Relevant bibliographies by topics / Autism Spectrum Disorders (ASD)

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Autism Spectrum Disorders (ASD)'

Author: Grafiati
Published: 4 June 2021
Last updated: 6 September 2023

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Journal articles on the topic "Autism Spectrum Disorders (ASD)"

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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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G, Perrotta. "Autism Spectrum Disorder (ASD) : Definition, Contexts, Neural Correlates and Clinical Strategies." Neurology & Neurotherapy Open Access Journal 4, no. 2 (2019): 1–10. http://dx.doi.org/10.23880/nnoaj-16000136.

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Starting from the general concept of "autism spectrum disorders", as contained in the manual of psychiatric disorders DSM, version V, we proceeded to contextualize the definition distinguishing it from other pathological forms (eg Asperger, disintegrative disorder of childhood, Rett and the pervasive disorder not otherwise specified), as was previously listed in the DSM - IV version, orienting the subject examined with a whole series of focus on neurobiological and clinical profiles. It then concluded with further att ention to the therapeutic context, from the psychotherapeutic approach to the pharmacological one, to manage the pathological consequences of the disorder, with particular attention to the most important and recent scientific discoveries, such as etiologic al theories of the pathological condition and the best treatments to prefer. It was concluded that recent research in the field of neuroscience has contributed significantly to the reconstruction of a pathology with outlines and an etiology that is still n ot well defined. Giving value to the neuropsicobiological bases of autism, giving value to the technical profiles related to the microscopic alterations in specific brain areas, contextualizing in a more defined way also to behavioral disorders related to autism spectrum disorders.
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Danesh, Ali A., Stephanie Howery, Hashir Aazh, Wafaa Kaf, and Adrien A. Eshraghi. "Hyperacusis in Autism Spectrum Disorders." Audiology Research 11, no. 4 (October 14, 2021): 547–56. http://dx.doi.org/10.3390/audiolres11040049.

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Hyperacusis is highly prevalent in the autism spectrum disorder (ASD) population. This auditory hypersensitivity can trigger pragmatically atypical reactions that may impact social and academic domains. Objective: The aim of this report is to describe the relationship between decreased sound tolerance disorders and the ASD population. Topics covered: The main topics discussed include (1) assessment and prevalence of hyperacusis in ASD; (2) etiology of hyperacusis in ASD; (3) treatment of hyperacusis in ASD. Conclusions: Knowledge of the assessment and treatment of decreased sound tolerance disorders within the ASD population is growing and changing.
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Chauhan, Kavita, Veerta Sharma, Heena Khan, Amarjot Kaur, and Thakur Gurjeet Singh. "Chemical Induced Rodent Model of Autism Spectrum Disorders." Journal of Pharmaceutical Technology, Research and Management 10, no. 2 (November 10, 2022): 133–39. http://dx.doi.org/10.15415/jptrm.2022.102003.

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The term Autism spectrum disorder (ASD) refers to a neuro-developmental disorder that include repetitive behaviours, extremely constrained interests and deficits in social communication. In the last ten years, the numerous epidemiological papers discussing connection between autism and environmental chemical exposures has significantly increased. These findings are crucial because they focus on modifiable risk factors that may open up new possibilities for the primary prevention of the autism-related disability, which is now recognised to be more strongly related to environmental factors than was previously thought. A variety of environmental factors have been known as significant factors relevant to aetiology of ASD, such as lead and mercury (heavy metals), PCB(organic contaminant) and phthalates and BPA. The most accurate animal model of autism among all other models is valproic acid-induced autism, which can reproduce almost all of the molecular and cellular changes seen in humans with ASD. This review provide insight into various diagnostic available for autism, pathophysiology of autism and animal model of autism to develop a pharmacological therapeutic intervention for the treatment of disease.
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Kyriakopoulos, M. "Psychosis and Autism Spectrum Disorders." European Psychiatry 41, S1 (April 2017): S45. http://dx.doi.org/10.1016/j.eurpsy.2017.01.198.

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Autism spectrum disorders (ASD) and schizophrenia were separated into different diagnostic categories in the late 1970's (DSM-III) having previously been considered as related diagnostic entities. Since then, several lines of evidence have indicated that these disorders show clinical and cognitive overlaps as well as some common neurobiological characteristics. Furthermore, there is a group of patients presenting with ASD and psychotic experiences who pose particular diagnostic and management challenges and may represent a subgroup of ASD more closely linked to psychosis. Evidence from a study of the first empirically derived classification of children with ASD in relation to psychosis based on three underlying symptom dimensions, anxiety, social deficits and thought disorder, will be presented. Further phenomenological, genetic and neuroimaging research on the clinical boundaries and overlapping pathophysiology of ASD and psychosis may help better define their relationship and lead to more effective interventions. Understanding this relationship will also provide a framework of working with patients with mixed clinical presentations.Disclosure of interestThe author declares that he has no competing interest.
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Mercer, Johanna E., and Clare Sarah Allely. "Autism spectrum disorders and stalking." Journal of Criminal Psychology 10, no. 3 (May 25, 2020): 201–18. http://dx.doi.org/10.1108/jcp-01-2020-0003.

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Purpose Despite an increasing number of studies that examine sexual offending behaviour in autism spectrum disorder (ASD) individuals, there has been a lack of research investigating stalking and ASD. This study aims to carry out a scoping review following PRISMA guidelines to identify studies which have been carried out exploring stalking behaviour in individuals with threshold or subthreshold ASD. Design/methodology/approach A total of five bibliographic databases were searched to identify studies which explored ASD in relation to stalking and harassment (including case studies as well as empirical studies). Findings A total of five relevant articles were identified in the present review. One article contained a case study. In a short report, the authors discussed stalking and ASD. One paper explored ASD and stalking behaviour in employment settings and specific interventions that could be used in such environments. Another paper focused on stalking behaviour in those with ASD in school settings. The final paper examined stalking and social and romantic functioning in individuals with ASD. This final paper contained only the empirical study identified in this search. Practical implications The studies identified in this review clearly highlight the need for intensive socio-sexual interventions to improve social interaction skills and romantic functioning in individuals with ASD. There is also a need for schools to provide sex education programs for individuals with ASD. Originality/value To the best of the authors’ knowledge, this is the first review looking at ASD and stalking.
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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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Nguyen Thi My, Linh, Vi Vu Nguyen Tuong, Quynh Mai Thuy, and An Nguyen Nu Tam. "Comparative naturalistic and behavioral intervention for autism spectrum disorders." Journal of Science Educational Science 67, no. 5A (December 2022): 350–58. http://dx.doi.org/10.18173/2354-1075.2022-0150.

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There are many evidence-based approaches and strategies worldwide for children with autism spectrum disorders that can support reducing the core deficits of these disorders. Therefore, the article compared behavioral approaches and developmental approaches in the intervention for children with autism following the 3 main criteria: (1) Basic requirements and characteristics in intervention for children with autism spectrum disorder; (2) Comparison of behavioral approaches (represented as ABA) and developmental approaches (DIR\Floortime, RDI) in autism spectrum disorder's intervention; and (3) The choice of behavioral approaches and developmental approaches in autism spectrum disorder's intervention. Each approach has its own principles and uses different techniques and methods, so each approach can bring different results. After comparing the research results using these two approaches, it is found that there is no single intervention approach that is effective for all children with ASD. Educators should combine approaches appropriate to each child's developmental stage.
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Vasa, Roma A., Connie Anderson, Alison R. Marvin, Rebecca E. Rosenberg, J. Kiely Law, Julia Thorn, Geeta Sarphare, and Paul A. Law. "Mood Disorders in Mothers of Children on the Autism Spectrum Are Associated with Higher Functioning Autism." Autism Research and Treatment 2012 (2012): 1–8. http://dx.doi.org/10.1155/2012/435646.

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Mood disorders occur more frequently in family members of individuals with autism spectrum disorders (ASD) than in the general population. There may be associations between maternal mood disorder history patterns and specific ASD phenotypes. We therefore examined the relationship between maternal mood disorders and child autism spectrum disorders in 998 mother-child dyads enrolled in a national online autism registry and database. Mothers of children with ASD completed online questionnaires addressing their child’s ASD as well as their own mood disorder history. In multivariate logistic regression models of ASD diagnoses, the odds of an Asperger disorder versus autistic disorder diagnosis were higher among those children whose mothers had a lifetime history of bipolar disorder (OR 2.11, CI 1.20, 3.69) or depression (OR 1.62, CI 1.19, 2.19). Further, maternal mood disorder onset before first pregnancy was associated with higher odds (OR 2.35, CI 1.48, 3.73) of an Asperger versus autism diagnosis among this sample of children with ASD. These data suggest that differences in maternal mood disorder history may be associated with ASD phenotype in offspring.
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Malow, Beth, and Angela Maxwell-Horn. "Sleep in Autism." Seminars in Neurology 37, no. 04 (August 2017): 413–18. http://dx.doi.org/10.1055/s-0037-1604353.

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AbstractAutism spectrum disorder (ASD) is a neurodevelopmental disorder that has increased in prevalence over the last several decades. A significant proportion of children with ASD have comorbid sleep disorders. The interplay between ASD and sleep is multifactorial and bidirectional. There is evidence for physiological differences in ASD that contribute to sleep problems, including sensory overresponsiveness (SOR) and abnormal melatonin production. Comorbidities associated with ASD (attention deficit hyperactivity disorder [ADHD], mood disorders) as well as medications used to treat these comorbidities often have effects on sleep architecture. In this article the authors discuss the etiology and manifestations of sleep disorders in children with ASD, as well as their clinical evaluation and treatment options.
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Dissertations / Theses on the topic "Autism Spectrum Disorders (ASD)"

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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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Pidruzny, Jacquelyn N. "Children with Autism Spectrum Disorders and Violent Media." University of Toledo / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1404317555.

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PISCIOTTA, LIVIA. "Autism Spectrum Disorder and other Neurodevelopmental Disorders: cytogenetic and genomic approaches." Doctoral thesis, Università degli studi di Genova, 2021. http://hdl.handle.net/11567/1057765.

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Introduction: Neurodevelopmental disorders (NDDs) are a heterogeneous class of conditions involving the brain, including intellectual disability (ID) and autism spectrum disorder (ASD), that affect about 1%-3% of children (Miller et al., 2010). The genetics of NDDs is complex and include copy number variations (CNVs), pathogenetic mutations in single genes. To date, more than 1000 genes have been implicated in the etiopathogenesis of NNDs. Preliminary investigations have suggested that the majority of Developmental Disorders, in particular ASD, are actually polygenic; in addition, the genetic and environmental interplay in defining the phenotype clearly classifies NDDs such as ID and ASD as complex disorders. In this dissertation, I sought to explore the contribution of rare de novo and inherited coding variation in neurodevelopmental disorders and use these genetic variations to identify neurodevelopmental disorder associated genes and new/unknown oligogenic mechanisms. Methods: In a retrospective review of data, we re-evaluated all the results of diagnostic array-CGH tests on 700 cases with NDDs, focusing on variants previously interpreted as VOUS. Furthermore a series of 68 patients with autism spectrum disorder were recruited to perform whole exome sequencing and eventual whole genome sequencing. A deep analysis of VOUS, mainly consisting in a revision of gene expression/function annotation, and chromatine organization data, was performed. New candidate genes were analysed by GeneCodis4 to evidence enrichment for known NDD-associated GeneOntology terms and pathways. Whole exome sequencing was performed and potentially deleterious variants prioritized by custom filtering strategies including the use of ORVAL (Oligogenic Resource for Variant Analysis Platform) and enrichment analysis of candidate genes with GeneCodis4. Results: In about 42% of cases pathogenic CNVs were found, while in 58% identified CNVs remained initially VOUS. New potential genes and mechanisms such as double-hit mechanisms were found in our patients. In our 34 analysed ASD patients 11 cases showed possible deleterious rare variants, in different and, in the majority of cases, in multiple genes. The role of X chromosome and neurotransmitter pathways appears important. Conclusion: In our cohort of NDDs patients CNV-mediated double-hit mechanisms seem to play a relevant role in elucidate complex phenotypes. About 10% of patients from our ASD cohort also showed rare deleterious variants in multiple genes that seem to fully explain their complex phenotype.
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Snyder, MacKenzie Renee. "Symbolic Organization in Children with Autism Spectrum Disorders." Ohio University Honors Tutorial College / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ouhonors1367585378.

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Mekki, Karim. "Stress and Coping in Mothers of Children with Autism Spectrum Disorders." Thèse, Université d'Ottawa / University of Ottawa, 2012. http://hdl.handle.net/10393/23589.

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Heightened levels of stress are observed in mothers of children with autism spectrum disorders (ASD), yet little is known about the relationship between stress and coping in mothers of children recently diagnosed with an ASD. The objectives of this study were to determine the levels of maternal stress, identify coping strategies used by mothers, examine the relationship between stress and coping, and ascertain whether coping mediated the relationship between ASD symptom severity and subsequent maternal stress. Data on 128 mothers of children who had received a diagnosis of ASD in the last four months were examined. Results indicated that mothers presented with elevated levels of stress. With regards to coping, escape-avoidance and confrontive coping were positively correlated with stress, while seeking social support was negatively correlated with stress. Confrontive coping did not mediate the relationship between ASD symptom severity and maternal stress. Results confirm previous findings, while underscoring the importance of helping mothers understand the relationship between the coping strategies they adopt and the subsequent stress they experience.
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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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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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Small, Stacey. "Autism Spectrum Disorders (ASD): Knowledge, Training, Roles and Responsibilities of School Psychologists." Scholar Commons, 2012. http://scholarcommons.usf.edu/etd/4225.

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The number of students with autism spectrum disorders (ASD) has increased over the years and therefore it seems inevitable that school psychologists will encounter these students as part of their roles in assessment, consultation, and/or intervention. There are a multitude of articles and books on the signs and symptoms of ASD, as well as suggestions for assessment and intervention, but there are no published data related to school psychologists' knowledge, training, and roles and responsibilities for students with ASD. Therefore, the current study sought to inform the field of school psychology with respect to these issues. One hundred members of the Massachusetts School Psychology Association (MSPA) completed an online survey that asked information pertaining to demographics, participants' experiences with the ASD population, participants' knowledge of ASD, as well as their use, competency, and feelings of usefulness of various assessment techniques and treatments/interventions. Results indicated that overall school psychologists demonstrated adequate knowledge of ASD. Most participants spend their time conducting assessments and reportedly follow best practice guidelines. Generally, school psychologists felt competent conducting assessments and felt that the assessment tools are useful. School psychologists spent less time on treatment/intervention and while they believe that many of the treatments/interventions are useful, they did not feel as competent implementing them. Therefore, these results suggest that school psychologists need more training in ASD, especially around treatments/interventions, at the pre-service level through graduate school training and experiences (i.e., practica and internships) as well as at the practitioner level through professional development opportunities.
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Shook, Torres Elizabeth. "Students with Autism Spectrum Disorders (ASD)| The First-Year Postsecondary Educational Experience." Thesis, The George Washington University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3609029.

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This study utilized a qualitative case study interview methodology to explore the transition to postsecondary education and first-year postsecondary educational experiences of four students with Autism Spectrum Disorders (ASD). This research provided a comprehensive understanding of the first-year postsecondary educational experience of the students who were enrolled in a private, selective four-year postsecondary educational institution. It explored the ecological factors that impacted the students' first-year postsecondary experiences through analyzing the perspective of the students, the students' parents, and the students' disability resource and service (D/RS) provider. It also investigated how students' prior experience and perception of ASD influenced their first-year postsecondary experience.

Reviewed literature found that research focusing on postsecondary educational experiences was scarce and mainly consisted of anecdotal accounts of students with ASD and limited research on the experiences of students with ASD after their first year. There was no prior research focusing on the first-year postsecondary experiences of students with ASD.

The study's findings provide an analysis of each student's prior experience and first-year postsecondary educational experience and then present a cross-case analysis. The study revealed that the students' academic and transition services in high school and parental support were the most notable prior experiences that influenced the students' transition to postsecondary education. It also found that the students experienced academic and social successes and challenges. Internal attributes, including students' persistence and stress impacted their experience. Parental support and D/RS support were perceived to have positively impacted the students' experience. The study also found that the students perceived their diagnosis of ASD as both a positive asset and a hindrance to their experience.

The discussion provides an analysis of the factors within the postsecondary environment and from the students' prior experience that impacted their first-year and how these four students' experiences related to the previous literature. It also discusses the importance of implementing effective support services. Recommendations for policy, practice, and further research are also provided.

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Del, Villar Angelica. "EFFECTS OF AUTISM SPECTRUM DISORDER ON MOTHERS." CSUSB ScholarWorks, 2018. https://scholarworks.lib.csusb.edu/etd/674.

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As time keeps on passing, diagnosing a child with Autism keeps on expanding. The research study focuses on gathering data on the impact of mothers that have a child diagnosed on the Autism Spectrum Disorder (ASD). The members chose were from an online all mothers support group. The study was gathered utilizing the post positive approach. After fulfillment of the research the members will be able to view the results of this study by going to the California State University San Bernardino scholar works website. This research was conducted to share information to clinicians and any reader on the day by day battles and difficulties mothers face by caring for a child diagnosed with Autism.
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Books on the topic "Autism Spectrum Disorders (ASD)"

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Job Accommodation Network (U.S.). Job accommodations for people with autism spectrum disorders (ASD). Morgantown, WV: Office of Disability Employment Policy, Job Accommodation Network, 2010.

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Pat, Mirenda, and Iacono Teresa, eds. Autism spectrum disorders and AAC. Baltimore: Paul H. Brookes Pub., 2008.

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Volkmar, Fred R., Brian Reichow, and James C. McPartland, eds. Adolescents and Adults with Autism Spectrum Disorders. New York, NY: Springer New York, 2014. http://dx.doi.org/10.1007/978-1-4939-0506-5.

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1948-, Berkell Zager Dianne, ed. Autism spectrum disorders: Identification, education, and treatment. 3rd ed. Mahwah, N.J: Lawrence Erlbaum Associates, 2005.

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Autism spectrum disorders: Phenotypes, mechanisms, and treatments. Basel: Karger, 2015.

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Pelletier-Milet, Claudine. Riding on the autism spectrum: How working with horses and ponies opens new doors for children with ASD. North Pomfret, Vt: Trafalgar Square Books, 2012.

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1951-, Parish Robert, ed. Embracing autism: Connecting and communicating with children in the autism spectrum. San Francisco: Jossey-Bass, 2008.

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Lorna, Wing. Autistic spectrum disorders: An aid to diagnosis. 3rd ed. London: National Autistic Society, 1995.

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The autism spectrum: Scientific foundations and treatment. Cambridge: Cambridge University Press, 2012.

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Waltz, Mitzi. Autistic spectrum disorders: Understanding the diagnosis and getting help. 2nd ed. Beijing: O'Reilly, 2002.

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Book chapters on the topic "Autism Spectrum Disorders (ASD)"

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Nyeste, Jennifer. "Autism Spectrum Disorders (ASD)." In Encyclopedia of Cross-Cultural School Psychology, 137–39. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_36.

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Sperry, Laurie A., and David C. Gavisk. "Violence and ASD." In Encyclopedia of Autism Spectrum Disorders, 1–6. New York, NY: Springer New York, 2016. http://dx.doi.org/10.1007/978-1-4614-6435-8_102129-1.

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Sperry, Laurie A., and David C. Gavisk. "Violence and ASD." In Encyclopedia of Autism Spectrum Disorders, 5094–99. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-91280-6_102129.

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Øien, Roald A., Anders Nordahl-Hansen, and Synnve Schjølberg. "Mental Health and ASD." In Encyclopedia of Autism Spectrum Disorders, 1–5. New York, NY: Springer New York, 2019. http://dx.doi.org/10.1007/978-1-4614-6435-8_102050-1.

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Honigfeld, Lisa, and Judith Meyers. "Medical Home and ASD." In Encyclopedia of Autism Spectrum Disorders, 1–7. New York, NY: Springer New York, 2017. http://dx.doi.org/10.1007/978-1-4614-6435-8_102179-1.

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Lane, Chloe, and Megan Freeth. "Sotos Syndrome and ASD." In Encyclopedia of Autism Spectrum Disorders, 1–5. New York, NY: Springer New York, 2017. http://dx.doi.org/10.1007/978-1-4614-6435-8_102193-1.

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Øien, Roald A., Anders Nordahl-Hansen, and Synnve Schjølberg. "Mental Health and ASD." In Encyclopedia of Autism Spectrum Disorders, 2868–72. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-91280-6_102050.

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Lane, Chloe, and Megan Freeth. "Sotos Syndrome and ASD." In Encyclopedia of Autism Spectrum Disorders, 4510–14. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-91280-6_102193.

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Honigfeld, Lisa, and Judith Meyers. "Medical Home and ASD." In Encyclopedia of Autism Spectrum Disorders, 2847–53. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-91280-6_102179.

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Ennis-Cole, Demetria Loryn. "Autism Spectrum Disorders (ASD) and Technology." In Technology for Learners with Autism Spectrum Disorders, 1–13. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-05981-5_1.

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Conference papers on the topic "Autism Spectrum Disorders (ASD)"

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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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Serpa-Andrade, Luis, Luis Guerrero, and Silvana Maldonado Merchan. "Methodology Based On Avatars for Therapeutic Interventions in Children With Autism Spectrum Disorder And Auditory Hypersensitivity." In 8th International Conference on Human Interaction and Emerging Technologies. AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002803.

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The proposal calls a methodology based on avatars for therapeutic interventions in children with autism spectrum disorder and auditory hypersensitivity. Its objective is to know how the use of technology through avatars promotes social skills and allows intervention of behavioral needs in children with ASD to propose a methodology using AVATAR based on the traditional methodology. On the other hand, it will also allow knowing if the auditory hypersensitivity of people with ASD can be intervened through the use of this strategy. Noise hypersensitivity is a common symptom of autism spectrum disorder (ASD). ASD is characterized as one of the neurodevelopmental disorders with social deficiency, restricted and repetitive behaviors during early and progressive development. The methodology of this proposal is based on an experimental observational study of cases and controls where cases of auditory hypersensitivity were detected in children diagnosed with autism spectrum disorder and in neurotypical children.
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Pellanda, Nize, Lia Raquel Oliveira, Rosa Fontes, Jorge Collus, Maria Fátima Lima das Chagas, and Luiz Pellanda. "A COMPLEX EPISTEMOLOGY TO APPROACH ASD (AUTISM SPECTRUM DISORDERS)." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.2713.

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Zirakashvili, Medea, Tamar Mikiashvili, Nana Mebonia, and Maia Gabunia. "PREVALENCE AND COMORBIDITIES OF AUTISM SPECTRUM DISORDERS IN REPUBLIC OF GEORGIA." In 23° Congreso de la Sociedad Española de Patología Dual (SEPD) 2021. SEPD, 2021. http://dx.doi.org/10.17579/sepd2021o011.

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Introduction Autism spectrum disorder (ASD), complex neurodevelopmental condition with lifelong impacts, typically identified in early childhood. Despite the fact that 95% of all <5 years of age with developmental disabilities including ASD live in low- and middle-income countries, the prevalence of ASD in many these countries is unknown. Objectives and goals The study aimed to identify the prevalence and clinical characteristics of ASD and its comorbidities among 8-10 y old schoolchildren in Republic of Georgia. Material and Methods The study conducted in four steps: screening, sampling, diagnostic assessment, and quality control of best-estimate diagnosis with target population of 3rd grade students of five main cities (Tbilisi, Kutaisi, Batumi, Zugdidi, Telavi) of Georgia (N=22,553). To determine children at risk for ASD the Autism Spectrum Screening Questionnaire (ASSQ) was used completed by parents and teachers. Parents of children who screened positive were offered comprehensive assessment using standardized diagnostic procedures. Results and Conclusions 16654 (response rate 74%) parents were agreed to participate in the screening stage. Cut-off scores for 99-95 percentiles (top 1-5%) was defined. For the 1168 sampled screen-positive students 704 (60.3%) consented to participate in the diagnostic assessment, and 215 among them (30.5%) completed full assessment. The control group of 23 children (from non in top 10%) were fully assessed for ASD. The prevalence of ASD was estimated to be 1.34% (95%CI=2.15-4.41). From ASD group 77.5% of cases were undiagnosed to have any neurodevelopmental disorder. Comorbidity of Intellectual disability was in 22.5% of children with ASD (IQ<70), and 31% have IQ>111. The study defined need for the use of broader screening in primary healthcare and school settings to identify children with special needs and ensure their adequate services.
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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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Ng, Yiu-Kai, and Maria Soledad Pera. "Recommending social-interactive games for adults with autism spectrum disorders (ASD)." In RecSys '18: Twelfth ACM Conference on Recommender Systems. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3240323.3240405.

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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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Reports on the topic "Autism Spectrum Disorders (ASD)"

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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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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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Platt, Michael L., and Steve W. Chang. Neural Basis of Empathy and Its Dysfunction in Autism Spectrum Disorders (ASD). Fort Belvoir, VA: Defense Technical Information Center, August 2012. http://dx.doi.org/10.21236/ada575868.

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Platt, Michael L., Steve W. Chang, and Jean-Francois Gariepy. Neural Basis of Empathy and Its Dysfunction in Autism Spectrum Disorders (ASD). Fort Belvoir, VA: Defense Technical Information Center, August 2013. http://dx.doi.org/10.21236/ada591282.

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Dyulicheva, Yulia Yu, Yekaterina A. Kosova, and Aleksandr D. Uchitel. he augmented reality portal and hints usage for assisting individuals with autism spectrum disorder, anxiety and cognitive disorders. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4412.

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The augmented reality applications are effectively applied in education and therapy for people with special needs. We propose to apply the augmented reality portal as a special tool for the teachers to interact with people at the moment when a panic attack or anxiety happens in education process. It is expected that applying the augmented reality portal in education will help students with ASD, ADHD and anxiety disorder to feel safe at discomfort moment and teachers can interact with them. Our application with the augmented reality portal has three modes: for teachers, parents, and users. It gives the ability to organize personalized content for students with special needs. We developed the augmented reality application aimed at people with cognitive disorders to enrich them with communication skills through associations understanding. Applying the augmented reality application and the portal discovers new perspectives for learning children with special needs. The AR portal creates illusion of transition to another environment. It is very important property for children with ADHD because they need in breaks at the learning process to change activity (for example, such children can interact with different 3D models in the augmented reality modes) or environment. The developed AR portal has been tested by a volunteer with ASD (male, 21 years old), who confirmed that the AR portal helps him to reduce anxiety, to feel calm down and relaxed, to switch attention from a problem situation.
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Osadchyi, Viacheslav V., Hanna B. Varina, Kateryna P. Osadcha, Olesia O. Prokofieva, Olha V. Kovalova, and Arnold E. Kiv. Features of implementation of modern AR technologies in the process of psychological and pedagogical support of children with autism spectrum disorders. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4413.

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The article deals with the actual issue of the specificity and algorithm of the introduction of innovative AR technologies in the process of psychological and pedagogical support of children with autism spectrum disorders (ASD). An innovative element of theoretical and methodological analysis of the problem and empirical research is the detection of vectors of a constructive combination of traditional psycho-correctional and psycho-diagnostic approaches with modern AR technologies. The analysis of publications on the role and possibilities of using AR technologies in the process of support children with ASD (autism spectrum disorder) and inclusive environment was generally conducted by surfing on the Internet platforms containing the theoretical bases for data publications of scientific journals and patents. The article also analyzes the priorities and potential outcomes of using AR technologies in psycho-correction and educational work with autistic children. According to the results of the analysis of scientific researches, Unified clinical protocol of primary, secondary (specialized), tertiary (highly specialized) medical care and medical rehabilitation “Autism spectrum disorders (disorders of general development)”, approaches for correction, development and education of children with ASD, AR technologies were selected for further implementation in a comprehensive program of psychological and pedagogical support for children with ASD. The purpose of the empirical study is the search, analysis and implementation of multifunctional AR technologies in the psycho-correctional construct of psychological and pedagogical support of children with ASD. According to the results of the pilot study, the priorities and effectiveness of using AR technologies in the development of communicative, cognitive, emotional-volitional, mnemonic abilities of children and actualization of adaptive potential and adaptive, socially accepted behaviors are made. The possibilities and perspectives of using AR technologies as an element of inclusive environment, with regard to nosology and phenomenology, need further investigation.
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Cox, Daniel J. Evaluating and Enhancing Driving Ability Among Teens with Autism Spectrum Disorder (ASD). Fort Belvoir, VA: Defense Technical Information Center, October 2014. http://dx.doi.org/10.21236/ada612564.

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Cox, Daniel J., Timothy L. Brown, and Rose A. Schmitt. Evaluating and Enhancing Driving Ability Among Teens with Autism Spectrum Disorder (ASD). Fort Belvoir, VA: Defense Technical Information Center, October 2014. http://dx.doi.org/10.21236/ada612718.

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Cox, Daniel J. Evaluating and Enhancing Driving Ability among Teens with Autism Spectrum Disorder (ASD). Fort Belvoir, VA: Defense Technical Information Center, October 2013. http://dx.doi.org/10.21236/ada591561.

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Cox, Daniel J. Evaluating and Enhancing Driving Ability among Teens with Autism Spectrum Disorder (ASD). Fort Belvoir, VA: Defense Technical Information Center, June 2015. http://dx.doi.org/10.21236/ada624318.

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