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1
Elias, Rebecca M. "Challenges and Strengths of College Students with Autism Spectrum Disorder and Attention-Deficit/Hyperactivity Disorder." Thesis, Virginia Tech, 2015. http://hdl.handle.net/10919/78067.
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Emerging adults who have Autism Spectrum Disorder (ASD) often encounter difficulties within the university setting. Despite an increase in the number of students with ASD enrolled in postsecondary educational institutions, there are few reports on the social, academic, and/or other needs of college students with ASD. The purpose of this study was to assess the perspectives of parents of emerging adults with ASD and ADHD, in order to inform efforts to address the poor postsecondary outcomes of students with ASD. Survey data were collected from parents who had a son or daughter in one of three educational placement groups (parents of high school students, parents of postsecondary students, and parents of individuals aged 18-25 not enrolled in education) among two disorders; ASD and ADHD. Participants were recruited nationally to participate in an online survey. Parents of emerging adults with ASD identified social interactions and daily living as primary difficulties for their son or daughter with ASD. Significant differences emerged with respect to difficulties among emerging adults with ADHD, who identified difficulties related to executive functioning and attention. Social interaction training was an identified needed service by parents of emerging adults with ASD. Additionally, independent living training was a common core service requested by parents of individuals with ASD and parents of individuals with ADHD. Results suggest that the postsecondary profile of parent-reported difficulties and needed services remains distinct for the diagnostic groups ASD and ADHD. These difficulties should be considered within the context of intervention for postsecondary students with ASD and ADHD.Master of Science
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Albajara, Saenz Ariadna. "On the association between Attention-Deficit/Hyperactivity Disorder and Autism Spectrum Disorder: A neuroimaging investigation." Doctoral thesis, Universite Libre de Bruxelles, 2020. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/303539.
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Attention-Deficit/Hyperactivity Disorder (ADHD) and Autism Spectrum Disorder (ASD) are two neurodevelopmental disorders with distinct diagnostic criteria that often co-occur. Although both ASD and ADHD are associated with structural and functional brain abnormalities when compared to typically developing (TD) populations, it is necessary to disentangle the shared and specific abnormalities between these disorders, potentially underlying similarities and differences in their clinical and neurocognitive profiles. The aim of this thesis was to explore the shared and disorder specific functional and structural brain abnormalities between ASD and ADHD. For this purpose, the neural underpinnings of a group of children with ADHD, a group of children with ASD and a group of TD children aged 8 to 12 years old were compared using different neuroimaging techniques. In Chapter 2, the experimental sample included in this thesis was described using multiple clinical and neurocognitive measures. In the first study (Chapter 3), total and regional brain volumes were compared between groups, using voxel-based morphometry. The results of this study showed larger grey matter volume (GMV) in the left precuneus and decreased GMV in the right thalamus in the ADHD group compared to either the TD or the ASD groups, and increased GMV in the right precentral gyrus in the ASD group compared to either the ADHD or the TD groups. In the second study (Chapter 4), white matter microstructure was compared between groups using diffusion tensor imaging derived indices (fractional anisotropy [FA] and mean diffusivity [MD]). Reduced FA (i.e. reduced diffusion directionality) in the genu of the corpus callosum (CC) was found in the ASD group compared to either children with ADHD or TD children, whereas lower FA in the body of the CC was a shared feature between the ADHD and ASD groups. Finally, in the last study (Chapter 5), inhibition-related brain activation was compared between groups during the execution of an inhibition stop-signal task. In children with ADHD, successful inhibition was associated with right inferior parietal activation, whereas right frontal regions were activated in children with ASD. Between-group comparisons disclosed higher middle frontal activation in the ASD group compared to the ADHD or the TD groups. Taken together, our findings provide further evidence contributing to disentangle the shared and specific brain structural and functional abnormalities between ASD and ADHD.Doctorat en Sciences psychologiques et de l'éducation
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Martin, Joanna. "Examining the clinical and genetic overlap of Attention Deficit Hyperactivity Disorder and Autism Spectrum Disorder traits." Thesis, Cardiff University, 2014. http://orca.cf.ac.uk/69188/.
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Attention deficit hyperactivity disorder (ADHD) is a common and impairing neurodevelopmental disorder, which frequently co-occurs with autism spectrum disorder (ASD). Both disorders are highly heritable and recent studies report a substantial degree of overlap in genetic risks for ADHD and ASD. The overall objective of this thesis is to examine the clinical co-occurrence and shared genetic susceptibility of these conditions, as well as of related developmental problems. First, the presentation of ASD traits is examined in a clinical sample of children diagnosed with ADHD. This is followed by an assessment of whether the presence of ASD traits in children with ADHD is associated with additional cognitive or developmental difficulties. Lastly, it is investigated whether common genetic risk variants which are associated with clinically-diagnosed ADHD are also associated with ADHD traits, ASD-like social-communication difficulties and neurocognitive abilities (i.e. IQ, working memory, inhibitory control and facial emotion recognition) in children from a general population sample. The results show that ASD traits split into separate, albeit correlated dimensions of social-communication difficulties and restrictive, repetitive behaviours (RRBs) in children with ADHD. They also suggest that there may be some overlap of RRBs and hyperactive-impulsive ADHD symptoms. Increasing levels of ASD traits in children with ADHD are found to index more ADHD symptoms, as well as lower cognitive abilities and a greater likelihood of developmental difficulties. Finally, the results demonstrate that common genetic risk variants relevant to ADHD diagnosis are associated with ADHD and social-communication problems as well as cognitive difficulties (lower IQ and working memory abilities) in children in the general population. This thesis extends our understanding of the clinical importance of assessing ASD in the context of ADHD. Furthermore, the findings demonstrate that common genetic risk variants for childhood ADHD are also relevant to other neurodevelopmental and cognitive outcomes in the general population.
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Antezana, Ligia. "Salience and Frontoparietal Network Patterns in Children with Autism Spectrum Disorder and Attention-Deficit/Hyperactivity Disorder." Thesis, Virginia Tech, 2018. http://hdl.handle.net/10919/83967.
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Autism spectrum disorder (ASD) and attention deficit/hyperactivity disorder (ADHD) have been difficult to differentiate in clinical settings, as these two disorders are phenotypically similar and both exhibit atypical attention and executive functioning. Mischaracterizations between these two disorders can lead to inappropriate medication regimes, significant delays in special services, and personal distress to families and caregivers. There is evidence that ASD and ADHD are biologically different for attentional and executive functioning mechanisms, as only half of individuals with co-occurring ASD and ADHD respond to stimulant medication. Further, neurobehavioral work has supported these biological differences for ASD and ADHD, with both shared and distinct functional connectivity. In specific, two brain networks have been implicated in these disorders: the salience network (SN) and frontoparietal network (FPN). The SN is a network anchored by bilateral anterior insula and the dorsal anterior cingulate cortex and has been implicated in “bottom-up” attentional processes for both internal and external events. The FPN is anchored by lateral prefrontal cortex areas and the parietal lobe and plays a roll in “top-down” executive processes. Functional connectivity subgroups differentiated ASD from ADHD with between SN-FPN connectivity patterns, but not by within-SN or within-FPN connectivity patterns. Further, subgroup differences in ASD+ADHD comorbidity vs. ASD only were found for within-FPN connectivity.Master of Science
Autism spectrum disorder (ASD) and attention deficit/hyperactivity disorder (ADHD) have been difficult to differentiate in clinical settings, as these two disorders are similar and both exhibit attention and executive functioning difficulties. ASD and ADHD have shared and distinct functional brain network connectivity related to attention and executive functioning. Two brain networks have been implicated in these disorders: the salience network (SN) and frontoparietal network (FPN). The SN is a network that has been implicated in “bottom-up” attentional processes for both internal and external events. The FPN plays a roll in “top-down” executive processes. This study found that functional connectivity patterns between the SN and FPN differentiated ASD from ADHD. Further, connectivity patterns in children with co-occurring ASD and ADHD were characterized by within-FPN connectivity.
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Austin, Kristin Elizabeth. "Working memory and social competence in individuals with attention-deficit/hyperactivity disorder (ADHD) symptoms and autism spectrum disorder (ASD) traits." Diss., Virginia Tech, 2016. http://hdl.handle.net/10919/78470.
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Attention Deficit/Hyperactivity Disorder (ADHD) and Autism Spectrum Disorder (ASD) are heterogeneous neurodevelopmental disorders with similar functional impairments. Specifically, working memory (WM) deficits have been found in studies of both ADHD and ASD and social competence has been identified as an area in which these individuals also struggle. The purpose of this study was (a) to identify which components of working memory (WM; based on Baddeley's 2000 model) are deficient and (b) to explore how WM deficits contribute to social problems in individuals with varying levels of ADHD symptoms and ASD traits. It was hypothesized that visuospatial (VS) WM deficits would be evident in the three analogue clinical groups, phonological (PH) WM and central executive (CE) deficits would be more evident in groups with high ADHD symptoms, all three analogue clinical groups would have lower social competence, and WM abilities would moderate the relationship between ADHD symptoms and social competence. In Phase I, 1311 undergraduate students participated in an online survey on general psychopathology, ADHD symptoms, and ASD traits. From this sample, a subgroup (n = 60) completed Phase II, an in-lab session that included WM tasks, a brief cognitive assessment, and social conversation task. Although WM deficits were not identified for any group, all participants demonstrated worse performance on the VS WM task than the PH WM task. However, WM abilities did not moderate the relationship between ADHD symptoms and social competence. Exploratory analyses were conducted with similar results. Limitations and suggestions for future research are discussed.Ph. D.
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Tang, Lisa Choy. "Psychological well-being in parents of children with pervasive developmental disorders and attention-deficit / hyperactivity disorder." Diss., Connect to online resource - MSU authorized users, 2008.
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Noeder, Maia M. "The Impact of Parent-Child Factors on the Play Abilities of Children Diagnosed with Attention-Deficit/Hyperactivity Disorder, Autism Spectrum Disorder and Speech Language Impairment." Case Western Reserve University School of Graduate Studies / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=case1300842663.
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Henry, Alexis. "An Evaluation of Behavioral Skills Training on Parent Implementation of Behavior-Management Strategies." OpenSIUC, 2018. https://opensiuc.lib.siu.edu/theses/2425.
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This paper describes an evaluation of the effectiveness of Behavioral Skills Training (BST) as an individual parent training model. BST effects on parent responses to child behavior, and by extension, child problem behavior was investigated. The parent participants in the study had children under the age of 10 years old with diagnoses such as Attention Deficit Hyperactivity Disorder and Autism Spectrum Disorder. The researcher conducted observations in situ and via video transmission. Implications of the study include the ability to effectively apply an intervention for parents in situations where the therapist cannot physically come to the parent’s home as well as the effectiveness of using BST to teach general problem behavior management to caregivers. The results presented suggest that behavioral skills training as a parent training method is effective for increasing appropriate parent behavior, but results are mixed for its immediate impact on child problem behavior. Keywords: attention deficit disorder, autism spectrum disorder, behavioral skills training, parent training, problem behavior
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Schindler, Rachael Dawn. "Individual Differences in Executive Functioning Skills in Preschoolers: A Comparison of Traditional and Supplemental Scoring Methods on the Shape School." Case Western Reserve University School of Graduate Studies / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=case1465551860.
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Bååw, Wennerstrand Nina, and Sofia Thorsén. "Familjens upplevelse av att leva med barn som haren neuropsykiatrisk funktionsnedsättning : En litteraturbaserad studie." Thesis, Högskolan Väst, Avdelningen för omvårdnad - grundnivå, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:hv:diva-11419.
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Background: The two most common neuropsychiatric disabilities are attention deficithyperactivity disorder (ADHD) and autism spectrum disorder (ASD). Functional impairmentsentail some difficulties for the child that affects the family situation such as interaction withother people and learning and memory difficulties. Aim: The aim of this study was to illuminate the family's experience of living with childrenwho have a neuropsychiatric disability. Method: A qualitative approach was used for this literature based study. The CINAHL and PubMed databases were used to search for scientific articles. Through systematic searches we found ten articles and these were analyzed using Friberg's five-step method. Results: The result is presented on the basis of three themes: An everyday battle, Experiences of understanding and support from the outside world and Family life in light and darkness. It shows that it was a daily struggle for family members in their daily lives. The parents experienced a lack of understanding from the outside world and received limited support. Several parents felt socially isolated and alone. Their daily situation ended up in strong emotions. Conclusion: This study provides an understanding of how family members experience their everyday situation with the child with neuropsychiatric disability. The family relationship was affected in one way or another and it was important for family members to receive support. The nurse has an important responsibility to provide the support and care that family members need to avoid suffering.
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Chantiluke, Kaylita Charlene. "Pharmacological fMRI on the effects of Fluoxetine on functions of working memory, impulsiveness and cognitive flexibility in boys with Attention Deficit Hyperactivity Disorder and boys with Autism Spectrum Disorder." Thesis, King's College London (University of London), 2013. https://kclpure.kcl.ac.uk/portal/en/theses/pharmacological-fmri-on-the-effects-of-fluoxetine-on-functions-of-working-memory-impulsiveness-and-cognitive-flexibility-in-boys-with-attention-deficit-hyperactivity-disorder-and-boys-with-autism-spectrum-disorder(da19ed61-34e4-4bbc-86db-02b4c9b137e3).html.
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Attention Deficit Hyperactivity Disorder (ADHD) and Autism Spectrum Disorder (ASD) are highly comorbid and share deficits in working memory, motor inhibition and cognitive flexibility. Serotonin modulates these functions and Fluoxetine has positive clinical effects in these disorders. Functional magnetic resonance imaging was used to scan 22 ADHD and 22 ASD boys, under placebo or an acute dose of Fluoxetine, in a double-blind, placebo-controlled, randomised design, while they performed N-Back, Stop and reversal learning tasks. Repeated measures analyses within patients assessed drug effects. Patients under each drug condition were compared to 20 controls to test for normalisation effects. During the N-Back, under placebo, relative to controls, ADHD and ASD groups shared underactivation in right dorsolateral prefrontal cortex (DLPFC). ASD boys showed disorder-specific deactivation of posterior cingulate (PCC). Under Fluoxetine, DLPFC underactivation in ASD was significantly normalised and PCC deactivation was increased in ADHD, relative to controls. During the Stop task, under placebo, relative to controls, ASD boys showed disorder-specific overactivation in bilateral inferior frontal cortex while ADHD boys showed disorder-specific underactivation in ventrolateral prefrontal cortex. Under Fluoxetine, prefrontal dysfunctions were significantly normalised in both disorders, due to inverse up and downregulation effects of Fluoxetine in these regions, in each disorder. During reversal learning, under placebo, ASD boys exhibited disorder-specific underactivation in medial prefrontal cortex (mPFC), compared to controls and ADHD, while patients shared decreased activation in precuneus. Under Fluoxetine, mPFC activation was upregulated and normalised in ASD boys, but down-regulated in ADHD boys. Fluoxetine had disorder-dissociated, inverse effects on frontal brain function in ADHD and ASD during inhibition and reversal learning. During working memory Fluoxetine improved task-positive frontal activation in ASD and task-negative activation in ADHD. These inverse effects of Fluoxetine on frontal brain activation in the two disorders potentially reflect inverse baseline serotonin levels and may underlie its clinical effect.
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Hassel, Anna. "Interventioner via digitala verktyg för individer med ADHD, Autismspektrumtillstånd och Intellektuell funktionsnedsättning : arbetsterapeuters erfarenhet och resonemang." Thesis, Luleå tekniska universitet, Institutionen för hälsa, lärande och teknik, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-83735.
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The purpose of the study was to describe the experiences and reasoning of occupational therapists' about obstacles and opportunities of implementing interventions via telerehabilitation for individuals with ADHD, Autism Spectrum Disorder or Intellectual Disability. Data were collected via semi-structured interviews with occupational therapists in psychiatric outpatient care and adult habilitation. Based on a qualitative content analysis, collected material was analysed, which resulted in an overall theme, “Commitment and embracement of a new role in the implementation of interventions is challenged by lack of conditions and four categories: New demands for ability and knowledge, Challenge in the digital environment regarding objects that constitute the environment and interaction, Changed conditions for the meeting increase accessibility for occupational interventions and New possible working method as an alternative in the near future.” Results show that the occupational therapists' reasoning is twofold where obstacles currently affect the execution and quality of the occupational therapy intervention, but where the commitment of the working method leads to a continued development of interventions via telerehabilitation. The study implies that the introduction of telerehabilitation should be implemented with regard to interventions in occupational therapy and that there is a need for coordination of working method via telerehabilitation for the occupational therapist who meets the individual. Further studies in the field focusing on the conditions for interventions through telerehabilitation and individuals ability to handle telerehabilitation are recommended.
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Gross, Susan I. "The Impact of Education and Experience on Diagnostic Accuracy." Case Western Reserve University School of Graduate Studies / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=case1433424760.
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von, Schlutter Hannah. "A LITERATURE REVIEW OF SENSORY-BASED ALTERATIVE SEATING FOR INDIVIDUALS WITH DISABILITIES." UKnowledge, 2017. https://uknowledge.uky.edu/edsrc_etds/51.
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The purpose of this review was to determine whether the use of sensory-based alternative seating to increase the appropriate behaviors of individuals with disabilities is an evidence-based practice (EBP). Articles located on this topic were descriptively analyzed, and What Works Clearinghouse (WWC) guidelines were applied to determine each study’s methodological rigor, level of evidence, and whether, taken together, there is enough research to support alternative seating as an EBP. A total of 37 studies of the effects of sensory-based alternative seating on individuals with disabilities were found. These studies included a total of 44 participants, between 3 to 9 years of age. Based on WWC guidelines, six of the 37 studies, or 16%, met standards for rigor, and of those, only one study showed evidence of a positive effect on the target behavior. The results and their implications for teachers/practitioners, and future research are discussed.
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Olsson, Anna. "Dansundervisning för elever med autism och ADHD : En kvalitativ studie av gymnasielärares erfarenheter ur ett sociokulturellt perspektiv." Thesis, Stockholms konstnärliga högskola, Institutionen för danspedagogik, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:uniarts:diva-748.
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The aim of the study is to contribute knowledge and increase the understanding of teaching dance to students aged 16-18 with autism and ADHD in upper secondary school in Sweden by investigating teachers understanding of adaptation and the reason for students experiencing difficulties related to their diagnosis. The study also investigates the different strategies used by the teachers to adapt their teaching. The study uses a qualitative method and empirical data was collected through semi-structured interviews with four dance teachers. The data was analysed within the framework of a sociocultural perspective using concepts such as mediation, affordance and intellectual tools defined as given models for thinking. The results of the study show firstly that teachers’ understanding of different ways to adapt teaching and ways of understanding the reason for students experiencing difficulties, affects how they adapt and design their teaching. Secondly the study shows that the strategies used by the teachers mainly strives for making the teaching clear and predictable, to improve students’ self-esteem and to build good relationships to the students, and among the students. The study concludes that more knowledge about the subject is needed to further support the teachers in their work.
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Williamsson, Frida. "Physical and psychosocial effects related to sleep inchildren with neurodevelopmental disorders : A study of the relationship between motor proficiency, sleep efficiency and possible influencing factors." Thesis, Linnéuniversitetet, Institutionen för psykologi (PSY), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-60387.
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The purpose of the study was to examine the relationship between sleep patterns, motor proficiency and commonly co-occurring neurodevelopmental disorders in children, attitude to physical activity, mental health, and age. The study also looked at differences in sleep efficiency, as well as, perceived adequacy in physical activity between typically developing children and children with low motor proficiency. The sample consisted of 127 participants, 6-12 years old living in Perth, Western Australia. 51% participants were considered typically developing and 49% to have low motor proficiency. Motor proficiency, indications of Attention-Deficit/Hyperactivity Disorder, Autism Spectrum Disorder and anxiety/depression, adequacy in, or predilection for physical activity did not show a relationship to sleep efficiency. Significant differences between groups in sleep efficiency or adequacy in physical activity were not found. No interaction effect of neurodevelopmental disorders were identified. Sleep in children with movement impairments caused by neurodevelopmental disorders is an area where continued studies are of great importance. Although no relationship was identified in the current study, previous research has suggested sleep may play an important role for development and optimal everyday functioning. A better understanding of physical and psychological consequences and possible contributing factors of low motor proficiency in childhood is important as the risk of long-term dysfunction in emotional, cognitive and physical areas may be reduced in an optimal environment.
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Dellapiazza, Florine. "Etude du traitement atypique de l’information sensorielle dans le trouble du spectre de l’autisme à partir de la cohorte ELENA : impact et spécificité." Thesis, Montpellier 3, 2019. http://www.theses.fr/2019MON30084.
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Etude du traitement atypique de l’information sensorielle dans le trouble du spectre de l’autisme à partir de la cohorte ELENA : impact et spécificité.L’objectif général de ce travail de doctorat en psychologie du développement est d’étudier le traitement atypique de l’information sensorielle dans le trouble du spectre de l’autisme. En partant du constat de l’apparition précoce de particularités sur le plan du traitement de l’information sensorielle chez les enfants avec un trouble du spectre de l’autisme, nous nous interrogeons sur leur impact au cours du développement. Ce travail de thèse a consisté dans un premier temps à mener une analyse des apports de la littérature sur cette question, avec la réalisation d’une revue systématique sur les liens entre le traitement sensoriel atypique et les capacités adaptatives d’une part et l’attention d’autre part. Dans un second temps, nous avons conduit deux études à partir des données issues d’une cohorte pédiatrique sur le trouble du spectre de l’autisme, la cohorte ELENA. La première étude avait pour objectif d’investiguer l’impact du traitement de l’information sensorielle sur les capacités adaptatives ainsi que sur la présence de comportements problèmes. Pour cela, un échantillon de 197 enfants ayant un trouble du spectre de l’autisme a été étudié. Par ailleurs, nous nous interrogeons sur le caractère spécifique du traitement de l’information sensorielle atypique dans la symptomatologie autistique. Dès lors, l’objectif de notre seconde étude était de comparer le traitement de l’information sensorielle dans quatre groupes d’enfants : 43 enfants présentant un trouble du spectre de l’autisme, 28 enfants présentant un trouble du déficit de l’attention avec ou sans hyperactivité, 18 enfants présentant les deux diagnostics, et 31 enfants typiques. Les résultats révèlent une forte prévalence du traitement sensoriel atypique chez les enfants présentant un trouble du spectre de l’autisme et chez ceux présentant un trouble de l’attention comparativement aux enfants typiques. Nous retrouvons une relation significative entre le traitement atypique et les capacités adaptatives, et avec l’attention, ainsi qu’un impact sur les comportements problèmes. Ainsi, l’évaluation de ces particularités sensorielles est essentielle pour le diagnostic clinique, mais également pour proposer des aménagements adaptés. Enfin, ce travail de thèse ouvre des perspectives de recherche sur le traitement sensoriel dans le trouble du spectre de l’autisme et dans les autres troubles neuro-développementaux.Mots clés : Trouble du spectre autistique, Traitement information sensorielle, Trouble de l’attention, Capacités adaptatives, Psychologie du développement, AttentionAtypical sensory processing in autism spectrum disorder, data from ELENA cohort: impact and specificity.The overall goal of this thesis in developmental psychology is to study atypical sensory processing in autism spectrum disorder. The observation of the early detection of atypical sensory processing in children with autism spectrum disorder raises questions about their impact on their development. This work consisted initially to conduct an analysis of the literature through a systematic review on the links between atypical sensory processing and adaptive functioning and attention. Then, we conducted two studies based on data from a pediatric cohort on autism spectrum disorder, the ELENA Cohort. The first study aimed to investigate the impact of atypical sensory processing on adaptive functioning as well as the presence of maladaptive behaviors. That is the reason why, we examine the specific character of atypical sensory processing in a sample of 197 children with autistic disorder. Therefore, the aim of our second study was to compare sensory processing in four groups of children: 43 children with autism spectrum disorder, 28 children with attention deficit disorder with or without hyperactivity, 18 children presenting both diagnosis, and 31 typically developing children. The results reveal a high prevalence of atypical sensory processing in children with autism spectrum disorder and in those with attention deficit compared to typical children. We find a significant relationship between atypical sensory processing and adaptive functioning and with attention, as well as an impact on maladaptive behaviors. Consequently, the assessment of sensory processing is essential for the clinical diagnosis but also to propose adapted interventions. Finally, this thesis opens up research perspectives on sensory processing in autism spectrum disorder and other neurodevelopmental disorders.Key words: Autism spectrum disorder, Sensory processing, Attention deficit disorder, Adaptive functioning, Developmental psychology, Attention
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Gómez, Arizaga María Paz, Maria Leonor Conejeros-Solar, Rodríguez Katia Sandoval, and Solís Solange Armijo. "Dual exceptionalities: Exploratory analysis of experiences and self-image in Chilean students." Pontificia Universidad Católica del Perú, 2016. http://repositorio.pucp.edu.pe/index/handle/123456789/100374.
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This research explores the manifestation of dual exceptionality, regarding self-image and the experiences students have had with classmates and teachers. The sample was comprised of four students ages 8 to 15 that exhibited ADHD with giftedness and ASD with giftedness. In-depth interviews were conducted with the students. Results showed that students who had a notion of their discrepancies were motivated towards learning, but became bored when tasks were not challenging. They also had good relationships with their teachers and peers. However, meaningful social interactions had a negative connotation for the gifted/ASD group. Implications for research and practice are discussed further.El presente estudio explora la construcción de autoimagen y el tipo de experiencias ocurridas con compañeros y profesores en la condición de doble excepcionalidad. Se analizan cuatro casos de estudiantes de 8 a 15 años que presentaban trastorno de déficit de la atención (TDAH) con alta capacidad y trastorno del espectro autista (TEA). Los resultados indican que los estudiantes presentaban una noción de la discrepancia de su condición a pesar de desconocerla; estaban motivados al aprendizaje, pero se aburrían con tareas poco desafiantes o repetitivas; presentaban buena relación con profesores y compañeros, sin embargo, para el grupo de estudiantes con alta capacidad y TEA existía una connotación negativa. Se discuten implicancias para la investigación y práctica educativa.
Esta pesquisa explora a manifestação da dupla excepcionalidade referente à construção da autoimagem e o tipo de experiências com colegas e professores. Os casos de quatro (4) estudantes de 8 a 15 anos que apresentavam transtorno do déficit de atenção (TDAH) com alta capacidade e transtornos do espectro autista (TEA) com alta capacidade, foram anali- sados. Os resultados indicam que os estudantes tinham uma noção da discrepância de sua condição, apesar de ignorá-la. Eles estavam motivados a aprender, mas ficavam entediados com tarefas pouco desafiantes ou repetitivas. Além disso, apresentavam boas relações com colegas e professores, no entanto, para o grupo de alunos com TEA e alta capacidade, esta relação tinha uma conotação negativa. As implicações para a pesquisa e a prática educativa, são discutidas.
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Levy, Jonathan. "Etude des variants rares et des régions d'homozygotie par SNP array dans les pathologies neurodéveloppementales." Thesis, Sorbonne Paris Cité, 2018. http://www.theses.fr/2018USPCC322.
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L’analyse chromosomique sur puce à ADN (ACPA) est actuellement l’examen réalisé en première intention dans le cadre de pathologies neurodéveloppementales. Les puces de type SNP sont des puces de génotypage qui peuvent détecter des CNVs (copie number variants) mais également des régions d’homozygotie (ROHs). Nous avons analysé par puce SNP une cohorte de 5 050 patients présentant un phénotype neurodéveloppemental. Dans un premier temps, nous nous sommes concentrés sur l’étude des CNVs contenant un ou deux gènes afin de caractériser le génotype et le phénotype associés à plusieurs syndromes microdélétionnels. Nos résultats nous ont permis d'impliquer les gènes XPO1, USP34, BCL11A, EFNB2, NR4A2 dans la déficience intellectuelle (DI) isolée ou syndromique, d’établir une corrélation génotype-phénotype et d’étendre le spectre phénotypique de certains syndromes microdélétionnels. Nous avons également confirmé l’implication de variants hétérozygotes composites du gène INTU dans le syndrome oro-facio-digital de type VI. Enfin, notre étude nous a permis d’étudier un CNV impliquant une région régulatrice, une microduplication 11p15.5, pour lequel nous avons suggéré un nouveau mécanisme à l’origine du syndrome de Beckwith-Wiedmann. Puis notre travail s’est concentré sur l’analyse des ROHs. En l’absence de déséquilibre génomique potentiellement délétère, nous avons effectué une analyse des ROH chez 213 patients présentant une pathologie neurodéveloppementale ou malformative. L’analyse des ROHs nous a conduit à proposer un diagnostic génétique chez 29 des 213 patients analysés (14%). Nous avons également analysé 31 familles multiplex incluant plusieurs enfants atteints et, dans certains cas, un enfant bien portant. Le diagnostic génétique a été établit chez 8 des 31 familles (26%) analysées soit 15 patients. Nous avons par la suite sélectionné 8 des 23 familles sans diagnostic génétique pour lequel nous avons effectué un séquençage de l'exome. L’étude des ROHs couplée au séquençage de l’exome a permis d’établir le diagnostic moléculaire dans 3 des 8 familles. Nous avons notamment identifié deux nouveaux variants pathogènes du gène ERBB3 impliqué dans le syndrome des contractures congénitales létales de type 2 (MIM # 607598) chez une famille et identifié un nouveau variant pathogène du gène TNR associé à un nouveau syndrome neurodéveloppemental associant une DI et une quadriplégie spastique. Au total, notre étude montre l’intérêt des puces de type SNP tant pour la mise en évidence de gènes impliqués dans la DI que pour la compréhension des mécanismes à l’origine de la pathogénicité de certains variants génomiques. En l’absence de CNV pathogène, notre stratégie d’analyse des ROHs a augmenté de manière considérable l’efficience du diagnostic génétique, qui plus est lorsque cette analyse est couplée au séquençage de l’exomeChromosomal microarray analysis is commonly used in the field of neurodevelopmental phenotype. SNP array allows whole genome analysis to identify both copy number variants (CNVs) and ROHs. We screened a cohort of 5,050 patients with neurodevelopmental phenotype. In the first part, we focused on small CNVs with only one or two genes to characterize the genotype and the phenotype associated with several microdeletion syndromes. Our results allowed us to identify XPO1, USP34, BCL11A, EFNB2, NR4A2 genes involved in a neurodevelopmental phenotype and compound heterozygous variants in the INTU gene implicated in oral-facial-digital syndrome type VI. Then, we discussed how CNVs can modify the 3D organization of the genome by disrupting chromatin domains, resulting in Beckwith-Wiedmann syndrome in one case. In the second part, when SNP array revealed no genomic imbalances, we performed a region of homozygosity (ROH) analysis. These ROHs indicate ancestral homozygosity, uniparental disomy, or parental consanguinity depending on the size, the location and the chromosome(s) involved. In the context of several genetic disorders in children of consanguineous parents, the identification of the causal gene can be difficult given the great genetic and clinical heterogeneity. In these families, the mutated gene in the homozygous state is frequently found in a ROH. We performed a clinical interpretation of ROHs in 213 patients with a broad range of clinical indications including intellectual disability, developmental delay, multiple congenital anomalies, or autism spectrum disorder. We analyzed these regions in order to identify genes that could be implicated in recessive pathology concordant with patients’ phenotype. The analysis of ROH using the software "SNP array evaluation tool v3.0" found the mutated gene in 28/213 patients (13%). We further analyzed 30 multiplex families in which both affected and unaffected siblings were recruited. We studied common ROHs shared by affected patients, excluding ROH present in unaffected siblings. Based on key words describing our patients’ phenotype, we searched for OMIM genes implicated in recessive diseases concordant with the phenotype and selected candidate genes. ROHs analysis successfully lead to a diagnosis in 8/31 families (26%) in 15 patients. Finally, we performed whole exome sequencing in 8 selected multiplex families in which the ROH analysis was non-contributory and identified the causal gene in three out of eight families analyzed. We identified two novel pathogenic variants in ERBB3 reported to cause lethal congenital contractural syndrome 2 (MIM # 607598), one novel pathogenic variant in TNR associated with spastic quadriplegia and ID. The diagnosis of genetic and chromosomal disorder in a context of consanguinity, ROH analysis must be considered in order to sequence the gene of interest, or to target WES analysis. Our strategy improves the efficiency of genetic diagnosis in a more targeted and cost-effective way
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Hamilton, GF. "Testing a model predicting distress in caregivers of children with ASD and/or ADHD." Thesis, 2021. https://eprints.utas.edu.au/45442/1/Hamilton_whole_thesis.pdf.
Full textAbstract:
Caregivers of children with autism spectrum disorder (ASD) or attention-deficit/hyperactivity disorder (ADHD) experience heightened levels of distress. Further, research on Model A has demonstrated that caregiver-centric variables are significant predictors of distress in caregivers of children with ASD (Bones et al., 2019; Falk et al., 2014), ADHD, and typically developing children (Scott, 2018). The current study aimed to replicate this research, and further, to validate Model A in caregivers of children with comorbid ASD and ADHD. Participants were 205 caregivers of 5- to 17-year-old children with ASD (n = 41), ADHD (n = 44), comorbid ASD and ADHD (n = 53), or who were typically developing (n = 67). Participants completed an online questionnaire with measures of caregiver distress, socio-economic support, maladaptive caregiver cognitions, child externalised behaviour, and child social and interpersonal deficits. Using hierarchical regression analyses, Model A was validated by significantly predicting distress in caregivers of children with ADHD, and comorbid ASD and ADHD. Results indicated that child social and interpersonal deficits, social support, and parental locus of control predicted caregiver distress to the greatest extent in each group. It is argued that caregiver distress be considered a key target for improving outcomes for families impacted by ASD and/or ADHD
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Boseck, Justin J. "Neuropsychological and adaptive skills deficits in children with attention-deficit/hyperactivity disorder with and without comorbid fetal alcohol spectrum disorder." 2012. http://liblink.bsu.edu/uhtbin/catkey/1675394.
Full textAbstract:
The majority of children with Fetal Alcohol Spectrum Disorder (FASD) have comorbid Attention-Deficit Hyperactivity Disorder (95%; Fryer et al., 2007). The goal of this study was to compare the neuropsychological and adaptive skills profiles of children with Attention-Deficit/Hyperactivity Disorder (ADHD) with or without comorbid FASD in order to improve interventions for both of these populations. This study paid particular attention to neurological, cognitive, and adaptive skills strengths and weaknesses in children with ADHD/FASD and children with ADHD without comorbid FASD. By identifying these strengths and weaknesses recommendations were able to be made to help the functioning of each of children with ADHD/FASD and children with ADHD in their home, community, and school environments based on their neuropsychological and adaptive skills profiles.
Neurologically, children with ADHD/FASD and children with ADHD have been shown to have impairment in the basal ganglia, cerebellum, corpus callosum, frontal lobes, hippocampus, hypothalamus, occipital lobes, parietal lobes, temporal lobes, and thalamus. Cognitively, children with ADHD have been shown to have difficulty in areas such as working memory and processing speed with less significant deficiencies in verbal ability and perceptual organization whereas children with ADHD/FASD have shown impairment in all of these
cognitive abilities. When compared to typically developing children with approximately the same level of general intelligence, children with ADHD have been shown to obtain lower standard scores in all domains of adaptive functioning and children with FASD have been shown to demonstrate significant adaptive skills deficits throughout the lifespan.
This study used specialized statistical procedures including Multivariate Analysis of Variance (MANOVA), Discriminant Analysis (DA), and Classification and Regression Tree (CART) in order to investigate the neuropsychological and adaptive skills in 81 children with ADHD/FASD and 147 children with ADHD. The statistical analyses indicated that children with ADHD/FASD and children with ADHD have similar cognitive and adaptive skills profiles; however, the children with comorbid ADHD/FASD were significantly more impaired in verbal ability, perceptual reasoning, working memory, processing speed, and overall adaptive skills.
The current study took a step forward in helping to make diagnostic decisions based on the similarities and differences between children with ADHD with and without comorbid FASD. Given the data from the current study indicating the significant differences in cognitive and adaptive skills in these two samples, it is imperative that psychopharmacological interventions be tailored to these two seemingly similar yet different groups, especially as these two groups may respond differently to stimulant medication, the first line of medicinal treatment for ADHD. Children with ADHD/FASD should also be treated with more intense interventions in the home, community, and school than children with ADHD.Department of Educational Psychology
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Furlano, Rosaria. "Self-Perception of Competencies in Adolescents with Attention-Deficit/Hyperactivity Disorder and Autism Spectrum Disorders." Thesis, 2013. http://hdl.handle.net/1974/8357.
Full textAbstract:
The current set of studies adds to the growing body of literature of self-perceptions in atypical populations. Previous research has demonstrated that, despite significant functional problems in multiple domains, children with ADHD unexpectedly provide overly-positive reports of their own competence in comparison to actual performance on objective measures. Study 1 empirically examined the self-perceptions of adolescents with Attention-Deficit/Hyperactivity Disorder (ADHD) using performance on individual, specific, concrete tasks as the basis for participants’ ratings of competence. Participants completed a verbal and mathematic task and were asked how well they thought they did prior to completing the tasks (pre-prediction rating). After they completed each task they were asked how well they thought they did (current post-performance) and how well they thought they would do in the future (future post-performance). For the purpose of the study, self-perceptions can be described as the difference between perceived performance and actual performance. These difference scores were used in analyses. Results suggested that adolescents with ADHD tend to have more positively-biased self-perceptions than typically developing (TD) adolescents. The current study also examined the role that IQ and executive functioning have on self-perceptions; however, no significant relationships were found.
Using the same methodology, Study 2 examined the self-perceptions of adolescents with Autism Spectrum Disorders (ASD). By examining a population with similar cognitive deficits as individuals with ADHD, the current study aimed to determine whether these positively-biased self-perceptions are specific to ADHD or if it is a phenomenon related to more general difficulties or dysfunction. Results suggested that adolescents with ASD also tended to have more positively-biased self-perceptions than TD adolescents. In adolescents with ASD, lower IQ and greater executive functioning deficits tended to be related to more positively-biased self-perceptions. Limitations of this research are discussed. Future investigation is needed to systematically examine other possible mechanisms that may be contributing to these biased self-perceptions.Thesis (Master, Psychology) -- Queen's University, 2013-09-30 15:24:30.91
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Liao, Tzu-Chu, and 廖子駒. "Allergic Disorders in Early Life with Autism Spectrum Disorder and Attention Deficit/Hyperactivity Disorder among Children in Taiwan." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/25556917110169599012.
Full textAbstract:
碩士國立陽明大學
公共衛生研究所
103
Objectives: Evidence from animal models has implicated potential roles of disordered immunological responses in etiological and pathological processes underlying childhood-onset neurodevelopmental disorders. Clinical studies observed that atopic disorders usually emerged in the first years of life in the form of atopic dermatitis (AD) and later evolved into respiratory atopic disorders (e.g., asthma). The present study assessed the relationship between allergic condition in early life with the incidence of ASD and ADHD through childhood. Methods: We conducted a population-based longitudinal cohort study comprising children enrolled in the National Health Insurance Program during 2000-2010 in Taiwan. A total of 387,262 (30.7%) AD-exposed children born during 2000-2004 (i.e., receiving the initial AD diagnosis before age of 2) were first identified, with 1:1 individual matching on birth year, birth season, and residential region for unexposed children. Cox regression analyses were performed to estimate time-varying risk of early-onset and accumulative effects of allergic disorders with ASD and ADHD. Results: An estimated 0.5% and 3.7% atopic dermatitis-exposed children accordingly received the diagnosis of ASD and ADHD, significantly higher than 0.4% and 2.9% in comparison children. With simultaneous adjustment for individual sociodemographic characteristics, having atopic dermatitis before age 2 may increase the hazard of ASD by 11% (95% CI: 1.03, 1.18) and 16% for ADHD (95% CI: 1.13, 1.19). The increased hazards were also manifested in respiratory atopic diseases occurring during toddlerhood and childhood (e.g., ASD, aHR=1.26 and 1.54, p<0.001). Conclusions: The observed increased risks of ASD and ADHD associated with atopic condition in infancy and childhood may suggest the disordered immunological response may exert effects beyond infancy (e.g., the critical exposure window) and provide some implication for etiology research and treatment strategy. Key words: Autism Spectrum Disorder (ASD); Attention Deficit/Hyperactivity Disorder (ADHD); atopic dermatitis (AD); time-dependent; atopic march
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Yang, En-Lin, and 楊恩林. "The Performance of Autism Spectrum Disorder and Attention Deficit/ Hyperactivity Disorder on Working Memory and Time Discrimination Tasks." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/68021607338836285943.
Full textAbstract:
碩士中山醫學大學
心理學系暨臨床心理學碩士班
103
Objectives: There are many similar characteristics between Autism Spectrum Disorder (ASD) and Attention deficit/ hyperactivity disorder (ADHD), these similarities might affect clinicians as making differential diagnosis, even misdiagnosed or delayed treatment. Not only overt behavior symptoms, they both have working memory deficits, but defect in different componets. In these years, the N-back is one of the most useful tasks to assess working memory. On the other hand, recent studies reported that children with ADHD have manifest deficits in time perception, but few studies have been done on children with AS in time percpetion, also the results were inconsistent.The studies about time perception indicated that the time discrimination task might be one of the tasks that can assess pure time perception. Therefore, the main purpose of this study was to evaluate group differences on working memory and time perception in children with AS, ADHD, and controls, as well as to examine the validity of using the N-back and time discrimination task to diagnosis children with ASD and ADHD. Methods: 93 childrn in three groups of ASD, ADHD and normal children, who were 6 to 12 year-old, were included. To investigate their abilities of verbal and spatial working memories and time perception, the study used the letter n-back task, the digit span task, the visual-spatial n-back task, the span board task, and the time discrimination task. Results: The result showed that, IQ may affect the results of span tasks, but not N-back. Secondly, for the verbal working memory, the performances of children with ASD were same as control but better than children with ADHD. Third, for the visualspatial working memory, no significant differences were found between ASD and control, but perfomance of children with ADHD was both worse than control and ASD. Forth, there were no significant differences between ASD, ADHD and control in time discrimination task. Discussion: In general, both ASD doesn’t have verbal working memory deficits, but there still have controversial issue in performance of children with ASD in visual-spatial working memory. On the other hand, ADHD have deficits in visual-spatial working memory deficits and verbal working memory, the WM ability of children with AS was better than that of children with ADHD. Furthermore, the study also found out that, using the N-back may distinguish ADHD and ASD more superiorly. On the other hand, most tasks used in the studies about time perception had measured not only time perception, but working memory, Vrabel (2009) concluded that, increasingly difficult time discrimination items would require participants to rely more on their sense of time, this study proofed his aspect. However, the ability of time perception of children with ASD and ADHD still need more experimental data to test and verify.
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Van, Der Watt Graeme Brett. "ADHDesign: School design to promote effective learning in children with Attention Deficit Hyperactivity Disorder and Autism Spectrum Disorder." Thesis, 2020. https://hdl.handle.net/10539/31206.
Full textAbstract:
A research report submitted in partial fulfillment for the degree Master of Architecture Professional (MArch. Prof) to the School of Architecture and Planning, University of the Witwatersrand, 2020Thousands of children with Attention Deficit Hyperactivity Disorder (ADHD) or Autistic Spectrum Disorder (ASD) in South Africa struggle to function affectively in traditional school environments. Sitting still, listening quietly, following instructions and concentrating are the very things that these children find the most difficult to do, yet this is what is expected of them daily. The aim of this research report is to suggest ways to best design a primary school which can optimally facilitate learning in children with Attention Deficit Hyperactivity Disorder (ADHD) and Autistic Spectrum Disorder (ASD). As the right to education is written into our constitution, the efficacy of a classroom to promote concentration and learning becomes a matter of accessibility to those with ASD, ADHD or other learning disabilities. If we consider research in the field of Environmental Psychology, it is clear that the elements that make up our surroundings have a marked influence on our behaviour and productivity. (Barber, et al., 2005) (Bieberich & Morgan, 2004) In children who are extra sensitive to the design features of their environments (such as those with ADHD or ASD) these effects are multiplied. To combat these challenges to learning I have explored those specific environmental factors which have been shown to extend periods of concentration, and those that disrupt it. (Evans, 2006) In addition, I have looked at the specific neurodevelopmental deficiencies which impede children with ADHD and ASD during the process of learning and gaining new skills, and propose that an Emotional Intelligence based curriculum would help equip students with the tools to overcome those symptoms of the disorders that will have the most dire implications for them later in life. These principles have dictated the direction of my proposed design for a primary school for children with ASD and ASHD in that the school is arranged in such a way that these children who are extra sensitive to distractions or prone to daydreaming have a space to learn which will aid in concentration, mindfulness and learning. The goal is to ensure that the school will be able to facilitate the extra attention and treatment they require for them to learn and understand the key foundational skills such as reading writing and mathematics. The hope is that by the time they are ready for high school, they will be able to integrate into mainstream classes with all the skills and emotional competencies that they require to excel
CK2021
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Chen, Mei-Yin, and 陳美吟. "WISC-IV performance of Children with High-Functioning Autism Spectrum Disorders and Attention Deficit Hyperactivity Disorder - A preliminary Investigation of Differences." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/94352558702034269819.
Full textAbstract:
碩士中原大學
心理學研究所
101
Objective: Although there are distinct sets of diagnostic criteria for ADHD and HFA, children of both groups share difficulties in learning and social interaction. Clinically, it is not uncommon that attention problems of some children with HFA manifest first and therefore the diagnosis of ADHD precedes. The diagnosis of HFA then follows after further evaluation and/or treatment were done. Some researchers have found differences between ADHD and HFA children on their attention performance. However,they also share similarities on index scores in IQ tests. The objective of this study is to investigate the differences among the WISC-IV scores of children with ADHD, HFA and comorbidity group. The results of this study may contribute to early dif-ferential diagnosis and intervention. Method: The FSIQ, 4 index and 10 subtest scores of 120 children aged 6-8 who were diagnosed as ADHD, HFA or comorbidity (n=40 in each group) were retrieved through chart review. ANOVA and post hoc analysis were performed to investigate group differences of the FSIQ, each index scores and subtest score. For the scores that showed significant differences, Discriminant analysis was further performed to see if any of them can successfully differentiate groups. Results: ANOVA found significant group differences on Perceptual Reasoning Index (PRI), block design subtest and comprehension subtest scores. Post hoc analysis found that the HFA group scored higher than the other two groups in PRI and in block design subtest. Both ADHD and dual diagnoses groups scored higher than the HFA group in comprehension subtest. Discriminant analysis showed that superior block design and inferior comprehension scores together could successfully detect 67.5% of HFA group while superior comprehension and block design scores together could correctly detect 72.5% of ADHD group. No single or combined scores could tease out the comorbidity group. Conclusion: This study found preliminary evidence that the scores on block design and comprehension subtests of WISC IV could help to differentiate ADHD and HFA children .Suggestion for future studies include recruiting typical children as control group to confirm the specificity on cognitive performance of ADHD and HFA children. The age range of participants should also extend to 12 years to explore the stability of this score pattern.
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HUANG, CHIUNG-WEI, and 黃瓊葦. "A Comparison of Emotional Awareness Ability in High-risk children with Attention-Deficit/Hyperactivity Disorder, Autism Spectrum Disorders and ADHD+ASD." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/hua8j6.
Full textAbstract:
碩士東吳大學
心理學系
107
Objective Attention-Deficit/Hyperactivity Disorder (ADHD) and Autism Spectrum Disorders (ASD) are both neurodevelopmental disorders with childhood onset; moreover, in DSM-5, clinicians are now able to make an ADHD diagnosis in the context of an ASD. In addition to the core symptoms, the ability of emotional awareness has also been gradually emphasized. The Emotion Awareness Questionnaire for children (EAQ-30) developed to measure the key aspects of emotion awareness (Differentiating Emotions, Verbal Sharing of Emotions, Not Hiding Emotions, Bodily Unawareness, Attending to Others’ Emotions, Analyses of Emotions) has been translated into multiple versions. We therefore devised a study of examining the psychometric properties (e.g., factor structure, internal consistencies) of scores on the Taiwanese translation of the Emotion Awareness Questionnaire and comparing the ability of emotional awareness in three different diagnostic groups (ASD, ADHD, and comorbid ASD + ADHD). Method Questionnaire data of 259 children aged between 9 and 12 were analyzed. Furthermore, high risk children with ADHD (n = 27), ASD (n = 24) , ASD+ADHD (n = 45) and controls (n = 30) were chosen to compare on the scores in six aspects of EAQ-30. An ANOVA and effect sizes will be calculated. Age- and IQ-corrected z scores were used. Result The proposed six-factor structure was replicated and internal consistencies were satisfactory except for the subscale of Bodily Unawareness. Meaningful associations of the six EAQ subscales with emotional awareness were found, proving the concurrent validity of this questionnaire. There were no significant differences in Bodily Unawareness and Attending to Others’ Emotions; but relative to the control group, the high risk groups experienced more difficulties in Differentiating Emotions, Verbal Sharing of Emotions, Not Hiding Emotions and Analyses of Emotions. We didn’t find the difference between the high-risk children with ADHD, ASD and ADHD+ASD. Conclusion The findings suggest that the Taiwanese EAQ is a useful instrument to assess children’s emotional awareness, the low internal consistency of Bodily Unawareness may be an interesting phenomenon in Taiwan needs more studies to explore. The high-risk children with ADHD, ASD and ADHD+ASD had worse performance on Differentiating Emotions, Verbal Sharing of Emotions, Not Hiding Emotions and Analyses of Emotions than the controls, and there was no difference between the three high-risk groups. We conclude that emotional awareness problems area familial deficit in ADHD to a similar extent as in ASD. Our findings may have implications for clinical assessment as well as for intervention.
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Yi-Syuan, Wang, and 王亦萱. "Using Achenbach System of Empirically Based Assessment to Evaluate Emotional and Behavioral Problems of Taiwanese Children with Autism Spectrum Disorder and Attention-Deficit/Hyperactivity Disorder." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/34342897115756188996.
Full textAbstract:
碩士臺北市立大學
心理與諮商學系碩士班
102
According to the DSM-5, autism spectrum disorder (ASD) and attention- deficit/hyperactivity disorder (ADHD) are classified as neurodevelopmental disorders. Although ASD and ADHD have different core symptoms, but they both display many similar emotional and behavioral problems. Clinicians need to use adequate broad-band assessment tools to collect relevant information from parents and teachers in order to understand the severity of their children’s emotional and behavioral problems. However, the concordance rate between parental and teacher’s ratings on children’s behavioral and emotional problems usually is not high. This study intends to use Achenbach System of Empirically Based Assessment (ASEBA) to assess and compare the emotional and behavioral conditions of Taiwanese children with ASD and ADHD, and examine the discrepancy and consistency between parental and teacher’s ratings. Two groups of 35 ASD and 35 ADHD children were recruited to participate in this study. Both groups were matched on age (6-12 years) and IQ (≥70). Measures included: (1) Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV), (2) Gilliam Asperger’s Disorder Scale (GADS), (3) Swanson, Nolan, and Pelham, Version IV (SNAP-IV), (4) Checklist for Autism Spectrum Disorder (CASD), (5) Child Behavior Checklist (CBCL) and Teacher Report Form (TRF). All the children were individually evaluated for their intelligence. Parents and teachers rated the participating children on their AS symptoms (GADS), ASD symptoms (CASD), ADHD symptoms (SNAP-IV), and emotional and behavioral problems (CBCL and TRF ). The results showed that there were no significant differences between ASD and ADHD groups in the rating scores on most scales of CBCL and TRF, except that ASD group received significantly higher ratings on the internalizing problem and withdrawal/depressed scale of CBCL as well as on the withdrawal/depressed scale of TRF than ADHD. The analysis of discrepancy between CBCL and TRF found that in general parental ratings were higher than teacher’s ratings. There were significant differences in scores of total problems, internalizing problem, externalizing problem, withdrawal/depressed, somatic problems, social problems, thought problems, attention problems, and rule-breaking behavior. The analysis of consistency between CBCL and TRF showed that for ASD group, there were positive correlations on all the scales and among them, significant low to moderate correlations were found on the following scales: internalizing problem, externalizing problem, anxious/depressed, social problems, attention problems, and rule-breaking behavior scales. For ADHD group, there were significant moderate correlations on externalizing problem, social problems, attention problems, and rule-breaking behavior scales. In conclusion, this study found that both parents and teachers reported ASD children having higher ratings of withdrawal/depressed conditions, compared to ADHD children, therefore, the scores on the withdrawal/depressed scale might be suitable as an index for differentiating ASD children from ADHD children. Overall, both parents and teachers showed relatively higher agreement on their perceptions of children’s attention problems and rule-breaking behaviors. It is suggested that future research could include children with comorbid ASD and ADHD as well as multiple informants (e.g., father). Information from interviews with parents and teachers as well as individual items could also be analyzed to gain more practical information.
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Wu, Yu Chi, and 吳郁琦. "Examining the Impact of Age, intelligence and severity of Attention deficit/ hyperactivity disorder Symptoms on the Cognitive flexibility in Children and Adolescents with Autism Spectrum Disorders." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/f878t5.
Full text
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Thijsse, Lynette Joan. "The neuropsychological profiles of learners with Asperger Syndrome." Thesis, 2008. http://hdl.handle.net/10500/1359.
Full textAbstract:
A qualitative case study research design is used to investigate the results of a
neuropsychological test battery, collated and used with four individual cases. A
literature study consisting of research with respect to AS as well as
neuropsychological assessments provides the theoretical framework from which
existing theory is tested and expanded on. The cases are analysed individually and
then by cross case analysis to ascertain any patterns of strength and weaknesses
which could result in a "typical" profile of a learner with AS.
Findings conclude confusions with respect to diagnostic criteria for AS and a
distinction of DSM-IV-TR criteria is used. The neuropsychological test battery
includes questionnaires (personal history, Gilliam Asperger's disorder scale,
Conners' parent and teacher questionnaire, Dunn's sensory profile) interviews
(parents, teachers), observations (classroom and playground) and formal testing
(intelligence, motor functions, academic achievement, theory of mind and executive
functions).
Findings from the literature show similarities between AS children and children with
non verbal learning disabilities. Evidence of AS differing from individuals with high
functioning autism is conclusive in all previous research using theory of mind tests.
Evidence from the literature shows many children had been given another diagnosis,
typically ADHD, before being given the diagnosis of AS. Additional disorders such as
anxiety and depression were also given. AS children had consistent difficulties with
social interaction.
A typical neuropsychological profile of AS is not identified, but rather a "personality
type" that is dominated by anxiety and individual "quirks" of personality which affects
responses to the formal test battery - thereby influencing the scores obtained. Two of the cases presented with an academic profile similar to that of a non verbal
learning disability and one presented with similarities with a semantic pragmatic
disorder. The thesis concludes with a proposed differentiating model of behavioural,
communication and learning disorders in which AS is defined in terms of that
originally described by Hans Asperger himself, and specifically treated within the
education environment.Educational Studies
D.Ed. (Psychology of Education)
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Kolc, Kristy Louise. "Variable Clinical and Molecular Expressivity of PCDH19 Variants and Girls Clustering Epilepsy A disorder of cellular "mosaics"." Thesis, 2020. http://hdl.handle.net/2440/126965.
Full textAbstract:
Girls Clustering Epilepsy is the second most common developmental and epileptic encephalopathy. GCE is due to variants in the X chromosome gene PCDH19 and is underpinned by cellular mosaicism due to X-chromosome inactivation (XCI) in females or somatic variant in males. The hallmark feature is that seizures occur in clusters and mainly affect females. At the time of thesis submission, GCE was re-named “X-linked clustering epilepsy” (XCE) to accommodate the growing number of affected male cases. Seizures typically present as generalized tonic-clonic and/or focal, which may evolve to bilateral, tonic-clonic. The clinical profile includes variable cognitive impairment and psychiatric features. The prevalence of these comorbidities and cause of the variable clinical expressivity is unknown. We performed a systematic review and meta-analysis to identify the comorbidities associated with PCDH19 variants and examine phenotype- and genotype-phenotype associations. Data from 38 peer-reviewed original articles were used and included 271 individual cases. We found that seizure onset ≤ 12 months was significantly associated (p = 4.127 x 10-7) with more severe intellectual disability compared with onset > 12 months. We identified two recurrent variants p.Asn340Ser and p.Tyr366Leufs*10, occurring in 25 (20 unrelated) and 30 (11 unrelated) cases, respectively. PCDH19 variants were associated with psychiatric comorbidities in approximately 60% females, 80% affected mosaic males, and reported in nine hemizygous males. Executive dysfunction, and hyperactive, autistic, and obsessive-compulsive features were most frequently associated with PCDH19 variants. We developed a PCDH19 survey to systematically examine the comorbidities identified in our review using standardized neuropsychiatric assessments. The survey was completed by 122/186 (66%) participants diagnosed with GCE or with a confirmed likely pathogenic PCDH19 variant. Executive functions were measured using the Behavior Rating Inventory of Executive Function. Psychiatric comorbidities were assessed via the Social Responsiveness Scale or Social Communication Questionnaire, the Strengths and Difficulties Questionnaire, and the Dimensional Obsessive-Compulsive Scale. Genetic, seizure, and developmental information were also collected. Of the 112 evaluated participants (15 males), there were 70 unique variants. Thirty-five variants were novel and included a newly identified recurrent variant Ile781Asnfs*3. There were no phenotypic differences between published and unpublished cases. Seizures occurred in clusters in 94% individuals, with seizures resolving in 28% at an average age of 17.5 years. Developmental delay prior to seizure onset occurred in 18% of our cohort. Executive dysfunction and autism spectrum disorder (ASD) occurred in approximately 60% of individuals. The ASD profile included features of attention-deficit hyperactivity disorder. Obsessive-compulsive symptomology was observed in 21% individuals. There were no phenotypic differences between heterozygous females and mosaic males. We describe a mosaic male and two hemizygous males with atypical clinical profiles. Earlier seizure onset age and increased number of seizures within a cluster were associated with more severe clinical outcomes. No clinical profile was observed for transmitting males. The penetrance of GCE is incomplete; estimated to be around 80-90%, and might be explained by cellular interference. Cellular interference postulates that the coexistence of PCDH19 wild-type and variant cells would be pathogenic, whereas a homogenous cell population would be tolerated; an idea supported by the presence of asymptomatic PCDH19-negative hemizygous and symptomatic PCDH19-mosaic males. The cellular interference hypothesis was tested through analyses of GCE penetrant and non-penetrant female fibroblast cell lines using assays to determine XCI patterns and relative PCDH19 cDNA expression. Specifically, we hypothesized that XCI and PCDH19 cDNA expression will be skewed towards complete wild-type or variant expression in non-penetrant females. We have shown that XCI patterns do not correlate with relative PCDH19 cDNA expression in fibroblasts, thus invalidating use of this assay to infer PCDH19 expression. No clear association was observed between penetrance in XCE and the degree of variant and wild-type PCDH19 mRNA expression in skin fibroblasts. Although we were able to identify three non-penetrant females with 100% wild-type PCDH19 expression, we were unable to provide support for the mechanism of cellular interference through our finding clinical phenotypes in individuals with markedly skewed XCI. Neuropsychiatric disorders can be very responsive to early intervention; therefore, a better understanding of these comorbidities may help to inform treatment and ultimately lead to better developmental outcomes for individuals affected by GCE. We show that both seizure onset age and activity are associated with clinical outcomes. Clinicians can use this information to inform prognosis and provide targeted intervention and guidance for patients and their families.Thesis (Ph.D.) -- University of Adelaide, Adelaide Medical School, 2020
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Alves, Joana Costa. "Consulta de Psiquiatria do Neurodesenvolvimento: uma análise a nível nacional." Master's thesis, 2021. http://hdl.handle.net/10316/98300.
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Trabalho Final do Mestrado Integrado em Medicina apresentado à Faculdade de MedicinaIntrodução: As perturbações do neurodesenvolvimento (PND) são caracterizadas pelo atraso ou alteração na aquisição de capacidades em vários domínios do desenvolvimento: motor, social, de linguagem e cognitivo. Deste modo, as PND podem manifestar-se desde a infância até à vida adulta, sendo preponderante a continuidade dos cuidados de saúde. Contudo, vários estudos mostram que existe um acesso limitado aos cuidados de saúde do adulto. Objetivos: Analisar a realidade dos cuidados psiquiátricos no adulto, a nível nacional, quanto às PND, tendo como objetivos: (1) avaliar a existência e distribuição, a nível nacional, desta consulta subespecializada, (2) caracterizar a consulta (equipa, tarefas de cada elemento e referenciação), (3) analisar as principais dificuldades vividas pelos doentes com PND, (4) analisar a experiência formativa dos psiquiatras na área do neurodesenvolvimento e que tópicos consideram a aprofundar.Material e Métodos: Foi realizado um estudo observacional descritivo transversal, através da aplicação de um questionário anónimo a médicos de Psiquiatria, a nível nacional, no período compreendido entre 6 de outubro e 6 de dezembro de 2020.Resultados: Foram recolhidos dados de 83 médicos de Psiquiatria (43 médicos internos de especialidade e 40 médicos especialistas). A nível nacional, apenas 16,9% dos serviços de Psiquiatria tinham uma consulta subespecializada de neurodesenvolvimento. Além disto, os médicos referiram que observavam poucos doentes com PND: 27,7% dois ou mais por semana e 72,3% um ou nenhum. Dos médicos que referiram ter consulta de neurodesenvolvimento no seu serviço, esta incluía psiquiatra, mas na sua maioria sem equipa multidisciplinar (64,3%). A transição dos doentes com PND do serviço de Pediatria/Pedopsiquiatria para o de Psiquiatria ocorria em 51,8% por transferência regular intrahospitalar, contudo em apenas 15,7% ocorria através de protocolo específico ou com a realização de consulta de transição. Por fim, 88% dos médicos de Psiquiatria consideraram ser pertinente a existência de uma consulta de PND no adulto e relataram não possuir formação especializada na área do neurodesenvolvimento, considerando 62,8% dos internos de Psiquiatria que o internato deveria incluir um estágio nesta área.Discussão e Conclusão: Ao caracterizar a realidade nacional dos cuidados psiquiátricos no adulto quanto às PND, foi possível enumerar alguns obstáculos para que estes doentes usufruam de uma transição para a vida adulta favorável: carência de conhecimento na área, falha na comunicação entre serviços, falta de protocolos específicos, escassez de equipas multidisciplinares e assimetria na distribuição de cuidados de saúde diferenciados.
Introduction: Neurodevelopmental disorders (NDD) are characterized by delay or alteration in the acquisition of skills in many domains of development: motor, social, language and cognitive. Thus, NDD can manifest from childhood to adulthood, rendering continuity of health care necessary. However, several studies show that there is a limited access to adult health care, in this clinical domain.Objectives: To analyze the reality of psychiatric care in adults, at a national level, in which concerns NDD. That said, the objectives of this study are: (1) to evaluate the existence and distribution, at national level, of this subspecialized medical appointment, (2) to characterize the medical appointment (team composition, tasks of each element and referral), (3) to analyze the main difficulties experienced by patients with NDD, (4) to analyze the psychiatrists' training experience in the neurodevelopment area and topics that should be studied further.Material and Methods: A cross-sectional observational study was carried out, by distributing an anonymous questionnaire among psychiatric doctors, at a national level, in the period between October 6 and December 6 of 2020.Results: Data was collected from 83 psychiatric doctors (43 residents and 40 specialists). At the national level, only 16.9% of psychiatric services had a subspecialized neurodevelopment medical appointment. In addition, doctors assumed that they observed few NDD patients: 27.7% two or more per week and 72.3% one or none. Of the physicians who claimed to have a neurodevelopment medical appointment at their service, all included a psychiatrist, but most of it without a multidisciplinary team (64.3%). The transition of patients with NDD from the pediatric / pedopsychiatric service to the psychiatric service occurred in 51.8% through regular intrahospital transfer, however in only 15.7% it occurred through a specific protocol or with a transitional medical appointment. Finally, 88% of psychiatric doctors considered the existence of a NDD medical appointment in adults to be pertinent and reported not having specialized training in the area of neurodevelopment, considering 62.8% of psychiatric residents that the medical internship should include training in this area.Discussion and Conclusion: By characterizing the national reality of psychiatric care in adults in terms of NDD, it was possible to list some difficulties for these patients to make an adequate transition to adult life: poor knowledge about this area, failure in communication between services, lack of specific protocols, shortage of multidisciplinary teams and asymmetry in the distribution of differentiated health care.
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Boukhris, Takoua. "Utilisation d’antidépresseurs durant la grossesse et le risque du spectre du trouble autistique et du trouble du déficit d’attention avec ou sans hyperactivité chez l’enfant." Thèse, 2018. http://hdl.handle.net/1866/21818.
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Figueira, Katherine Graciela da Silva. "A psicomotricidade em saúde mental infantil e juvenil : Serviço de Pedopsiquiatria do Hospital Dr. Nélio Mendonça." Master's thesis, 2015. http://hdl.handle.net/10400.5/11853.
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O presente relatório reflete o elenco das atividades desenvolvidas no âmbito do estágio profissionalizante, do Mestrado em Reabilitação Psicomotora, realizado no Serviço de Pedopsiquiatria do Hospital Dr. Nélio Mendonça, Funchal. A intervenção psicomotora no âmbito da saúde mental e infantil pretende compreender e resolver os conflitos internos da criança, recorrendo à mediação corporal para a construção e restruturação do psiquismo. No decorrer do estágio foram encaminhados para a Psicomotricidade 24 crianças entre os 5 e os 10 anos de idade, que foram acompanhas em regime de avaliação ou de intervenção. De entre os casos acompanhados em processo de intervenção, será apresentada a análise de dois estudos de caso acompanhados em contexto individual, que comprovam os efeitos benéficos desta intervenção, verificando-se melhorias ao nível do perfil de desenvolvimento psicomotor, emocional e comportamental. O presente relatório de estágio é constituído, ainda, por uma revisão da literatura acerca da saúde mental, da psicomotricidade e das psicopatologias mais prevalentes, bem como da caracterização da instituição acolhedora. Além disto, na parte final do relatório, é apresentada uma reflexão acerca dos problemas nas áreas de desempenho definidas e do percurso realizado ao longo deste ano letivo.This report reflects a list of activities carried out under the professionalizing traineeship of the Masters in Psychomotor Rehabilitation, conducted at the Dr. Nélio Mendonça Hospital, Funchal. The psychomotor intervention in mental health and child aims to understand and solve the internal conflicts of the child, resorting to corporal mediation to the construction and restructuring of the psychism. During the internship were referred for Psychomotor Therapy 24 children between 5 and 10 years old, who were followed under evaluation or intervention. Among the cases followed in the intervention process, will be presented the analysis of two case studies followed in individual context, which prove the beneficial effects of this intervention, verifying improvements to the psychomotor, emotional and behavioral development profile level. This internship report is also constituted by a literature review on mental health, psychomotricity and more prevalent psychopathology as well as the characterization of the institution. Moreover, in the final part of the report, is presented a reflection on the problems in the areas of performance and set the journey made throughout this school year.
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Pereira, Claúdia Filipa Bebiano. "Psicomotricidade e intervenção precoce no Centro de Desenvolvimento da Criança Torrado da Silva do Hospital Garcia da Orta." Master's thesis, 2015. http://hdl.handle.net/10400.5/11598.
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Nota: Os anexos referidos no índice do trabalho não foram fornecidos.Este documento descreve o trabalho desenvolvido no âmbito do Ramo de Aprofundamento de Competências Profissionais, pertencente ao 2º ano do Mestrado em Reabilitação Psicomotora. O estágio foi realizado na área da Psicomotricidade e Intervenção Precoce no Centro de Desenvolvimento da Criança Torrado da Silva, do Hospital Garcia de Orta, no ano letivo 2014/2015. A prática profissional foi baseada numa metodologia de intervenção individual e em grupo e teve como população-alvo crianças com Patologias Neurológicas e Perturbações do Desenvolvimento. A intervenção psicomotora é uma metodologia de intervenção adequada para promover o desenvolvimento da criança nos seus diversos domínios e a intervenção precoce constitui um instrumento que assegura o direito à participação e à inclusão social. O presente relatório expõe de forma detalhada o enquadramento teórico referente ao tema e todo o processo de intervenção desenvolvido, com especial foco em dois estudos de caso, desde as avaliações do perfil de desenvolvimento psicomotor das crianças, os planos de intervenção e a implementação dos mesmos e, ainda, os resultados obtidos e conclusões finais.
This document describes the work carried out under the Ramo de Aprofundamento de Competências Profissionais, belonging to the 2nd year of the Masters in Psychomotor Rehabilitation. The internship was fulfilled in the area of Psychomotricity and Early Intervention in Centro de Desenvolvimento da Criança Torrado da Silva, Hospital Garcia de Orta in the academic year of 2014/2015. The professional practice was based on an individual and in group intervention methodology and the target population was children with Neurological Pathologies and Developmental Disorders. The psychomotor intervention is an appropriate intervention methodology to promote children's development in their various fields and early intervention is an instrument that ensures the right to participation and social inclusion. This report sets out in detail the theoretical framework concerning the issue and the whole intervention process developed, with particular focus on two case studies, from the evaluations of psychomotor development of children profile, the action plans and their implementation and also the final results and conclusions.