Significant Behavioral Challenges Research Articles

Deep Learning Approach for Screening Autism Spectrum Disorder in Children with Facial Images and Analysis of Ethnoracial Factors in Model Development and Application.

Autism spectrum disorder (ASD) is a developmental disability that can cause significant social, communication, and behavioral challenges. Early intervention for children with ASD can help to improve their intellectual ability and reduces autistic symptoms. Multiple clinical researches have suggested that facial phenotypic differences exist between ASD children and typically developing (TD) children. In this research, we propose a practical ASD screening solution using facial images through applying VGG16 transfer learning-based deep learning to a unique ASD dataset of clinically diagnosed children that we collected. Our model produced a 95% classification accuracy and 0.95 F1-score. The only other reported study using facial images to detect ASD was based on the Kaggle ASD Facial Image Dataset, which is an internet search-produced, low-quality, and low-fidelity dataset. Our results support the clinical findings of facial feature differences between children with ASD and TD children. The high F1-score achieved indicates that it is viable to use deep learning models to screen children with ASD. We concluded that the racial and ethnic-related factors in deep-learning based ASD screening with facial images are critical to solution viability and accuracy.

AI-Augmented Behavior Analysis for Children With Developmental Disabilities: Building Toward Precision Treatment

Autism spectrum disorder is a developmental disorder characterized by significant social, communication, and behavioral challenges. Individuals diagnosed with autism, intellectual, and developmental disabilities (AUIDD) typically require long-term care and targeted treatment and teaching. Effective treatment of AUIDD relies on efficient and careful behavioral observations done by trained applied behavioral analysts (ABAs). However, this process overburdens ABAs by requiring the clinicians to collect and analyze data, identify the problem behaviors, conduct pattern analysis to categorize and predict categorical outcomes, hypothesize responsiveness to treatments, and detect the effects of treatment plans. Successful integration of digital technologies into clinical decision-making pipelines and the advancements in automated decision making using artificial intelligence (AI) algorithms highlights the importance of augmenting teaching and treatments using novel algorithms and high-fidelity sensors. In this article, we present an AI-augmented learning and applied behavior analytics (AI-ABA) platform to provide personalized treatment and learning plans to AUIDD individuals. By defining systematic experiments along with automated data collection and analysis, AI-ABA can promote self-regulative behavior using reinforcement-based augmented or virtual reality and other mobile platforms. Thus, AI-ABA could assist clinicians to focus on making precise data-driven decisions and increase the quality of individualized interventions for individuals with AUIDD.

Autism Spectrum Disorder Classification Using Deep Learning

The goal of this paper is to evaluate the deep learning algorithm for people placed in the Autism Spectrum Disorder (ASD) classification. ASD is a developmental disability that causes the affected people to have significant communication, social, and behavioural challenges. People with autism are saddled with communication problems, difficulties in social interaction and displaying repetitive behaviours. Several methods have been used to classify the ASD from non-ASD people. However, there is a need to explore more algorithms that can yield better classification performance. Recently, deep learning methods have significantly sharpened the cutting edge of learning algorithms in a wide range of artificial intelligence tasks. These artificial intelligence tasks refer to object detection, speech recognition, and machine translation. In this research, the convolutional neural network (CNN) is employed. This algorithm is used to find processes that can classify ASD with a higher level of accuracy. The image data is pre-processed; the CNN algorithm is then applied to classify the ASD and non-ASD, and the steps of implementing the CNN algorithm are clearly stated. Finally, the effectiveness of the algorithm is evaluated based on the accuracy performance. The support vector machine (SVM) is utilised for the purpose of comparison. The CNN algorithm produces better results with an accuracy of 97.07%, compared with the SVM algorithm. In the future, different types of deep learning algorithms need to be applied, and different datasets can be tested with different hyper-parameters to produce more accurate ASD classifications.

EFFECTS OF SPORTS TRAINING ON SOCIAL AND ACADEMIC SKILLS IN AUTISTIC INDIVIDUALS

<p>Autistic Spectrum Disorder (ASD) is an important public health problem. It refers to a developmental disability and can cause significant social, communication and behavioral challenges. According to the previous studies there is no precisely treatment for individuals with ASD. However, they can be improved and can be taught important skills such as expressing their feelings, overcoming their fears, developing their physical abilities and working and bonding with their peers by especially sport education. Sport education or training was implemented with 10 participants with ASD aged 5,5–29 years. One parent from each family who accompanied ten individuals with ASD during sporting events participated in this study. A standardized open-ended interview method was applied to the parents. Social Skill Interview Questions and Academic Skill Interview Questions were applied to the interviewees. The interviews were recorded, transcribed and analyzed. The purpose of the current study was to explore the effect of sports training on social and academic skills in individuals with ASD. Sport helped individual with ASD make progress in social skills such as communication, participation in the game, social relations, behavioral problems and waiting in line, body awareness and balance control, interests, following rules and instructions. On the other hand, it did not yield to the ability to transition from activity to activity and it did not contribute to a few individuals with ASD, while it contributed positively to many individuals with ASD, although some had rather slow success. In the academic skills of sports, perception studies supported skills such as preparation for first literacy, sound words and sentences, listening, relations between objects, and rhythmic counting. While it was recognized that sports contributed considerable improvement to some of the individuals in skills such as writing their own names, grammar, natural numbers, operations, and measures, unfortunately it did not help some of them in progress. It was observed that the majority of those who did not progress were younger. Sport training or education did not support to the ability to perform operations using division and calculator. Evidence suggests that sport education has ultimately a positive effect on the social and academic skills of individuals with ASD. </p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0874/a.php" alt="Hit counter" /></p>

Disrupting their frame of reference: teacher candidates in alternative education settings

ABSTRACT Despite a growing population of students being served in Alternative Education Settings (AES) and a severe teacher shortage in AES, most traditional teacher preparation programs do not specifically address teaching in alternative settings. Unsurprisingly, teachers in these settings report being inadequately prepared to meet the complex needs of students with significant behavioral challenges. Moreover, when behaviorally challenged students exit AES, they are often at a greater social and academic disadvantage than when they enrolled. This grounded theory study followed three groups (N = 40) of teacher candidates as they completed fieldwork in one of five AES as part of a special education course at a large public university in South-eastern Pennsylvania. Analysis of teacher candidates' field journals suggested an emerging theory of ‘alternative education settings as non-schools.’ For these teacher candidates, familiar structures for teaching, learning, and behaviour did not apply in AES, thus delegitimizing AES as schools.

Building Resilience During COVID-19: Recommendations for Adapting the DREAM Program - Live Edition to an Online-Live Hybrid Model for In-Person and Virtual Classrooms.

In standard times, approximately 20% of children and youth experience significant emotional, behavioral, or social challenges. During COVID-19, however, over half of parents have reported mental health symptoms in their children. Specifically, depressive symptoms, anxiety, contamination obsessions, family well-being challenges, and behavioral concerns have emerged globally for children during the pandemic. Without treatment or prevention, such concerns may hinder positive development, personal life trajectory, academic success, and inhibit children from meeting their potential. A school-based resiliency program for children (DREAM) for children was developed, and the goal of this study was to collaborate with stakeholders to translate it into an online-live hybrid. Our team developed a methodology to do this based on Knowledge Translation-Integration (KTI), which incorporates stakeholder engagement throughout the entire research to action process. KTI aims to ensure that programs are acceptable, sustainable, feasible, and credible. Through collaboration with parents and school board members, qualitative themes of concerns, recommendations and validation were established, aiding in meaningful online-live translation. Even though the original program was developed for intellectually gifted children, who are at greater risk for mental health concerns, stakeholders suggested using the program for both gifted and non-gifted children, given the universal applicability of the tools, particularly during this pandemic time period when mental health promotion is most relevant. An online-live approach would allow students studying at home and those studying in the classroom to participate in the program. Broader implications of this study include critical recommendations for the development of both online-live school programs in general, as well as social-emotional literacy programs for children.

A review of the challenges facing people with hearing loss during the COVID-19 outbreak: toward the understanding the helpful solutions

Background and Aim: COVID-19 is a pandemic infectious disease caused by a novel coronavirus has made dramatic changes in people's individual, family, and social lifestyle. Most countries have implemented some regulations including wearing face masks, face shields, and gloves and physical, and social distance in public places to reduce the spread of the virus. However, these global recommendations may be associated with significant social, communication, and behavioral challenges for hearing-impaired people. This review explains the problems that hearingimpaired people may experience in the COVID19 outbreak and also some helpful solutions that can be implemented by audiologists, healthcare professionals, and other members of the society that somehow interact with these people in such conditions that communication barriers increase. Recent Findings: Recent findings indicate that wearing face masks, physical, and social distancing, e-learning and virtual communications during COVID-19 pandemic have provided some problems for people with hearing loss. This can, in turn, have negative consequences including increased feelings of loneliness, isolation and also some limitations in access to educational materials and rehabilitation training of lockdowns of schools and rehabilitation centers or some challenges of online learning at home. Conclusion: People with hearing loss may experience problems during COVID-19 pandemic. There are some strategies that can be implemented to partially solve some communicative and social problems in this group. The use of transparent face masks, compensatory strategies, as well as optimization of virtual, and telehealth, telerehabilitation and tele-education services can be helpful for hearing-impaired people during this pandemic era. Keywords: COVID-19; face mask; social distancing; hearing-impaired people; communication; compensatory strategies

A Systematic Literature Review on the Application of Machine-Learning Models in Behavioral Assessment of Autism Spectrum Disorder.

Autism spectrum disorder (ASD) is associated with significant social, communication, and behavioral challenges. The insufficient number of trained clinicians coupled with limited accessibility to quick and accurate diagnostic tools resulted in overlooking early symptoms of ASD in children around the world. Several studies have utilized behavioral data in developing and evaluating the performance of machine learning (ML) models toward quick and intelligent ASD assessment systems. However, despite the good evaluation metrics achieved by the ML models, there is not enough evidence on the readiness of the models for clinical use. Specifically, none of the existing studies reported the real-life application of the ML-based models. This might be related to numerous challenges associated with the data-centric techniques utilized and their misalignment with the conceptual basis upon which professionals diagnose ASD. The present work systematically reviewed recent articles on the application of ML in the behavioral assessment of ASD, and highlighted common challenges in the studies, and proposed vital considerations for real-life implementation of ML-based ASD screening and diagnostic systems. This review will serve as a guide for researchers, neuropsychiatrists, psychologists, and relevant stakeholders on the advances in ASD screening and diagnosis using ML.

Dietary Habits and Anthropometric Measures of a Dental Student Population

Introduction: Health professionals are expected to understand the relationship between diet and nutrition and overall health. Many relationships between oral health and diet and nutrition are known to contribute to health or disease development. However, few studies to date have evaluated the current dietary habits and behaviors of dental students in the United States. The objective of this study was to complete a longitudinal study of diet and exercise behaviors among dental students during their academic experience at UNLV SDM.
 Methods: Using and Institutional Review Board (IRB) approved protocol, students in four dental cohorts were asked to take a survey regarding their dietary behaviors, nutrition intake and exercise. A total of n=302/327 students participated, yielding an overall response rate of 92.3%. Self reported age, ethnicity and body mass index (BMI) were also collected.
 Results: A total of n=302 students completed the survey, for an overall response rate of 92.3% (n=302/327). Males represented 57.9% of respondents, which closely matched the overall percentage of males among the student population overall (56%, P=0.6870), while the percentage of minority respondents in the study sample (58.9%) was slightly higher than in the overall student population (51.6%, P=0.1095). Self-reported height and weight were higher among males (as expected) – although body mass index (BMI) measuring the ratio of height-to-weight was lower for females (24.53 +/- 4.65) than males (26.15 +/- 3.84), P=0.3711. To determine if dietary factors may account for these differences both positive dietary health behaviors (fruit and salad consumption) and negative health behaviors (processed snacks and sugar sweetened beverages) were assessed. Females reported higher consumption of fruits and salads (P=0.0131) and lower consumption of processed foods and snacks (P=0.0114) than males. However, analysis of exercise found that males reported more sessions of physical activity per week than females (P=0.023) and also reported more overall minutes of vigorous exercise (P=0.002).
 Conclusion: Although many populations face significant dietary and related behavioral challenges, medical and dental students face particular stress and time-limited challenges that may negatively influence positive health outcomes. In addition, the perceived clinical relevance of nutrition education may impact future dietary and nutrition-related discussions and provider recommendations. This is among the first dietary studies of self-reported dental student dietary patterns and health behaviors, which demonstrates areas for education and improvement may be needed to increase student wellness, overall health and well-being - as well as targeted points for clinical education that might increase the perceived relevance of dietary and nutrition education.

Creating optimal conditions for reproducible data analysis in R with ‘fertile’

The advancement of scientific knowledge increasingly depends on ensuring that data‐driven research is reproducible: that two people with the same data obtain the same results. However, while the necessity of reproducibility is clear, there are significant behavioral and technical challenges that impede its widespread implementation and no clear consensus on standards of what constitutes reproducibility in published research. We present fertile, an R package that focuses on a series of common mistakes programmers make while conducting data science projects in R, primarily through the RStudio integrated development environment. fertile operates in two modes: proactively, to prevent reproducibility mistakes from happening in the first place, and retroactively, analyzing code that is already written for potential problems. Furthermore, fertile is designed to educate users on why their mistakes are problematic and how to fix them.

Impact of pediatric hypophosphatasia on behavioral health and quality of life

BackgroundHypophosphatasia (HPP) is a rare genetic disorder caused by loss-of-function mutations in the ALPL gene encoding tissue nonspecific alkaline phosphatase. It is characterized by defective bone mineralization associated with low alkaline phosphatase activity. Clinical features of pediatric HPP are highly variable, and can include premature loss of teeth, musculoskeletal problems, and impaired mobility. The effects of pediatric HPP on sleep, mood, regulation of attention and behavior, and other aspects of behavioral health have not been comprehensively studied.MethodsParents of 30 children with HPP (14 females, 16 males) between the ages of 3 and 16 years (mean age = 8.0 years) enrolled in this cross-sectional survey-based study. Molecular genetic and biochemical testing as well as clinical records were reviewed to verify diagnosis of HPP. The cohort included 15 patients with a more clinically severe presentation of HPP who had received treatment with enzyme replacement therapy (asfotase alfa) and 15 children with less severe HPP who were treatment-naïve. Parents provided information regarding psychopathological comorbidity, emotional and behavioral well-being, and quality of life.ResultsClinically significant behavioral health challenges were evident in 67% of children with HPP. The most common behavioral findings included sleep disturbance and symptoms of attention deficit hyperactivity disorder (ADHD), each of which were observed ≥ 50% of individuals. Sleep disturbance, pain interference, poor behavioral regulation, and mood/anxiety symptoms were associated with reduced physical and psychosocial quality of life. Behavioral concerns were evident among children with HPP receiving asfotase alfa treatment as well as among children with clinically less severe disease who had not initiated therapy. Although most children in the cohort (77%) had age-typical development of adaptive skills, emotional and behavioral challenges were associated with weaker adaptive function.ConclusionsChildren with HPP are at increased risk for ADHD symptoms and other behavioral health challenges. There is likely an under-recognition of these findings in clinical practice.

Tính giá trị và độ tin cậy của thang đo kiến thức, thái độ về rối loạn tự kỷ của người chăm sóc trẻ tại hai tỉnh Hòa Bình và Thái Bình, Việt Nam

Autism Spectrum Disorder (ASD) is a range of developmental disabilities, that can cause significant social, communication and behavioral challenges. This study was conducted in 2017 in order to develop and validate a scale to measure knowledge and attitudes toward child autism spectrum disorder among child caregivers. We interviewed 193 child caregivers in 2 northern provinces of Vietnam, namely Hoa Binh and Thai Binh. Exploratory Factor Analysis (EFA) and Cronbach’s alpha coefficient were used to determine validity and reliability of our scale. Findings indicated that our scale on knowledge, including 13 items distributed into 3 factors with relatively good correlation (0.58-0.79), could explain 82.5% of variability of knowledge. The scale on attitudes consisted of 6 questions, explained 52.8% of variability in attitudes and had a good Cronbach’s alpha of 0.76. The results demonstrated that our scale has satisfactory validity and reliability, thus, could be used to measure knowledge and attitudes towards child ASD among child caregivers. Key words: scale, autism spectrum disorder (ASD), validity, reliability, child caregivers, Vietnam

I Think I’ll Stay for a Year or Two: A Conversation With Dr. Mitchell Yell

Dr. Mitchell Yell’s career has focused on children and youth with significant behavior and emotional challenges. His career has focused on special education law, progress monitoring, and behavior management. Mitch has focused providing opportunities and experiences for others in the service of those students who pose the greatest challenges within the educational environment. In this conversation, he provides his reflections and advice for those working with challenging youth.

Effects of Dietary Fat Profile on Gut Microbiota in Valproate Animal Model of Autism.

Autism spectrum disorder (ASD) is a developmental disability which may cause significant social, communication, and behavioral challenges. Besides certain essential symptoms, a lot of ASD individuals also suffer the comorbidity of gut microbiota dysbiosis, which possibly causes a variety of gastrointestinal (GI) difficulties. Interestingly, evidence has indicated that behavioral output may be modulated through the communication between the central nervous system and gut microbiota via the gut-brain axis. Polyunsaturated fatty acids (PUFAs) and n-3 fatty acids (n-3 PUFA) are structurally and functionally crucial components for the brain, and the state of n-3 PUFAs also affects the gut microbiota. However, how varying intake ratios of n-3/n6 PUFAs affect the gut microbiota composition in ASDs is not well-understood. Pregnant female Wistar rats with intraperitoneal administration of valproate acid (VPA) at embryonic day (E) 12.5 and their male offspring were grouped and fed three diets: a control chow (VPA group), omega-3 deficient (A group), and n-3/n6 (1:5) diet (B group). The diet of pregnant female Wistar rats with intraperitoneal administration of saline and their male offspring was a control chow (normal group). Microbial composition and species abundance were investigated accordingly by the 16S rRNA gene-based metagenomics analysis on the fecal samples. Results showed that fecal microbial abundance was decreased because of VPA administration in the period of pregnancy, and the changing pattern of gut microbiota was similar to that reported in ASD patients. Furthermore, the n-3/n6 (1:5) diet increased the fecal microbial abundance and decreased the elevated Firmicutes. In conclusion, n-3/n6 PUFAs (1:5) diet supplementation may alter gut microbiota composition in VPA-exposed rats. This study put forward a new strategy for the intervention and treatment of autism by n-3/n-6 PUFAs ratio supplementation intakes.

Opieka stomatologiczna nad pacjentem z autyzmem

Autism spectrum disorders (ASDs) are a group of develpmental disabilities that can cause significant social, communication and behavioral challenges. The purpose of this article is to describe ASDs symptoms, dental problems and treating patients with ASDs in a dental practice. In 1943 Leo Kanner described autism. Etiology of these disorders is still unknown Knowledge regarding the oral health status of autistic children is essential for the paediatric dentists. Among dental conditions commonly seen in patients with ASDs can be found: caries, attrition, bruxism, erosion, gingivitis, periodontitis, trauma, drooling. Management of oral cavity health among autistic children is a challenge for every dental team complicated because of the presence of behavioural unpredictability. It is important to know symptoms of, methods of communication with patients and oral clinical manifestations. The role of continuous and evidenc – based medicine education of dental team and parents is crucial in overcoming challenges by autistic children in dental ofiice.

Recognizing autism spectrum disorder.

Autism spectrum disorder (ASD), previously called autism, is a developmental condition that can cause significant social, communication, and behavioral challenges. Early symptoms of ASD can easily be overlooked. Clinicians who can recognize the symptoms of ASD can help children get prompt referral to specialists and early intervention, which is key to improving developmental outcomes for children with ASD.

The MMR Vaccine and Autism.

Autism is a developmental disability that can cause significant social, communication, and behavioral challenges. A report published in 1998, but subsequently retracted by the journal, suggested that measles, mumps, and rubella (MMR) vaccine causes autism. However, autism is a neurodevelopmental condition that has a strong genetic component with genesis before one year of age, when MMR vaccine is typically administered. Several epidemiologic studies have not found an association between MMR vaccination and autism, including a study that found that MMR vaccine was not associated with an increased risk of autism even among high-risk children whose older siblings had autism. Despite strong evidence of its safety, some parents are still hesitant to accept MMR vaccination of their children. Decreasing acceptance of MMR vaccination has led to outbreaks or resurgence of measles. Health-care providers have a vital role in maintaining confidence in vaccination and preventing suffering, disability, and death from measles and other vaccine-preventable diseases.

The D.R.E.A.M. program: developing resilience through emotions, attitudes, & meaning (gifted edition) – a second wave positive psychology approach

ABSTRACTUp to 20% of children and youth, in general, experience significant emotional, behavioural, or social challenges, while 30% to 40% of gifted children can be identified with noteworthy difficulties in these areas. Such concerns may hinder their positive development, personal life trajectory, academic success, and inhibit gifted individuals from meeting their potential. Despite this, to date, no evidence-based, educational socio-emotional (SEL) programs exist to meet the unique needs of gifted school children. In collaboration with knowledge-users, namely gifted children, as well as their parents and teachers, we have created the D.R.E.A.M. (Developing Resilience through Emotions, Attitudes, and Meaning) program grounded in a Second Wave Positive Psychology approach called R.E.A.L. (Rational Emotive Attachment Logotherapy). The D.R.E.A.M. program uses original songs, crafts, drama, discussions, stories, and games to teach skills for resilience. The pilot program was evaluated through a Knowledge Translation-Integrated approach and was found to be acceptable to knowledge-users, feasible to implement, and credible (i.e. the program was found to enhance meaning and mental health). Suggestions for long-term sustainability of the program were also provided by the knowledge-users. Ultimately, through building a sustainable, easy to implement program, we aim to build resilience and enhance gifted children’s capacity to reach their potential.

Effects of Performance Feedback on Treatment Integrity of a Class-Wide Level System for Secondary Students With Emotional Disturbance

Traditional professional development for teachers seldom results in program implementation with high fidelity or improved student outcomes. In this study, we evaluated the effects of performance feedback on the implementation of a class-wide, behavioral level system in four self-contained, secondary classrooms for students identified with emotional disturbance. Using a multiple-baseline across-participants design, we examined the effects of performance feedback on the treatment integrity of the level system, along with changes in student engagement and student disruptive behavior. Results indicated a clear functional relation between performance feedback and teachers’ treatment integrity, with less of a relation observed between performance feedback and students’ academic engagement or disruptive behaviors. Implications of these findings are discussed within the context of effective behavioral interventions for students with significant behavioral challenges.

In the Shadow of Mrs. Zimmerman: A Conversation With Sharon Maroney

Dr. Sharon Maroney’s career has focused on children and youth with significant behavior and emotional challenges. Her career has spanned experiences from sibling, special education teacher, and university professor. She has had the good fortune to study with some the most well-known names in the field. Dr. Maroney shared her reflections with Intervention in which she describes the benefit of establishing and nourishing connections for a successful and rewarding career.