pretest-posttest design. 30 samples of ASD ages 3 -10 years were divided into groups of intervention using rhythm therapy, and control group using occupational therapy standard for 12 weeks .The Test of Gross Motor Development (TGMD), Short Sensory Profile (SSP)and Gilliam Autism Rating Scale (GARS) were administered before and after intervention. Result: The Mann U Whitney result showed TGMD scores showed 0.125 ( p &gt; 0,05), SSP scores showed 0,000 (p&lt; 0,05) and GARS scores showed 0,001 ( p&lt; 0,05). Conclusion: It can be concluded that there was no effect of rhythm therapy on motor of ASD children. There is an effect of rhythm therapy ob sensory of ASD Children, and there is an effect of rhythm therapy on the symptoms of ASD Children

Motor Intervention and Assessment Instruments in Autism Spectrum Disorders

The practice of physical activity in people with disabilities provides important health benefits (Wind, Schwend, & Larson, 2004; Chanias, Reid, & Hoover, 1998), particularly in individuals with autism spectrum disorder (ASD). Several motor interventions have been suggested as beneficial for this population. Considering this variety, it is important to synthesize the different existing programs, the population in which they are applied. This research aims to review the motor interventions used in children with ASD, as well as the evaluation methods used, so that it becomes clear what the options are for motor work with this population. All the studies presented showed improvements in participants. A literature search was conducted in Web of Science, SCOPUS and Google Scholar 2013, to include research studies that evaluate motor intervention in children with ASD. Fifteen studies meet inclusion criteria. Results show that motor intervention programs that have been carried out are quite diverse, from dance, trampoline training, balance training or fundamental motor skills, for example, to evaluate motor skills which used different test batteries, one of the most common is the motor proficiency test of Bruininks-Oseretsky. On the other hand, other methods were used to evaluate the social interaction like Gilliam Autism Rating Scale or Autism Rating Scale. We conclude that to improve the motor fitness of children with ASD different strategies can be followed. As the revised programs use different evaluation tools, it is difficult to compare the results obtained with each other. A motor intervention that comprises different types of exercises and materials, using ludic exercises may be a potentially more effective strategy.