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Relevant bibliographies by topics / Autism spectrum disorders

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Academic literature on the topic 'Autism spectrum disorders'

Author: Grafiati

Published: 4 June 2021

Last updated: 30 July 2024

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Journal articles on the topic "Autism spectrum disorders"

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Tuor, Paula, and Jenkins Zhao. "Pathogenesis of Brain: Autism Spectrum Disorders." Neuroscience and Neurological Surgery 2, no. 2 (April 20, 2018): 01–02. http://dx.doi.org/10.31579/2578-8868/029.

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Autism spectrum disorders (ASDs) affect as many as 1 in 45 children and are characterized by deficits in sociability and communication, as well as stereotypic movements. Many children also show severe anxiety.

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Kim, Hyun Jung, and Emily Carol. "Autism Spectrum Disorder and Schizophrenia Spectrum Disorders." Psychiatric Annals 53, no. 5 (May 2023): 209–15. http://dx.doi.org/10.3928/00485713-20230424-01.

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Autism spectrum disorder (ASD) and schizophrenia spectrum disorders (SSD) are currently conceptualized as distinct illnesses. However, there has been considerable debate over the association between these two disorders. Research findings over the last decade suggest a number of overlapping domains between ASD and SSD: shared environmental risk factors, genetics, neurobiological features, brain imaging, clinical features, and comorbidities. These commonalities lead to significant challenges in differentiating between the core symptoms of ASD and SSD. Misinterpretation of symptoms is common in clinical practice, particularly while working with young people at the early stage of these neurodevelopmental conditions, such as first-episode psychosis or clinical high risk. It is essential for mental health professionals to know about research-informed clinical guidelines on how to differentiate ASD and SSD in the clinical setting. [ Psychiatr Ann . 2023;53(5):209–215.]

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Correia, Thays Lorena Bahia Vieira, Tatiana Fernanda Queiroz Cunha, Eduarda Rafaella Resende Andrade, Regina Consolação dos Santos, Erika Augusta Faria Maciel, Fernanda Marcelino Rezende e. Silva, Liliane Pena, Thayane Vieira Carvalho, and Heber Paulino Pena. "Alterações epigenéticas no transtorno do espectro autista: revisão integrativa de literatura." Research, Society and Development 10, no. 11 (September 4, 2021): e369101119449. http://dx.doi.org/10.33448/rsd-v10i11.19449.

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O transtorno de espectro autista (TEA) é um distúrbio que afeta o neurodesenvolvimento da criança e faz com que sua capacidade de interação social, intelectual e seu comportamento sejam menos desenvolvidos. O objetivo desse estudo foi evidenciar como as desordens epigenéticas podem contribuir para o surgimento de crianças autistas, demonstrando como é essencial que se faça pesquisas científicas e busque compreender as características epigenéticas que levam ao desenvolvimento do TEA. O estudo busca realizar uma revisão integrativa de literatura e tem como descritores: “transtorno do espectro autista e as desordens epigenéticas”, “autismo”, “desordens epigenéticas”, “autism spectrum disorder and epigenetic disorders”, “autism”, “autism spectrum disorder”, “disorders epigenetics”, a base de dados consultados foram a Pubmed, Scientific Eletronic Library Online (Scielo) e Google acadêmico. Os estudos apontam que o TEA é caracterizado como um transtorno de herança multifatorial e que fatores ambientais, independentes ou em conjunto com os fatores epigenéticos, aumentam o risco desse agravo. Concluímos que as alterações epigenéticas estão associadas ao autismo, assim como as consequências comportamentais e histológicas deste distúrbio.

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Tyutyunnikova, Nina Borisovna. "AUTISM SPECTRUM DISORDERS." Nauka v sovremennom mire 6, no. 11 (2020): 33–34. http://dx.doi.org/10.31618/2524-0935-2019-44-11-4.

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Fitzgerald, Kara, Mark Hyman, Mark Hyman, and Kathie Swift. "Autism Spectrum Disorders." Global Advances in Health and Medicine 1, no. 4 (September 2012): 62–74. http://dx.doi.org/10.7453/gahmj.2012.1.4.010.

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Dudová, Iva. "Autism spectrum disorders." Česko-slovenská pediatrie 77, no. 3 (June 1, 2022): 143–47. http://dx.doi.org/10.55095/cspediatrie2022/018.

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Iles, Ashley. "Autism Spectrum Disorders." Primary Care: Clinics in Office Practice 48, no. 3 (September 2021): 461–73. http://dx.doi.org/10.1016/j.pop.2021.04.003.

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Yatchmink, Yvette. "Autism Spectrum Disorders." Journal of Developmental & Behavioral Pediatrics 26, no. 3 (June 2005): 246. http://dx.doi.org/10.1097/00004703-200506000-00014.

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Tchaconas, Alexis, and Andrew Adesman. "Autism spectrum disorders." Current Opinion in Pediatrics 25, no. 1 (February 2013): 130–44. http://dx.doi.org/10.1097/mop.0b013e32835c2b70.

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Faras, Hadeel, Nahed Al Ateeqi, and Lee Tidmarsh. "Autism spectrum disorders." Annals of Saudi Medicine 30, no. 4 (July 2010): 295–300. http://dx.doi.org/10.4103/0256-4947.65261.

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Dissertations / Theses on the topic "Autism spectrum disorders"

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Williams, Joanna Gwendolyn. "Screening for autism spectrum disorders." Thesis, University of Cambridge, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.615931.

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Ing, Natalia. "Wayfinding in autism spectrum disorders." Master's thesis, University of Cape Town, 2011. http://hdl.handle.net/11427/11122.

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Urbach, Jonathan Aaron. "Autism or autisms? The clinical manifestations and classification of autism spectrum disorders." Thesis, Boston University, 2012. https://hdl.handle.net/2144/12660.

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Thesis (M.A.)--Boston University PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
Individuals with Autism Spectrum Disorders (autistic disorder, Asperger's disorder, childhood disintegrative disorder, and pervasive developmental disorder - not otherwise specified) are a very heterogeneous group. The disorders on the spectrum are behaviorally defined (according to the American Psychiatric Association's Diagnostic and Statistical Manual-IV, Text Revision) with specific behaviors falling within categories. For autistic disorder, the categories reflect the core deficits of social interaction, communication, and restricted or repetitive behaviors or interests ("CDC- Autism Spectrum Disorder (ASDs)- NCBDDD," n.d.). The behaviors that fall within these categories have been carefully researched and described in order to allow for uniformity in diagnosis and the discussion of causality in research. The diagnosis of Autism Spectrum Disorders (ASD) relies on established thresholds within these categories, with the clinician responsible for characterizing and counting the number of behaviors that are present and in which category they fall. Other associated symptoms (low IQ, language impairments, epilepsy, and others) are often present, and while not diagnostic of ASD, can contribute much to the phenotypic heterogeneity. As a result, individuals who exhibit different behavioral symptoms might be diagnostically indistinguishable. This thesis is intended to be a critical review of the current state of autism research. In the different sections (Phenotype, Epidemiology, Genetics, Cellular/Molecular Mechanisms, Neural Circuits, and Therapeutics), the discussion is focused on what has been firmly established in the field. In many cases, what is known about autism leads to a better understanding of how to subdivide the population. Genetics, for instance, can divide autism into syndromic or idiopathic cases (those associated with a comorbid genetic condition such as Rett's Syndrome or Fragile X and those that have no apparent genetic etiology, respectively). Epidemiology research has shown that a host of chemical, social, and emotional exposures are correlated with varied risks of developing autism (leading to possible distinctions between autism caused by teratogens or autism caused by other mechanisms). Molecular research has revealed a subset of autistic individuals who have various causes of synaptic dysfunction, and within this group there have been certain proteins implicated, offering additional points of differentiation between individuals. The study of therapeutics, however, has largely left the population as a whole in research. As a result, the comparisons (based on mean differences between controls and ASD subjects) are not fine-grained enough to show benefits within certain subgroups of ASD individuals. What the research shows is that the autism spectrum can (and should) be subdivided. Establishing multiple well-defined "autisms" allows for much more targeted research. The first step is creating clear boundaries to the spectrum, and the proposed revisions to the Fifth Edition of the Diagnostic and Statistical Manual is intended to do just this (collapsing the spectrum disorders into one diagnosis with a streamlined set of common behavioral features). The answer to the "autism or autisms?" questions is both: once the spectrum is clearly distinguished from the non-spectrum, research will establish the points at which autism should be subdivided. Homogeneous subgroups (however they are defined) will allow for more robust study of the underlying pathophysiology and possible treatment options.

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Hitt, Sara Beth, and false. "Autism Spectrum Disorder." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/4068.

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Burnett, Hollie. "(Re-)conceptualisation in autism spectrum disorders." Thesis, University of Hull, 2012. http://hydra.hull.ac.uk/resources/hull:6865.

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Background: Individuals with Autism Spectrum Disorder (ASD) have been shown to be compromised in cognitive flexibility and attentional switching. However, most studies that examine these executive functions did not distinguish between the ability to form new concepts and the ability to switch between concepts. Very few attempts have been made to disassociate them as separate abilities, or investigate whether the animate or inanimate nature of the concepts/objects affects these abilities. Further, very few switching tasks have investigated the autistic spectrum as a whole, with most studies focusing on severely autistic individuals. Aims: The aim of this thesis was to explore individual limitations in the perceptual-cognitive abilities of forming concepts (conceptualisation) and of switching between concepts (reconceptualisation) in individuals with varying degrees of ASD and in typically-developed (TD) individuals. Further aims were: (i) Examine whether the animate or inanimate nature of the concepts affect the (re-)conceptualisation abilities, and whether this effect varies along the autism spectrum. (ii) Examine the impact of the ‘salience of physical reality’ on the (re-)conceptualisation abilities. (iii) Examine whether there is a continuum in concept forming and/or switching underlying the entire autism spectrum, extending into the TD population. Methods: The basic experimental paradigm involved recognition of ambiguous and impoverished objects. Distinct animate and/or inanimate objects were morphed into each other, resulting in a sequence of interpolations with decreasing proportions of one object and increasing proportions of the other object. Participants had to identify the newly emerging object. There were two distinct versions: the Conceptualisation Task, in which participants had to form a new concept from ‘scratch’, and the Reconceptualisation Task, in which an existing concept had to be traded in for a new concept. Participants: Three different clinical groups were tested: adults with Asperger’s Syndrome (AS), children with AS, and children with autism. Each group and their control group, did not differ significantly in terms of age, sex or cognitive ability. In addition, on the basis of their score on the Autism Quotient (AQ), approximately the top and bottom 20% of the TD individuals were allocated to either a low or high AQ group. Experiments: Four new experimental paradigms were employed: (Re-)Conceptualisation Silhouette Task (see Chapters 2 and 3), (Re-)conceptualisation Gabor Task (see Chapter 4), Delis-Kaplan Executive Functioning System (D-KEFS) Sorting Task with a unique added ‘No Shuffle’ condition, where the cards were not shuffled after each correct sort (see Chapter 5) and an Object-Ratio Task (see Chapter 7). In addition, the performance of the participant groups on these new tasks was compared with their performance on existing concept-switching tasks that are part of the D-KEFS: the Trail Making Task and the Twenty Questions Task (see Chapter 6). Results: In both the Silhouette and Gabor tasks, the ASD groups were significantly impaired in identifying concepts compared to TD groups, in both the conceptualisation and the reconceptualisation conditions. However, the deficit was largest when they first had to disengage attention (reconceptualisation), and when the object was animate. The autism group performed worse than the AS group, but only with respect to animate objects. Furthermore, when the start-object remained physically present (Gabor Tasks), or when the correctly made sort was not shuffled, but remained physically present until a new sort was made (Card Sorting Task), the ASD groups were even more impaired. Quite strikingly, this impairment specifically pertained to animate objects. In the TD population, differences were found between those with low and those with high AQ scores. In terms of performance on the (Re-)Conceptualisation Tasks, the high AQ group occupied a position in between the low AQ and AS groups. Conclusions: Overall, the studies suggest that individuals with ASD are impaired in forming new concepts, especially when they first have to disengage their attention from a previously identified concept, and when the concept is animate. This deficit also extends to the TD population (to those TD individuals with high AQ scores). The findings therefore support the notion of a concept forming and concept switching continuum, that is present not only in ASD, but also in the general population. The findings further suggest that individuals with ASD possess a processing deficit specifically for animate concepts/objects, which becomes worse with increasing ASD severity.

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Koh, Hwan Cui. "Visual perception in autism spectrum disorders." Thesis, University of Sheffield, 2009. http://etheses.whiterose.ac.uk/10348/.

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This thesis presents research conducted at the cognitive level, the neurophysiological level and the psycho-physical level, for examining vision in ASD. The psycho-physical findings suggest that atypical visual perception in ASD is unlikely to have a sub-cortical origin as sub-cortical magnocellular and parvocellular pathway functioning, and low/high spatial frequency detection in adolescents with ASD were found to be no different from typically-developing controls. There was, however, evidence indicating local motion direction perception deficits in the same adolescents with ASD suggesting that atypical motion perception in ASD may have a cortical origin. Electrophysiological investigation of low level visual perception in ASD revealed findings concurring with this latter interpretation. More specifically, whereas visual evoked potentials demonstrated visuo-integrative processes associated with perception of second order and hyperbolic gratings were not atypical in children with ASD, there was increased activity of the visual cortical region. A further gamma power analysis then demonstrated that there may be increased neuro-connectivity within primary visual area V1 in the children with ASD. Atypical low level visual cortical processes may result in locally-biased perceptual style previously observed in individuals with ASD. However, a cross-cultural comparison of perceptual style in children with ASD and TD children from Singapore and England, found evidence suggesting that locally-biased perceptual style in ASD may not be culturally universal. In sum, lower level visual cortical processes may be atypical in ASD, and whether these atypicalities manifest at the higher perceptual level can be determined by cultural variability in attention and response processes.

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Ludlow, Amanda Katherine. "Colour processing in autism spectrum disorders." Thesis, Goldsmiths College (University of London), 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.428989.

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Homs, Raubert Aïda 1983. "Epigenetic alterations in autism spectrum disorders (ASD)." Doctoral thesis, Universitat Pompeu Fabra, 2015. http://hdl.handle.net/10803/403885.

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The aetiology of autism spectrum disorders (ASD), a group of neurodevelopmental conditions with early onset, characterized by social and communication impairment and restricted interests, is unknown in about a third of the patients. The intense research done over the past decade has revealed a genetic contribution, while the epigenetic contribution barely begins to show. The epigenetic marks can exert an effect in gene expression without altering the underlying genetic sequence. In turn, these marks can be impaired by genetic mutations in their target sequence. Therefore, research in genomic, epigenomic and transcriptomic fields will provide convergent information to unravel the causes of ASD, necessary to establish improved diagnostic protocols and therapeutic strategies, allowing an earlier diagnosis and personalized treatment crucial for a better prognosis. Our data reveal variants associated to the phenotype which shows genetic-epigenetic interplay along with gene expression consequences. It also reveals region epigenetic variants, which follow a polygenic or complex model. Finally, we found ASD genotype-specific epigenetic marks. In the future, the progress in cost-efficiency technologies assessing epigenomics, and the availability of a reference epigenome in various tissues and cell types will provide the background to set a step-forward in establishing the developmental stage, cell types and tissues involved in the epigenetic mechanisms of the disorder.
L'etiologia dels trastorns de l'espectre autista (TEA), un grup de malalties del neurodesenvolupament d’aparició primerenca caracteritzades per problemes de comunicació, relació social, i per la presencia d’interessos restringits, és desconeguda per un terç dels individus afectats. La intensa investigació feta durant l'última dècada ha revelat una gran contribució genètica en aquesta malaltia, mentre que de l’epigenètica tot just es comença a evidenciar. Les marques epigenètiques, sense alterar la seqüència genètica subjacent, tenen un efecte en l'expressió dels gens. A la vegada, aquestes marques epigenètiques es poden veure afectades per mutacions genètiques a la seqüència. Així doncs, la recerca en genòmica, epigenòmica i transcriptòmica proporcionarà informació convergent per determinar les causes dels TEA, indispensable per establir millores en els protocols de diagnòstic i en estratègies terapèutiques, facilitant el diagnòstic precoç i el tractament personalitzat, crucial per a un millor pronòstic. Les nostres dades mostren que hi ha alteracions genètiques i epigenètiques associades al fenotip, que interactuen i tenen conseqüències sobre l’expressió gènica. També hem trobat regions amb alteracions epigenètiques, que sembla que contribueixen de manera additiva i seguint un model complex. Finalment, trobem marques epigenètiques específiques de grups de genotips TEA. En el futur, la millora de les tecnologies disponibles per avaluar l’epigenòmica, i la disponibilitat d'un epigenoma de referència en diversos teixits i tipus cel•lulars, serviran com a base per fer un pas cap endavant en l'establiment de l’etapa del desenvolupament, dels tipus cel•lulars i els teixits involucrats en els mecanismes epigenètics del trastorn.

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Tomchek, Scott David. "CHARACTERIZING SENSORY PROCESSING IN AUTISM SPECTRUM DISORDERS." UKnowledge, 2005. http://uknowledge.uky.edu/gradschool_diss/455.

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Rationale: Autism is a neurodevelopmental disorder with onset prior to the age of three years characterized by qualitative impairments in social interaction and communication skill, along with a restricted repetitive and stereotyped pattern of behavior, interests, and activities. In addition to these core diagnostic features, aberrant sensory responding has also been widely reported in the literature describing children and adolescents with autism spectrum disorders (ASD). Aberrant sensory processing has, however, been infrequently studied compared to communication and cognition in autism and existing studies have had multiple methodological deficiencies, especially with sampling procedures. Purpose. The purpose of this study is to describe patterns of sensory processing found in children with an ASD to test the relationship(s) of these patterns to diagnostic and developmental variables. Method. Retrospective data collection was used to collect developmental and sensory processing variables of 400 children with an ASD. Sensory processing abilities were measured by the SSP. Results. The majority of the sample (80.5%) had a diagnosis of autism. The average age of the sample was 49.58 months. The adaptive, social, language, and motor developmental variables were consistent with diagnostic patterns in that the children with Asperger Disorder demonstrated higher developmental levels than the children with autism and PDD-NOS. Eighty-nine percent of the sample demonstrated some degree of sensory processing dysfunction on the SSP Total Score with the greatest difficulties reported on the Underresponsive/Seeks Sensation, Auditory Filtering, and Tactile Sensitivity sections. Exploratory factor analysis identified 6 parsimonious factors: Low Energy/Weak, Tactile and Movement Sensitivity, Taste/Smell Sensitivity, Auditory and Visual Sensitivity, Sensory Seeking/Distractibility, and Hypo-responsivity. These factor variables contributed to explaining the differences in five of six developmental variables of the sample that are associated with the diagnosis of autism. Receptive language, adaptive and expressive language performance were significantly correlated with sensory processing factor scores. Conclusions. Together, the sensory processing findings noted in this study describe a pattern of dysfunctional sensory modulation. These findings have significant implications for intervention programs involving individuals with an ASD, given the potential impact of these findings on a childs ability to maintain active engagement.

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StrÃ¸mgren, BÃ¸rge. "Aggression replacement training and autism spectrum disorders." Thesis, University of Ulster, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.445228.

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Books on the topic "Autism spectrum disorders"

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Zager, Dianne. Autism Spectrum Disorders. Fourth editon. | New York : Routledge, 2017.: Routledge, 2016. http://dx.doi.org/10.4324/9781315794181.

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Zager, Dianne, David F. Cihak, and Angi Stone-MacDonald. Autism Spectrum Disorders. 5th ed. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003255147.

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Geier, Richard, Glenis Benson, and Sue Geier. Autism spectrum disorders. Verona, WI: Attainment Company, 2002.

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Sicile-Kira, Chantal. Autism Spectrum Disorders. New York: Penguin Group USA, Inc., 2008.

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Bowler, Dermot. Autism Spectrum Disorders. New York: John Wiley & Sons, Ltd., 2006.

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1957-, Hollander Eric, ed. Autism spectrum disorders. New York: Dekker, 2003.

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author, Thurm Audrey, and Soorya Latha author, eds. Autism spectrum disorder. Boston, MA: Hogrefe, 2015.

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Wayland, Barbara Wray, and Jim Harrigan. Autism and autistic spectrum disorders: Treating individuals with autistic spectrum disorders (ASDs). Irvine, CA: Concept Media, 2008.

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Goldstein, Sam, and Jack A. Naglieri, eds. Interventions for Autism Spectrum Disorders. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-5301-7.

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Barahona Corrêa, Bernardo, and Rutger-Jan van der Gaag, eds. Autism Spectrum Disorders in Adults. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-42713-3.

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Book chapters on the topic "Autism spectrum disorders"

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Angkustsiri, Kathleen, and Robin L. Hansen. "Autism Spectrum Disorders." In Textbook of Clinical Pediatrics, 657–63. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-02202-9_47.

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Coman, Drew C. "Autism Spectrum Disorders." In The Massachusetts General Hospital Guide to Learning Disabilities, 149–69. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-98643-2_9.

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Griffioen, Trudy. "Autism Spectrum Disorders." In Psychiatry and Sexual Medicine, 341–52. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-52298-8_23.

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Nazeer, Ahsan. "Autism Spectrum Disorders." In Neurodevelopmental Disabilities, 97–110. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-0627-9_7.

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Muncie, Herbert L., Emilio Russo, and David Mohr. "Autism Spectrum Disorders." In Family Medicine, 469–78. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-04414-9_37.

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Turner, Kylan S., Jonathan R. Pletcher, and Cynthia R. Johnson. "Autism Spectrum Disorders." In Encyclopedia of Adolescence, 230–38. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4419-1695-2_402.

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Abrams, David B., J. Rick Turner, Linda C. Baumann, Alyssa Karel, Susan E. Collins, Katie Witkiewitz, Terry Fulmer, et al. "Autism Spectrum Disorders." In Encyclopedia of Behavioral Medicine, 163. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1005-9_100133.

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Dawson, Geraldine, and Karen Toth. "Autism Spectrum Disorders." In Developmental Psychopathology, 317–57. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2015. http://dx.doi.org/10.1002/9780470939406.ch8.

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Charman, Tony. "Autism Spectrum Disorders." In Child Psychology and Psychiatry, 140–46. Chichester, UK: John Wiley & Sons, Ltd, 2011. http://dx.doi.org/10.1002/9781119993971.ch23.

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Freitag, Christine M., and Tomasz A. Jarczok. "Autism Spectrum Disorders." In Psychiatric Drugs in Children and Adolescents, 383–403. Vienna: Springer Vienna, 2014. http://dx.doi.org/10.1007/978-3-7091-1501-5_13.

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Conference papers on the topic "Autism spectrum disorders"

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Polukarova, Iuliia Olegovna. "Features of Perception and Experience of Time in Children with Autism Spectrum Disorders by Case Description Materials." In International Research-to-practice conference. Publishing house Sreda, 2021. http://dx.doi.org/10.31483/r-98212.

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The relevance of studying the experience of time in children with autism spectrum disorders is discussed on the example of two cases. The theoretical substantiation of this problem is given, as well as the complexity of studying this modality in children with autism spectrum disorder is considered. The reasons why it is necessary to study the problem of the experience of time in children with autism spectrum disorder are discussed. The experience of time in children with autism spectrum disorder is described on the basis of two cases.

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de-la-Iglesia, Myriam, José-Sixto Olivar, and Ruth Pinedo. "NEUROSCIENCE IN EDUCATION: AUTISM SPECTRUM DISORDER AND MOOD DISORDERS." In International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.0454.

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Dubynin, V. A., N. Yu Sarycheva, Ya V. Krushinskaya, and V. R. Gedzun. "EXPERIMENTAL MODELS FOR AUTISM SPECTRUM DISORDERS." In MODERN PROBLEMS IN SYSTEMIC REGULATION OF PHYSIOLOGICAL FUNCTIONS. NPG Publishing, 2019. http://dx.doi.org/10.24108/5-2019-confnf-26.

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Santos, Maria Isabel, Ana Breda, and Ana Margarida Almeida. "Learning Environment for Autism Spectrum Disorders." In DSAI 2016: 7th International Conference on Software Development and Technologies for Enhancing Accessibility and Fighting Info-exclusion. New York, NY, USA: ACM, 2016. http://dx.doi.org/10.1145/3019943.3019967.

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Gorbachevskaya, Natalia. "NEUROPHYSIOLOGICAL STUDIES OF AUTISM SPECTRUM DISORDERS." In XVI International interdisciplinary congress "Neuroscience for Medicine and Psychology". LLC MAKS Press, 2020. http://dx.doi.org/10.29003/m1001.sudak.ns2020-16/155-156.

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Parish-Morris, Julia, Mark Liberman, Neville Ryant, Christopher Cieri, Leila Bateman, Emily Ferguson, and Robert Schultz. "Exploring Autism Spectrum Disorders Using HLT." In Proceedings of the Third Workshop on Computational Lingusitics and Clinical Psychology. Stroudsburg, PA, USA: Association for Computational Linguistics, 2016. http://dx.doi.org/10.18653/v1/w16-0308.

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Fernandez I, George, Himanshu, Uday Narayan Gautam, Fahad Ur Rahman, and Ayush Kumar. "Early-Stage Detection of Autism Spectrum Disorders." In 2024 Ninth International Conference on Science Technology Engineering and Mathematics (ICONSTEM). IEEE, 2024. http://dx.doi.org/10.1109/iconstem60960.2024.10568723.

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Daliri, Arman, Maryam Khoshbakhti, Mahdi Karimi Samadi, Mohammad Rahiminia, Mahdieh Zabihimayvan, and Reza Sadeghi. "Equilateral Active Learning (EAL): A novel framework for predicting autism spectrum disorder based on active fuzzy federated learning." In 15th International Conference on Applied Human Factors and Ergonomics (AHFE 2024). AHFE International, 2024. http://dx.doi.org/10.54941/ahfe1004655.

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Abstract:

Autism Spectrum Disorder has a significant impact on society, and psychologists face a crucial challenge in identifying individuals with this condition. However, there is no definitive medical test for autism, and artificial intelligence can assist in diagnosis. A recent study outlines a framework for diagnosing autism spectrum disorders using Equilateral Active Learning (EAL). EAL incorporates three commonly used machine learning techniques: active learning, federated learning, and fuzzy deep learning. The framework integrates four robust datasets of children, teenagers, young adults, and adults using federated and fuzzy deep learning. Using EAL, autism spectrum disorder can be diagnosed with 90% accuracy, which is comparable to several machine learning methods, including statistical, traditional, modern, and fuzzy approaches.

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Muniz, Débora de Moura, Vitória de Ataide Caliari, Ana Elisa Chaves de Vasconcelos, Matheus Duarte Rodrigues, and Fabíola Lys de Medeiros. "Gait disorders in the Autism Spectrum Disorder (ASD): an integrative review." In XIII Congresso Paulista de Neurologia. Zeppelini Editorial e Comunicação, 2021. http://dx.doi.org/10.5327/1516-3180.664.

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Introduction: Human gait is defined by the sequence of repetitive movements of the lower limbs that leads the body forward, providing postural stability. In Austist Spectrum Disorder (ASD), in addition to social and linguistic impairment, this movement dynamic may be altered. Objectives: To characterize gait changes in individuals with ASD. Design and setting: Integrative review of the literature, University of Pernambuco, Recife. Methods: We reviewed articles indexed in the databases: MEDLINE/Pubmed, SciELO and Google Scholar. The descriptors “Autism Spectrum Disorder” and “Gait Disorders, Neurologic” were used, according to DeCS / MeSH. Articles in Portuguese and English that contemplated the objectives of the review, published between 2011-2021 were selected. Results: 13 articles were included. It was shown that children with ASD, compared to neurotypical (NT), showed atypical gait, using different strategies to load the body and mitigate the impact of movement. Alterations included: toe walking; increased hip flexion and stance phase; greater pelvic anteversion; reduced gait speed; shorter steps; greater asymmetry; difficulties walking in a straight line; less distribution of plantar pressure and wide-based gait. They also have greater variability in joint movement. Finally, we noticed that there is a scarcity of clinical studies that analyze biomechanical and neurophysiological data together, and a lack of uniformity in the methodological criteria.

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Kruszyńska-Szwedo, J. "REMOTE SUZUKI'S LESSONS WITH CHILDREN ON THE AUTISM SPECTRUM." In The 7th International Conference on Education 2021. The International Institute of Knowledge Management, 2021. http://dx.doi.org/10.17501/24246700.2021.7120.

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The Suzuki Method defines musical abilities as not innate but one that can be developed. It is worth emphasizing that children with autism spectrum disorders could play an instrument from an early age by listening to music, imitating the game's teacher, parent, friend, repeating and perfecting songs. Key question: what is the relationship between using the Suzuki Method and developing communication skills, social competencies, and cognitive skills of students on the autism spectrum? The goal is to design a proprietary model with students in the autism spectrum based on the Suzuki Method for remote work. For the main problem, the independent variable uses the Suzuki Method with autism spectrum students aged 7 to 11. The dependent variable results from the observational technique of student’s communication skills, social competencies, and cognitive skills. An individualization experiment has been undertaken in the case study procedure. These will be case reports during the action research. A child on the autism spectrum disorder has good visual memory, developed match skills, and has the perfect pitch. Presumably, the research goals and indicators are not overestimated during Suzuki's remote lessons, too. Research can significantly accelerate reconstructive inclusion in a child. Keywords: a child with an autism spectrum disorder, Suzuki Method, remote education, social competencies, communication skills, cognitive skills

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Reports on the topic "Autism spectrum disorders"

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Wang, Xiaoxi. A Meta-Analysis of Acupuncture for Autism Spectrum Disorders. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, April 2020. http://dx.doi.org/10.37766/inplasy2020.4.0087.

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Mong, Jessica. Etiology of Sleep Disorders in ASD (Autism Spectrum Disorders): Role for Inflammatory Cytokines. Fort Belvoir, VA: Defense Technical Information Center, May 2011. http://dx.doi.org/10.21236/ada581407.

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Manoach, Dara. Neural Correlates of Restricted, Repetitive Behaviors in Autism Spectrum Disorders. Fort Belvoir, VA: Defense Technical Information Center, October 2013. http://dx.doi.org/10.21236/ada612865.

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Manoach, Dara. Neural Correlates of Restricted, Repetitive Behaviors in Autism Spectrum Disorders. Fort Belvoir, VA: Defense Technical Information Center, December 2014. http://dx.doi.org/10.21236/ada614050.

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Manoach, Dara, and Susan Santangelo. Neural Correlates of Restricted, Repetitive Behaviors in Autism Spectrum Disorders. Fort Belvoir, VA: Defense Technical Information Center, October 2012. http://dx.doi.org/10.21236/ada575709.

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Santangelo, Susan L., and Dara Manoach. Neural Correlates of Restricted, Repetitive Behaviors in Autism Spectrum Disorders. Fort Belvoir, VA: Defense Technical Information Center, October 2012. http://dx.doi.org/10.21236/ada583969.

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Sweeney, John A. Family Studies of Sensorimotor and Neurocognitive Heterogeneity in Autism Spectrum Disorders. Fort Belvoir, VA: Defense Technical Information Center, November 2014. http://dx.doi.org/10.21236/ada613859.

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Shin, Su-Jeong Hwang, Brianna Smith, and Kristi Gaines. Investigation of Therapy Clothing Products for Children with Autism Spectrum Disorders. Ames: Iowa State University, Digital Repository, November 2015. http://dx.doi.org/10.31274/itaa_proceedings-180814-1151.

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Platt, Michael L. Neural Basis of Empathy and Its Dysfunction in Autism Spectrum Disorders (ASD). Fort Belvoir, VA: Defense Technical Information Center, October 2014. http://dx.doi.org/10.21236/ada612863.

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Costa-Mattioli, Mauro. The Role of the New mTOR Complex, MTORC2, in Autism Spectrum Disorders. Fort Belvoir, VA: Defense Technical Information Center, October 2014. http://dx.doi.org/10.21236/ada613836.

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