Relevant bibliographies by topics / Autism in children. Autistic children Autistic Disorder

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Academic literature on the topic 'Autism in children. Autistic children Autistic Disorder'

Author: Grafiati
Published: 4 June 2021
Last updated: 15 February 2022

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Journal articles on the topic "Autism in children. Autistic children Autistic Disorder"

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Chekaleva, N., Z. Kulsharipova, L. Syrymbetova, B. Matayev, and D. Omarova. "Сomprehensive support of children with autistic spectrum disorders." Bulletin of the Karaganda University. Pedagogy series 101, no. 1 (March 29, 2021): 33–40. http://dx.doi.org/10.31489/2021ped1/33-40.

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Today, autism is a significant social problem that is becoming more widespread, affecting children who have the same type of developmental problems, but with different options for overcoming them. This is what causes the idea of autism as a set of autism spectrum disorders. Children with ASD are a polymorphic group, which manifests itself in psychological and pedagogical features, which complicates social adaptation. In psychological and pedagogical terms, children with ASD are allocated to a special group, since interaction is built differently due to qualitative communication disorders. In many cases, children with ASD who come to school have unformed learning behaviors. For the successful development of the program material in children with ASD, it is necessary to form a stereotype of educational behavior, on which all school education is based. Deficits in the formation of these skills can lead to a longer period of adaptation of the child in school and to difficulties in mastering the program. In this article, we consider the necessary skills, the formation of which is aimed at psychological and pedagogical assistance to a child with ASD in preparation for school.
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Khan, Md Arif Uddin. "The Role of the Family in Socializing the Autistic Children: A Study in Bangladesh." International Letters of Social and Humanistic Sciences 55 (July 2015): 70–85. http://dx.doi.org/10.18052/www.scipress.com/ilshs.55.70.

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Autism Spectrum Disorders are increasingly known in developing countries like Bangladesh. The children with autism exhibit significant deficits in social communication, including delayed language development and imitation skills. This disorder is different from other disorders and its characteristics and functions are also different. Families having children with autism spectrum disorder play important role in their socialization and face many challenges as the disorder is associated with disruptive antisocial behavior. The main objective of this research is to know the role of family in socializing autistic children. This research was conducted though survey method by using a semi-structured questionnaire. The data of this study was collected from 78 parents having children with autism spectrum disorder. In our country autism newly introduced and research on autism especially role of the family of the autistic children in socialization are very few. So, this study discusses the role of family in socializing autistic children.
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Fattah Mohammed, Hussein Ahmed Abdel. "Patterns of sleep disorders in children with autism with the attention deficit -hyperactivity disorder." Journal of Arts and Social Sciences [JASS] 8, no. 1 (February 1, 2017): 81. http://dx.doi.org/10.24200/jass.vol8iss1pp81-101.

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The present study aims to identify the extent of the prevalence of some sleep disorders patterns of autistic children with attention deficit hyperactivity disorder, and the preparation and rationing measure of attention deficit hyperactivity disorder when autistic children, and scale disturbances of sleep when autistic children with attention deficit hyperactivity disorder, and differences gender (male - female) in sleep disorders patterns in these children, and to identify the predictable patterns of sleep disorders in autistic children with attention deficit hyperactivity disorder, the study sample: The sample consisted reconnaissance of the (study 60) of children with autism parents, has been application on (60) of children (40 males and 20 females) between the ages of (7 -12 years), sample basic study consisted of (80) of children with autism parents, it has been the application on (80) of autistic children (50 males 0.30 females) between the ages of (7-12 years), and the study sample of visitors to Al Amal Hospital for Mental Health Barar- northern border region - Saudi Arabia, approach the study: the use of a researcher in the current study, the descriptive approach comparative The study found that it can predictable patterns of sleep disorders in children with autism, attention deficit hyperactivity disorder, as some common patterns of sleep disorders in children study sample and found statistically significant differences in sleep disorders among both male and female patterns of children study sample in favor of males.
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Al Mochamant, Iosif-Grigorios, Ioannis Fotopoulos, and Lampros Zouloumis. "Dental Management of Patients with Autism Spectrum Disorders." Balkan Journal of Dental Medicine 19, no. 3 (November 1, 2015): 124–27. http://dx.doi.org/10.1515/bjdm-2015-0046.

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SummaryDental treatment of patients with Autism Spectrum Disorders (ASD) can be complicated because of the presence of behavioural unpredictability. This article reviews the present literature on the issues dealt with children with autistic spectrum disorder from the dental perspective. The prevalence of autism is rising worldwide. Consequently, dentists will find an increasing number of such children in their routine practice, whose treatment will require special considerations in their dental management. Knowledge regarding the oral health status of autistic children is essential for the paediatric dentists. Negative behaviour toward dental treatment was very clear in autistic children. Self-inflicting trauma/habits were observed in autistic children. It was concluded that the autistic children do not have a higher dental caries score compared to that of normal children. Their oral hygiene was fair; however, they exhibited more debris deposits than normal children.
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Mano, Elona. "Adult Autism - Global Challenge of the Future." European Journal of Social Sciences Education and Research 6, no. 1 (April 30, 2016): 94. http://dx.doi.org/10.26417/ejser.v6i1.p94-98.

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There is an increase awareness of Autism Spectrum Disorder recently. The truth is that tens of thousands face an autism diagnosis each year. Even though the integration of autistic children is the focus of many studies in the last decades, the problem remains unsolved. What happens with autistic children as adults? In addition, one of the biggest challenges in providing services to people with an autism spectrum disorder is that the needs change from person to person. This study is focused on parent`s point of view. During the interviews the participants raised some important issues. To have their children in the same classes with non-disabled children, was the first won battle of parents of autistic children, but integrating autistic individuals as adults in society seems to be just the cover of a big dilemma for parents of autistic children. Autistic child as adult is a real challenge for society worldwide.
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Brzóska, Anna, Beata Kazek, Karolina Kozioł, Agnieszka Kapinos-Gorczyca, Małgorzata Ferlewicz, Agnieszka Babraj, Anna Makosz-Raczek, et al. "Eating Behaviors of Children with Autism—Pilot Study." Nutrients 13, no. 8 (August 3, 2021): 2687. http://dx.doi.org/10.3390/nu13082687.

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Autism Spectrum Disorder (ASD) is the most recognized neuropsychiatric disorder of childhood. Comorbid conditions (such as feeding disorders) are more common among people with autism than among the general population. The most frequent somatic disorders in autistic children include the gastrointestinal disorders observed in 46–91% of patients. The purpose of this study was the evaluation of the nutrition of children with autism, with particular emphasis placed on feeding in the first year of life, in comparison to the group of healthy peers. Participants included 75 Caucasian children (41 children diagnosed with pure autism, and the control group consisting of 34 children without autistic traits). The analysis was performed based on a questionnaire of own design with the first part devoted to the eating practices of the early infancy. Results: Autistic children, as compared to the healthy peers, presented a shortened time of breastfeeding (the children fell asleep at the breast) (p = 0.04), a delayed introduction of dairy products (p = 0.001), the need of more trials to introduce new foods (p = 0.006), a delayed introduction of foods with solid and lumpy structure (p = 0.004), a longer duration of bottle feeding (p = 0.005), delayed attempts to eating using own hands (p = 0.006) and needed a greater support of parents to divert their attention from food during eating (p = 0.05). Conclusions: 1. The dietary problems are more common among children with the autism spectrum disorder than among the population of healthy children, during the first year of life from the time of introducing the complementary foods. 2. The autistic children experience difficulties with eating and require their parents’ additional involvement significantly more often than their healthy peers.
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Zaky, E. "Face processing in autism spectrum disorder." European Psychiatry 41, S1 (April 2017): S457. http://dx.doi.org/10.1016/j.eurpsy.2017.01.496.

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BackgroundAutism spectrum disorder (ASD) is a lifelong neurodevelopmental disorder that is characterized by impaired social and communicative abilities as well as restricted, repetitive, stereotyped pattern of behaviors, interests, and activities. Significant difficulties in social interactions in autistics are manifested by impairment in eye-to-eye contact, social reciprocity, and response to emotional cues.ObjectiveHighlighting the neurological basis of normal face processing and its abnormalities in ASD with percussions on the management plan of autistic children.SummaryHuman face processing that was proved to be compromised in autistic individuals is pivotal for proper social interactions. Such simple spontaneous perceptual task in normal children is carried out by face processing areas of the brain; fusiform gyrus, superior temporal sulcus, and amygdala. Behavioral, electrophysiological, and neuroimaging studies showed evidences of dysfunction of such areas in autistics who often focus on face periphery and cannot interpret that it tells something about a person's state of mind. Very early targeted intervention can stimulate face processing areas of the brain during the early developmental phases of social brain circuitry which in turn will help autistics to pay attention to faces and learn to understand emotional expressions.ConclusionEventually, prevention or at least significant amelioration of severity and symptomatology spectrum of autism might be possible.Disclosure of interestThe author have not supplied his declaration of competing interest.
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Höglund Carlsson, Lotta, Fritjof Norrelgen, Liselotte Kjellmer, Joakim Westerlund, Christopher Gillberg, and Elisabeth Fernell. "Coexisting Disorders and Problems in Preschool Children with Autism Spectrum Disorders." Scientific World Journal 2013 (2013): 1–6. http://dx.doi.org/10.1155/2013/213979.

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Objectives. To analyze cooccurring disorders and problems in a representative group of 198 preschool children with autism spectrum disorders (ASD) who had had interventions at a specialized habilitation center.Methods. Parents and children were seen by a research team. Data were based on parental interviews, pediatric assessments, and tests of the child. Information on autistic symptoms, general cognitive function, speech and language, motor function, epilepsy, vision, hearing, activity level, behavior, and sleep was collected.Results. Three ASD categories were used: (1) autistic disorder (AD), (2) autistic-like condition (ALC) or Asperger syndrome, and (3) one group with autistic symptoms/traits but not entirely all its criteria met for ASD. Children with autism had a mean of 3.2 coexisting disorders or problems, the ALC/Asperger group had a mean of 1.6, and children with autistic traits had a mean of 1.6. The most common disorder/problems in the total group pertained to language problems (78%), intellectual disability (ID) (49%), below average motor function (37%), and severe hyperactivity/ADHD (33%).Conclusions. The results accord with the concept of early symptomatic syndromes eliciting neurodevelopmental clinical examination (ESSENCE), and highlight the need of considering ASD in a broad perspective taking also other cooccurring developmental disorders into account.
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Izzah, Alifah Fajriyyatul, Widati Fatmaningrum, and Roedi Irawan. "Perbedaan Gejala pada Anak Autis yang Diet Bebas Gluten dan Kasein dengan yang Tidak Diet di Surabaya." Amerta Nutrition 4, no. 1 (March 15, 2020): 36. http://dx.doi.org/10.20473/amnt.v4i1.2020.36-42.

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Background: Autism disorders can disrupt the quality of life of autism children. One popular diet therapy for children with autism is a gluten and casein free diet. Gluten and casein free diet based on opioid theory are still pros and cons.Objective: To determine the difference of symptoms in autistic children who are free from gluten and casein and those who are not.Method: An observational analytic cross-sectional study was conducted at several autistic therapy centers in Surabaya. The study was carried out in children with autism aged 3-12 years and was diagnosed by a specialist. The research subjects were selected by purposive sampling method. Data collected, including data on the child's identity, data on the identity of parents, data on gluten and casein implementation were obtained through the FFQ questionnaire and data on symptoms of autistic children were obtained from the ATEC questionnaire.Results: Autistic symptom scores were good for communication skills, social interactions, cognitive responses, and behavioral disorders in autistic children on diets rather than those who did not. Bivariate test results showed that there were significant differences in the variable behavior disorder (p=0.021) and the total score (p=0.018).Conclusion: There are differences in symptoms in autistic children who are free from gluten and casein and those who are not especially on behavioral disorders.ABSTRAKLatar Belakang: Gangguan autisme dapat mengganggu kualitas hidup anak autis. Salah satu terapi diet populer bagi anak autis adalah diet bebas gluten dan kasein. Diet bebas gluten dan kasein yang didasari oleh teori opioid masih menjadi pro kontra.Tujuan: Mengetahui perbedaan gejala pada anak autis yang diet bebas gluten dan kasein dengan yang tidak diet.Metode: Penelitian analitik observasional rancangan cross sectional dilakukan di beberapa pusat terapi autis di Surabaya. Penelitian dilakukan pada anak autis berusia 3 – 12 tahun dan telah didiagnosis oleh dokter ahli. Subyek penelitian dipilih dengan metode purposive sampling. Data yang dikumpulkan, meliputi data identitas anak, data identitas orang tua, data pelaksanaan diet bebas gluten dan kasein diperoleh melalui kuesioner FFQ serta data gejala pada anak autis diperoleh dari kuesioner ATEC.Hasil: Gambaran gejala pada anak autis yang diet bebas gluten dan kasein lebih ringan daripada yang tidak diet berupa gangguan kemampuan komunikasi, interaksi sosial, respon kognitif dan gangguan perilaku. Hasil uji bivariat menunjukkan ada perbedaan yang signifikan pada variabel gangguan perilaku (p=0,021) dan skor ATEC total (p=0,018).Kesimpulan: Ada perbedaan gejala pada anak autis yang diet bebas gluten dan kasein dengan yang tidak diet terutama pada gangguan perilaku.
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Neo, Wee Xuan, and Gerard Thomas Flaherty. "Autism Spectrum Disorder and International Travel." International Journal of Travel Medicine and Global Health 7, no. 1 (November 24, 2018): 1–3. http://dx.doi.org/10.15171/ijtmgh.2019.01.

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The literature on international travellers with psychiatric disorders is limited. This perspective article highlights various travel-related aspects of autism spectrum disorder (ASD), including its aetiological association with maternal migration, the difficulties faced by longterm travelers with autistic children, and the facilitation of international travel for autistic individuals by the travel industry. Depending on the severity of their condition, autistic individuals may find specific aspects of the travel experience particularly distressing. Travel medicine practitioners should be aware of the unique needs of autistic travelers when providing pre-travel health counseling. There is also an onus on the travel industry to facilitate safe and enjoyable travel and remove barriers faced by autistic travellers.
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Dissertations / Theses on the topic "Autism in children. Autistic children Autistic Disorder"

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Hanekom, Leché. "Resilience in families with a child living with Autism Spectrum Disorder." Thesis, Nelson Mandela Metropolitan University, 2008. http://hdl.handle.net/10948/973.

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In recent years the number of studies on resilience emerging within the field of positive psychology has increased. However, such studies are limited within the South African context and so the proposed study aims to explore and describe the factors that facilitate adjustment and adaptation in South African families living with Autism Spectrum Disorder. McCubbin, McCubbin and Thompson (2001) developed the Resiliency Model of Family Stress, Adjustment and Adaptation which were used to conceptualise the family’s adaptation. Mothers (n = 19) from 19 families participated in the study. The families consisted of at least three members, of which two are parents and one a child younger than 18 years of age that has been diagnosed with Autistic Spectrum Disorder. A combination of non-probability purposive sampling and snowball sampling was used to select participants. The study had an exploratory and descriptive aim and employed triangulation of method, including both qualitative and quantitative data collection procedures. A biographical questionnaire and the following seven structured paper-and-pencil questionnaires were used: the Family Attachment and Changeability Index 8 (FACI8), the Family Crisis-oriented Personal Evaluation Scales (F-COPES), the Family Hardiness Index (FHI), the Family Problem-solving Communication (FPSC), the Family Time and Routine Index (FTRI), the Relative and Friend Support (RFS), and the Social Support Index (SSI). Descriptive statistics were used to describe the biographical information. Qualitative data were analysed by means of content analysis. Quantitative data were manipulated by means of correlation and regression analysis. The results from the quantitative analysis indicate three significant positive correlations with the FACI8. These variables were the family hardiness (measured by FHI), family problem-solving communication (measured by the FPSC), and family time and routines (measured by the FTRI). The findings from the qualitative analysis point out that social support, the spousal relationship and family time, togetherness and routines are the most important strength factors that contribute to the family’s adjustment and adaptation. Even though this study had a small sample size and several other limitations, the findings of this study could still assist in guiding specialised institutions toward providing more comprehensive information and support to families living with a child diagnosed with Autism Spectrum Disorder. This study also contributes to the studies on family resilience within a South African context.
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McCallon, Denise. "A Follow-Up Study of Autistic and Autistic-Like Children." Thesis, University of North Texas, 1988. https://digital.library.unt.edu/ark:/67531/metadc331959/.

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Autism is a lifelong handicapping disorder that occurs on a continuum of severity. Children who show mild autistic behaviors but do not meet the criteria for a diagnosis of autism are often called autistic-like, but it is not known if their development and functioning are similar to that of autistic children. A follow-up study was done on 35 autistic and autistic-like children who were an average of 3 years of age when initially seen. Initial test scores indicated that the children were similar on measures of intellectual/developmental functioning, receptive vocabulary, and adaptive functioning. Approximately 4 years later they were evaluated again. Using the Childhood Autism Rating Scale, the children were divided at follow-up into three groups: nonautistic, mildly/moderately autistic, and severely autistic. Most children made gains on intelligence tests and displayed a diminishing number of autistic symptoms. Changes in nonverbal intelligence, adaptive functioning and receptive vocabulary scores depended on group membership. The results are discussed in relation to the reported stability of cognitive functioning in young autistic children and the implications for clinical practice, early intervention, and research on attachment. The nature of the syndrome of autism is also discussed, particularly in its relation to the milder, atypical children. The superior follow-up status of the autistic-like as compared to the autistic children raises serious questions about including the two groups in the same syndrome.
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Li, Huiyun, and 李蕙筠. "Early intervention for children with autistic spectrum disorder : a systematic review." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hdl.handle.net/10722/193794.

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Background: Autistic spectrum disorder or autism spectrum disorder (ASD) is nowadays remained a global issue as well as in Hong Kong. Since the earlier the children with ASD get intervened, the better the result they will receive. Early Intensive Behavioral Intensive Intervention (EIBI) based on a clinic or center setting is now provided in Hong Kong. Due to the limited resources and developed diagnosis and screening tool for ASD, there exists a long waiting time for the children to get access to the services. No review on comparing early interventions based on home or preschool setting other than EIBI had been conducted for the children with ASD in Hong Kong, which are most likely benefit for the children who are on the waiting list. Objective: (i) This systematic review is on the randomize control trials of the early interventions other than EIBI to identify interventions that can be conveyed or mediated by non-professionals in a non-clinical or center based setting that might be possible to implement in Hong Kong. (ii) To evaluate the effectiveness of the early interventions on development such as intellectual, cognitive and social behavior for the children from 0-6 years with ASD. Methods: A systematic review of RCTs is conducted. Studies were searched in PubMed, MEDLINE and EMBASE by using MeSH. Inclusion and exclusion criteria were applied to the selection process. RCTs that target on the effect of early interventions for the toddlers/preschoolers other than EIBI based on a non-clinical setting delivered by non-professionals were included in this review. Studies mainly focused on the screening or diagnose of early onset ASD were excluded. Results: Out of 319 RCTs were retrieved from the database with 16 of them were included and analyzed in this review. 12 kinds of early interventions are identified with 11 them carried out under a home or preschool setting, 1 of them carried out under a clinical setting by using acupuncture. Large effect size was found in Qi-gong (ES=0.59, 0.80, 0.85; p<0.05), Joint attention (JA) (ES=0.44, 0.67; p<0.05 and ES=1.09, 0.74, 0.88; p<0.05), Preschool Autism Communication Trial (PACT) (ES=1.22, 0.41, 0.33; p<0.05), Autism 1-2-3 (χ2=-2.85, -2.65, -2.81, -2.69; p<0.01), and Communication focused Interpersonal Synchrony (IS) (ES=0.86; p<0.05) interventions, which all intervened with high intensity. Children with ASD showed large improvement in the development outcomes from these studies. Conclusions: Early interventions based on a home or preschool setting delivered by parents and teachers are identified in this systematic review and can be used for children diagnosed with ASD who are on a waitlist and not be able to go to a therapy center. Intervention with higher intensity such as JA, PACT, Qi-gong and Communication focused intervention are highly recommended to do pilot study in Hong Kong as none of them have been applied in Hong Kong before. Since Autism 1-2-3 study were done in Hong Kong with a good compliance and the effective result, it is a recommended for the Department of Health and Non-governmental organizations to consider providing these interventions for the children diagnose as ASD.
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Public Health
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Master of Public Health
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Thiess, Erica Kimberly. "Awareness of autism spectrum disorders in general education." Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008thiesse.pdf.

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Linden, Paola Maria. "Children with autism disorder receiving applied behaviour analysis therapy : parents’ experiences." Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/71781.

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Thesis (MEdPsych)--Stellenbosch University, 2012.
Bibliography
ENGLISH ABSTRACT: The purpose of this study was to explore the experiences of parents who have a child previously diagnosed with autistic disorder who is following or has in the past followed an intensive Applied Behaviour Analysis programme. Parents willingly participated in this research study. The aim of this study was to explore parents' experiences and the various challenges they face. This study also focuses on support and coping strategies experienced by parents. Parents were also asked to provide ideas for support strategies, coping strategies and advice to other parents who may be embarking on a similar journey. A literature review was conducted in order to obtain perspective on research conducted in this field. I fulfilled the dual role of researcher and trainee educational psychologist. The interpretive paradigm was chosen as the framework for this study and the data was gathered by means of semi-structured interviews and written reflections. This research report describes a variety of experiences that parents underwent and the repercussions thereof. Suggestions were made and parents shared advice and support strategies to help other parents who have a child with autism who may decide to embark on an intensive ABA programme.
AFRIKAANSE OPSOMMING: Die doelwit van hierdie studie was om die ondervindinge van ouers met 'n kind wat voorheen met outistiese versteuring gediagnoseer is en wat tans of in die verlede 'n intensiewe Toegepaste Gedrags Analise program voltooi het, te verken. Ouers het vrywillig aan hierdie navorsingsprojek deelgeneem. Die mikpunt van die projek was om die ouers se ervaringe en die verskeie uitdagings wat hulle in die gesig staar, te ondersoek. Hierdie studie fokus ook op ondersteuning en hanteringstrategieë wat deur ouers ervaar word. Ouers is ook gevra om ondersteuningstrategieë, hanteringstrategieë en advies te bied aan ander ouers wat dalk 'n soortgelyke reis sal deurmaak. 'n Literatuuroorsig is gedoen ten einde die perspektief van navorsing wat op hierdie gebied gedoen is, te verkry. Ek het die dubbele rol van navorser en leerling opvoedkundige sielkundige gevul. Die interpretatiewe paradigma is gekies as die raamwerk vir hierdie studie. Die ervaringe is vanuit semi-gestruktureerde onderhoude en geskrewe refleksies versamel. Hierdie navorsingsverslag beskryf 'n verskeidenheid ervaringe wat die ouers deurgemaak het, asook die gevolge daarvan. Voorstelle is gemaak en advies en ondersteuningstrategieë is deur ouers gedeel om hulp te verleen aan ander ouers van 'n kind met outisme wat 'n intensiewe ABA program gaan begin.
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Eyres, Sophie. "Supporting siblings of children with autistic spectrum disorders (ASDs)." Thesis, Canterbury Christ Church University, 2011. http://create.canterbury.ac.uk/10196/.

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Section A: A review of current research literature relating to the impact of child ASD upon non-affected siblings and the utility of sibling group interventions. The first section summarises and critiques studies relating to the social, emotional and behavioural adjustment of siblings, including consideration of potential mediating factors and discussion of methodological issues. The second section considers evidence for one intervention for this group, ASD-specific sibling support groups. The review suggests that inconsistencies remain within the sibling research literature and that there is a clear need for UK-based outcome research. Section B: Background: Having a brother or sister with an ASD can be challenging for non-affected siblings. These children may experience reduced parental attention, isolation from peers and difficult sibling behaviours. This pilot study aimed to investigate the utility of support groups for siblings of children with ASDs. Methods: A within group, mixed methods design was used with a pre-intervention baseline. Participants were 35 children, aged 7-15 years, with an ASD sibling. All were attending ASD-specific sibling group interventions across the South East of England. Sibling rated self-concept, anxiety and anger and parent-rated emotional difficulties were collected at pre group, post group and follow up. One group also participated in a focus group. Results: Results indicated significant improvements in self concept and significant decreases in anger and anxiety following participation in an ASD-specific sibling group. Anxiety continued to decrease at 3 month follow up. Parent-rated sibling emotional difficulties did not change. All siblings valued the groups. Four main themes were identified from qualitative data: Siblings valued the opportunity to meet similar others, have fun, learn new information about ASD and apply this knowledge to their own situation. Conclusions: The present pilot study extends existing literature on ASD-specific sibling groups. This is one of the first studies to combine qualitative data with standardised outcome measures. Participation in an ASD-specific support group may be associated with more positive self concept and decreased anger and anxiety. Given inherent study limitations, further, controlled research studies are warranted. Section C: A critical appraisal of the study conducted in section B and a reflective account of the process. This includes consideration of research skills learnt, future adaptations, clinical implications and ideas for future research.
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Paladino, JoDe Berk Laura E. "Private speech in children with autism developmental course and functional utility /." Normal, Ill. : Illinois State University, 2006. http://proquest.umi.com/pqdweb?index=0&did=1276398691&SrchMode=1&sid=1&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1181312973&clientId=43838.

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Thesis (Ph. D.)--Illinois State University, 2006.
Title from title page screen, viewed on June 8, 2007. Dissertation Committee: Laura E. Berk (chair), Karla Doepke, Stacey Jones Bock, Dawn McBride. Includes bibliographical references (leaves 168-175) and abstract. Also available in print.
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DeVito, Donald R. "The communicative function of behavioral responses to music by public school students with autism spectrum disorder." [Gainesville, Fla.] : University of Florida, 2006. http://purl.fcla.edu/fcla/etd/UFE0013721.

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Jonovich, Sarah Hildebrand. "Association between parenting behaviors, social skills, and anxiety in children with high-functioning autism spectrum disorders /." Connect to full text in OhioLINK ETD Center, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1182518785.

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Neame, Suzanne Mary. "Helping Typically Developing Children Have Successful Play Experiences with a Sibling with an Autism Spectrum Disorder." Thesis, University of Canterbury. Health Sciences Centre, 2010. http://hdl.handle.net/10092/5229.

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Children with autism spectrum disorder (ASD) are shaped and in turn shape the people in their environment especially those closest to them, their parents and their siblings. When the sibling relationships between children with ASD and their typically developing siblings are considered, challenges and opportunities present themselves for both siblings. This study assessed the effectiveness of a sibling intervention that aimed to meet the needs of both siblings involved. It was initially hypothesised that teaching the typically developing children responsive strategy use would enhance their interactions between the children leading to increases in the quality of the sibling relationship and in the well-being of both siblings. In addition, the typically developing children were given developmentally appropriate information on their sibling’s difficulties, information on emotions, and the opportunity to play mutually enjoyable games with their sibling with ASD to enhance their motivation to persist in attempts at interacting with their sibling with ASD. Initial findings suggested that the planned intervention was not necessarily benefitting the typically developing children. The focus of the intervention changed to include a more explicit focus on the influence of the intervention on the typically developing children. Changes were made, by de-emphasising the strategy component and emphasising the other components, to enable both siblings to benefit from the intervention. Findings indicated that the typically developing children had existing skills for interacting with their siblings with ASD. Increases in the quality of the sibling interactions and the well-being of both children seemed to be most strongly related to aspects of the intervention that increased the warmth of the children’s feelings towards each other and the typically developing children’s understanding and tolerance of their sibling with ASD. Overall, the findings from this project emphasised the importance of supporting family members of children with ASD for the benefit of both the family members and the benefit of the children with ASD.
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Books on the topic "Autism in children. Autistic children Autistic Disorder"

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Autistic states in children. London: Tavistock/Routledge, 1992.

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Goldstein, Sam, Jack A. Naglieri, and Sally Ozonoff, eds. Assessment of autism spectrum disorders. New York: Guilford Press, 2008.

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Parenting on the autism spectrum: A survival guide. San Diego: Plural Pub., 2009.

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The world of the autistic child: Understanding and treating autistic spectrum disorders. New York: Oxford University Press, 1996.

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Wing, Lorna. Autistic children: A guide for parents and professionals. 2nd ed. New York: Brunner/Mazel, 1985.

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The myth of autism: How a misunderstood epidemic is destroying our children. New York: Skyhorse Pub., 2011.

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Autism and the family: Problems, prospects, and coping with the disorder. Springfield, Ill., U.S.A: Charles C Thomas, 1998.

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Autism and post-traumatic stress disorder: Ending autistic fixation. Springfield, Ill: Charles C. Thomas, 2000.

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1950-, Gillberg Christopher, ed. The biology of the autistic syndromes. New York: Praeger, 1985.

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Cumine, Val. Autism in the early years: A practical guide. 2nd ed. Milton Park, Abingdon, Oxon: Routledge, 2010.

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Book chapters on the topic "Autism in children. Autistic children Autistic Disorder"

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Malloy, Lindsay C., Allison P. Mugno, and Andrea Arndorfer. "Interviewing Children with Autistic Spectrum Disorder." In The Wiley Handbook of Memory, Autism Spectrum Disorder, and the Law, 292–310. Chichester, UK: John Wiley & Sons, Ltd, 2018. http://dx.doi.org/10.1002/9781119158431.ch15.

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Yogev-Platek, Pam. "The structure of the multi-professional therapeutic response for preschool-age children with autism." In Treating Children with Autistic Spectrum Disorder, 19–38. Milton Park, Abingdon, Oxon ; New York, NY : Routledge, 2018.: Routledge, 2017. http://dx.doi.org/10.4324/9781315143002-2.

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Macy, Kelly, Wouter Staal, Cate Kraper, Amanda Steiner, Trina D. Spencer, Lydia Kruse, Marina Azimova, et al. "Behavior Rating Instrument for Autistic and Atypical Children (BRIAAC)." In Encyclopedia of Autism Spectrum Disorders, 419–20. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1698-3_902.

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Butler, Sarah, and Catherine Lord. "Behavior Rating Instrument for Autistic and Atypical Children (BRIAAC)." In Encyclopedia of Autism Spectrum Disorders, 627–28. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-91280-6_902.

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Campbell, Daniel, Corey Ray-Subramanian, Winifred Schultz-Krohn, Kristen M. Powers, Renee Watling, Christoph U. Correll, Stephanie Bendiske, et al. "Treatment and Education of Autistic and Communication-Related Handicapped CHildren." In Encyclopedia of Autism Spectrum Disorders, 3165. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1698-3_101476.

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Campbell, Daniel, Corey Ray-Subramanian, Winifred Schultz-Krohn, Kristen M. Powers, Renee Watling, Christoph U. Correll, Stephanie Bendiske, et al. "Treatment and Education of Autistic and Related Communication-Handicapped Children." In Encyclopedia of Autism Spectrum Disorders, 3165–69. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1698-3_949.

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Shea, Victoria. "Treatment and Education of Autistic and Related Communication-Handicapped Children." In Encyclopedia of Autism Spectrum Disorders, 4903–7. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-91280-6_949.

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Teale, Sandra. "Specialist ServicesEducation for Children with Autism Spectrum Disorders and Social Stories for Parents of Autistic Children." In Child and Adolescent Mental Health, 609–15. 3rd ed. Third edition. | New York, NY: Routledge, 2021.: CRC Press, 2021. http://dx.doi.org/10.4324/9781003083139-94.

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Menyuk, Paula, and Kathleen Quill. "Semantic Problems in Autistic Children." In Communication Problems in Autism, 127–45. Boston, MA: Springer US, 1985. http://dx.doi.org/10.1007/978-1-4757-4806-2_8.

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Prizant, Barry M., and Amy M. Wetherby. "Communication in Preschool Autistic Children." In Preschool Issues in Autism, 95–128. Boston, MA: Springer US, 1993. http://dx.doi.org/10.1007/978-1-4899-2441-4_5.

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Conference papers on the topic "Autism in children. Autistic children Autistic Disorder"

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Silva, Salatiel Dantas, Ademar França de Sousa Neto, Francisco Milton Mendes Neto, Rodrigo Monteiro de Lima, and Karla Rosane do Amaral Demoly. "A Serious Game with Geolocalition to Support Learning ofChildren with Autism and Learning Difficulties." In Simpósio Brasileiro de Informática na Educação. Sociedade Brasileira de Computação, 2020. http://dx.doi.org/10.5753/cbie.sbie.2020.342.

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People with Autism Spectrum Disorder (ASD) have characteristicsdescribed as the disability to relate to others, communication disorders, andobsessive concern about what is unchanging. In this sense, this paper aimsto present an application for mobile devices, in a serious game format, whosepurpose is to aid the teaching-learning process of autistic children, also seekingto reduce their isolation tendencies. Also, it shows both ontologies and theMultiagent System integrated into the application. The validation occurred withautism specialists through questionnaires. The results indicate that the proposedapplication presents the potential to reach its objectives.
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Haris Bin Abdul Rahim, Muhamad, and Norshuhani Zamin. "AUTISTHERAPIBOT: Autonomous robotic autism therapists assistant for autistic children." In 2014 IEEE International Symposium on Robotics and Manufacturing Automation (ROMA). IEEE, 2014. http://dx.doi.org/10.1109/roma.2014.7295896.

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Castillo, Tayde A., Concepcion Perez de Celis, Carmen Lara, Maria J. Somodevilla, Ivo H. Pineda, Karina F. de Alba, and Erick Romero. "Authic: Computational tool for children with autistic spectrum disorder." In 2016 International Symposium on Computers in Education (SIIE). IEEE, 2016. http://dx.doi.org/10.1109/siie.2016.7751838.

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Suryaningsih, Yeni, and Eka Indah Aditia. "NUTRITIONAL STATUS AND SOCIAIZATION ABILITY IN CHILDREN WITH AUTISTIC DISORDER." In THE 4th INTERNATIONAL NURSING CONFERENCE “LIFE CYCLE APPROACH FOR SUCCESSFUL AGING”. Universitas Muhammadiyah Jember, 2019. http://dx.doi.org/10.32528/inc.v0i0.2689.

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Badi’ah, Atik, Ni Ketut Mendri, Heru Santoso Wahito Nugroho, and Wawuri Handayani. "Effect of Trained Parenting on the Development of Autistic Children at Autism Schools in Indonesia." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.03.83.

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ABSTRACT Background: Autistic children are unique individuals who have different abilities and characteristics, so that they have different ways of interacting with themselves and the environment. The development of interest in children with autism can be hampered. Parenting in children with autism includes parents of autistic children who provide emotional, social, informational and practical support to develop children’s interests with autism. Based on the results of a preliminary study conducted by the author at 8 Special Schools (SLB) in Yogyakarta and Ponorogo, East Java, most parents (93%) thought that enrolling autistic children in special schools (SLB) meant that their efforts had been said. enough. The purpose of this study was to analyze the effect of parenting on the development of interest in autistic children in autistic schools. Subject and Method: This was a quasi-experiment pretest-posttest design with control group design conducted at the seven autism schools in Yogyakarta and one autism school in Ponorogo, East Java. A sample of autistic children selected by purposive sampling with the criteria of a pair of parents with autistic children aged 6-12 years. The dependent variable was development of interest in children with autism. The independent variable was parenting. The first observation was to determine the development of interest in children with autism before being given parenting and the second observation after being given parenting. Data was analyzed by bivariate analysis by Wilcoxon Rank Test. Results: The development of interest in autistic children was higher after the intervention with trained parenting than before, and it was statistically significant (p <0.001). Conclusion: Giving trained parenting is effective in increasing the development of interest in children with autism in Autism Schools in Yogyakarta and Ponorogo, East Java. Keywords: Parenting, interest development, autistic children Correspondence: Atik Badi’ah. School of Health Sciences, Yogyakarta. Email: atik.cahyo@yahoo.com. Mobile: +628164267407. DOI: https://doi.org/10.26911/the7thicph.03.83
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Magaton, Heloise Cristini, and Silvia Amélia Bim. "The Use of Educational Applications by Children with Autistic Spectrum Disorder." In IHC 2017: Brazilian Symposium on Human Factors in Computing Systems. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3160504.3160520.

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Gobbo, Maria Renata de Mira, Cinthyan Renata Sachs C. de Barbosa, and Fernanda Mafort. "An APP Designed for the Literacy of Children with Autistic Spectrum Disorder." In 2018 XLIV Latin American Computer Conference (CLEI). IEEE, 2018. http://dx.doi.org/10.1109/clei.2018.00045.

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Francisco Adelton, Alves-Ribeiro, Schalcher Pereira Alvaro Itauna, and Oliveira-Ribeiro Vanessa. "Educational Game Applied in the Daily Life of Children with Autistic Spectrum Disorder." In 2019 14th Iberian Conference on Information Systems and Technologies (CISTI). IEEE, 2019. http://dx.doi.org/10.23919/cisti.2019.8760966.

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Jannah, Fadilla C., Siti Masitoh, and Asri Wijiastuti. "Improving the Number-Concept Recognition of Children Wth Autistic Spectrum Disorder Using Modified Abacus." In International Joint Conference on Arts and Humanities (IJCAH 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201201.040.

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Badi’ah, Atik, Ni Ketut Mendri, Heru Santoso Wahito Nugroho, and Wawuri Handayani. "EFFECT OF TRAINED PARENTING ON THE DEVELOPMENT OF AUTISTIC CHILDREN AT AUTISM SCHOOLS IN INDONESIA." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph-fp.03.25.

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Reports on the topic "Autism in children. Autistic children Autistic Disorder"

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Mood Disorders and ASD: What not to miss. ACAMH, March 2021. http://dx.doi.org/10.13056/acamh.15119.

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The autism community identified mental health as their top research priority in 2016.¹ Autistic children and adolescents are more likely than their general population counterparts to have psychiatric disorders.² For bipolar disorder, rates of 7% are seen in autistic children and adolescents versus 1% in their general population peers.
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Assessment and Management of Autistic Spectrum Disorder (ASD)​ in Children and Adolescents​. ACAMH, December 2020. http://dx.doi.org/10.13056/acamh.14115.

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'Assessment and Management of Autistic Spectrum Disorder (ASD)​ in Children and Adolescents​' - Dr. Zoe Ellison-Wright. ACAMH members can now receive a CPD certificate for watching this recorded lecture. Simply email membership@acamh.org with the day and time you watch it, so we can check the analytics, and we’ll email you your certificate.
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Recognising mental health issues – Episode 5 ‘Autism, a parents guide’ with Dr. Ann Ozsivadjian. ACAMH, April 2020. http://dx.doi.org/10.13056/acamh.11842.

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Food Sensitivities and Proclivities – Episode 6 ‘Autism, a parents guide’ with Dr. Vicki Ford. ACAMH, May 2020. http://dx.doi.org/10.13056/acamh.12066.

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Episode 6 with Dr. Vicki Ford looks at food sensitivities and proclivities, how to build a healthy relationship with food whilst understanding the challenges for many autistic children. Includes transcription, and links.
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