Relevant bibliographies by topics / Disorders of the autic spectrum

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Academic literature on the topic 'Disorders of the autic spectrum'

Author: Grafiati
Published: 4 May 2022
Last updated: 5 May 2022

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Journal articles on the topic "Disorders of the autic spectrum"

1

Hamade, Ali, and Ivanna Bodnar. "PHYSICAL WORKABILITY, PHYSICAL PREPAREDNESS AND PHYSICAL ACTIVITY OF SCHOOLCHILDREN WITH DISORDERS OF THE AUTIC SPECTRUM." Sports Bulletin of the Dnieper 1 (2020): 414–24. http://dx.doi.org/10.32540/2071-1476-2019-1-414.

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Increasing numbers of children with ASD, high social significance, and economic benefits on the one hand, and single, contradictory and disparate data on capabilities of children with ASD on the other make relevant comprehensive studies of indicators of their development. Participants: 18 children with ASD aged 11-13 years (main group - MG), and 30 children aged 11-12 years without ASD (control group - CG). 11 tests were used to assess the level of fitness. Functional reserve of the cardiovascular system was determined by the degree of recovery of heart rate after metered exercise (30 squats for 45 seconds). Motor activity was determined according to the results of the self-report of the children themselves (and their caregivers). Statistical analysis. The indicators of children with RAS were compared with the normative values and indicators of children without RAS. The discrepancy was determined by the Mann-Whitney test. Results. There was no relationship between physical activity volume and the relative body mass of students with ASD. Low levels of physical performance of the cardiovascular system of schoolchildren were accompanied by low levels of physical activity. The level of school readiness of pupils with ASD in the test on the speed of spelling of the letter "O" and in the clap in the palm corresponded to the indicators of 6-year-old children. There was a significant significant lag in all tests of physical fitness of schoolchildren of MG by indicators of CG. Conclusions. In terms of body weight, body length and relative body mass, students with ASD and without ASD are similar. Physical activity of students of MG is significantly lower than that of CG. Students with ASD are characterized by significant delays in the process of writing-related motor skills. The rating of lagging physical qualities at schoolchildren with ASD was established. It is not confirmed that the biggest differences between MG and CG are observed in balancing. Keywords: physical qualities, motor readiness for school, autism, motor skills
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Petrusenko, O., and I. Bodnar. "The level of quality of life of schoolchildren with disorders of the autic spectrum in comparison with typically developed peers." Scientific Journal of National Pedagogical Dragomanov University. Series 15. Scientific and pedagogical problems of physical culture (physical culture and sports), no. 11(143) (November 30, 2021): 107–15. http://dx.doi.org/10.31392/npu-nc.series15.2021.11(143).23.

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In connection with the increasing the number of children with autism spectrum disorders (ASD) who enrolls in educational institutions of Ukraine, the issue of individualization of physical education (PE) of children with ASD in the school process becomes important. There is little data on the quality of life of schoolchildren with autism spectrum disorders. It does not allow to draw individual trajectories of physical education of such children, to help them to improve their adaptability. Most of studies have been performed on males. Objective: to analyze the level of cognitive, physical, emotional, social functioning and functioning in school of girls of primary school age with autism spectrum disorders and compare them with typically developed peers. It was found that there were no differences between the rates of girls with ASD and girls with typical development in walking and running, feeling of pain and low energy levels, the frequency of school absences due to doctor visits and the frequency of forgetting things. However, the level of development of cognitive, social and emotional functioning of girls with ASD is significantly lower than the indicators with typical development by all criteria. To overcome the problems with cognitive, social and emotional functioning of girls with ASD, it is recommended to select appropriate means of PE. In oder to improve the cognitive processes (attention, memory) of girls with ASD, we recommend to increase the amount of means that promote the development of coordination in PE classes; to improve physical functioning - exercises for developing muscle strength and endurance. The game activity with normal girls will help to improve the social well-being of girls with ASD. We should use oriental martial arts and oriental gymnastics to improve the psycho-emotional state of girls with ASD.
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Бочелюк, Віталій, and Микита Панов. "Психокорекція розладів аустичного спектру: історичний аспект." Теоретичні і прикладні проблеми психології, no. 3(56)Т2 (2021): 122–35. http://dx.doi.org/10.33216/2219-2654-2021-56-3-2-122-135.

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У статті представлено історичний огляд психокорекції аутизму. Розглянуто історію вивчення аутизму загалом та пошук шляхів лікування розладу. Зазначено, що у своєму розвитку питання лікування аутизму пройшло від ігнорування, початку вивчення розладу та катувань до толерантного ставлення, розробки різноманітних психокрекційних технологій та створення спеціалізованих реабілітаційних закладів. У статті описано етапи становлення науки про аутизм (донозологічний, доканнерівський, каннерівський та післяканнерівський) з точки зору динаміки психокорекційних підходів. Зазначено, що не зважаючи на більш ніж 100-річну історію дослідження, лікування аутизму має багато перспектив для подальшіх досліджень. Робляться висновки про те, що виділяється 4 головні етапи, які відображають процес становлення науки про аутизм. Першим є донозологічний період, для якого характерно окремі згадки про дітей, які прагнули до усамітнення й дивно поводили себе. На цьому етапі психокорекції аутизму фактично не існує. У давні часи дітей із вадами ігнорували чи страчували, у Середньовіччя катували, намагаючись позбавити «одержимості дияволом», епоха Відродження та Новий час покладали усю відповідальність виключно на батьків та давали можливість їм будь-яким чином виховувати норовливий характер дитини. Другий, так званий доканнеровський період, що припадає на 20-ті – 40-ві роки ХХ століття, знаменується формуванням поняття «дитячий аутизм». Значна увага до вивчення феномену аутизму, як і до інших психічних розладів, збільшує актуальність питання лікування цих розладів. Вивчаючи симптоми, лікарі відчували себе безсилими. Третій період являє собою початок системного підходу до вивчення проявів аутизму у дітей, його ознаменовано виходом у світ кардинальних праць з аутизму Л.Каннера, Г.Асперґера, а пізніше – і досить великої кількості праць інших фахівців. Лео Каннер став першим лікарем у світі, визнаним як дитячий психіатр, засновник першого академічного дитячого напряму в психіатрії. Нарешті, четвертий: післяканнерівський період (1980-ті – 1990-ті роки) характеризується відходом від позицій самого Л.Каннера у поглядах на аутизм, що його розглядали як неспецифічний синдром різного походження. При цьому слід відзначити дві провідні тенденції: 1) розгляд усіх аутичних синдромів дитинства в межах синдрому й концепції Л.Каннера про ранній інфантильний аутизм (що характерно для більшої частини наукової літератури) і 2) виокремлення різних клінічних форм дитячого аутизму, об’єднаних положенням про аутизм як один із синдромів дитячої психопатології. На цьому етапі розробляються різноманітні психокорекційні методи та технології лікування аутизму. Ключові слова: аутизм, розлади аутичного спекту, етапи дослідження аутизму, психокорекція аутизму, історія лікування аутизму.
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Handayani, Nita, Sra Harke Pratama, Siti Nurul Khotimah, Idam Arif, and Freddy Haryanto. "Analisis Spektral Daya dan Koherensi EEG Pada Anak Penderita Autism Spectrum Disorders (ASD)." Wahana Fisika 2, no. 2 (December 28, 2017): 42. http://dx.doi.org/10.17509/wafi.v2i2.9374.

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Autism Spectrum Disorders (ASD) adalah kondisi neurodevelopmental yang berkaitan dengan defisit dalam fungsi eksekutif, emosi, bahasa, dan komunikasi sosial. Beberapa teknik neuroimaging dan neurofisiologi digunakan untuk memahami hubungan antara fungsionalitas otak dan perilaku autis. Quantitative Electroencephalography (QEEG) adalah sebuah teknik non-invasif yang dapat digunakan untuk memberikan gambaran fungsionalitas otak melalui beberapa besaran fisis yang dikaji. Pada paper ini akan dibahas tentang karakteristik sinyal listrik otak pada penderita austis berdasarkan analisis QEEG. Perekaman sinyal otak menggunakan Emotiv Epoc 14 channel (AF3, F7, F3, FC5, T7, P7, O1, O2, P8, T7, FC6, F4, F8, AF4) dan 2 channel referensi (CMS dan DRL). Jumlah subjek uji dalam penelitian sebanyak 6 anak penderita autis dan 5 anak sehat sebagai kontrol dengan rentang usia antara 10-15 tahun. Perekaman otak dilakukan pada kondisi rileks dan mata terutup selama 15 menit. Metode analisis data meliputi pre-processing data EEG untuk menghilangkan noise dan artefak, perhitungan spektral daya menggunakan periodogram Welch, dan analisis konektivitas fungsional otak dengan menghitung besarnya koherensi intra-hemisphere dan inter-hemisphere. Dari hasil studi diperoleh bahwa pada anak autis terjadi peningkatan spektral daya pada pita delta dan penurunan spektral daya pada pita alpha dibandingkan dengan subjek kontrol. Analisis konektivitas fungsional otak pada anak autis menunjukkan nilai koherensi intra-hemisphere dan inter-hemisphere yang lebih rendah pada pita delta dan theta, khususnya pada area frontal. QEEG dapat digunakan untuk karakterisasi sinyal otak pada penderita autis dan membedakannya dari subjek normal. Kata Kunci : Retardasi Mental; Spektral Daya; Koherensi; EEG; Sinyal Otak Autism Spectrum disorder (ASD) is a neurodevelopmental disorder associated with deficits in executive function, emotions, language, and social communication. Several neuroimaging and neurophysiology techniques are used to understand the relationship between brain functionality and autistic behavior. Quantitative Electroencephalography (QEEG) is a non-invasive technique that can be used to illustrate the functionality of the brain through the analysis of several physical quantities. This paper will discuss about the characteristics of electrical brain signals in austistic children based on QEEG analysis. Recording of brain signals using Emotiv Epoc 14-channels (AF3, F7, F1, O2, P8, T7, FC6, F4, F8, AF4) and 2 reference channels (CMS and DRL). The number of test subjects in the study were 6 autistic children and 5 healthy children as controls with an age range between 10-15 years old. Brain recording performed on resting state and eyes closed for 15 minutes. The methods of analysis data includes pre-processing EEGs data to remove noise and artifacts, power spectral analysis using Welch Periodogram, and brain functional connectivity analysis by calculating the magnitude of intra-hemisphere and inter-hemisphere coherences. The results of the study found that an increased of power spectral in the delta band and a decreased of power spectral in the alpha band in autistic children compared to control subjects. Analysis of functional connectivity of the brain in autistic children shows lower intra-hemisphere and inter-hemisphere coherences in the delta and theta bands, particularly in the frontal area. QEEG can be used to characterized brain signals in autistic children and differentiated them from the normal subjects. Keywords : Mental Retardation; Power Spectral; Coherence; EEG; Brain Signal
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Tarigan, Novriani, Ginta Siahaan, and Dini Lestrina. "Training of Gluten and Casein Free Snack Processing for Mothers of Children with Autism Spectrum Disorder." Journal of Saintech Transfer 3, no. 1 (August 20, 2020): 52–59. http://dx.doi.org/10.32734/jst.v3i1.4279.

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The gluten and casein-free (GCF) diet is one alternative ways in handling children with autism spectrum disorders (ASD). The aim of this community service activities was to improve the attitudes, motivations and skills of the mothers in order to be able to prepare GCF diet that are safe for consumption by ASD children. The target participants of this community service activity were 25 mothers of ASD children from the Pondok Peduli Autis Foundation in Medan. Stages of implementation consisted of socializing the activities, pre-test, and counseling on a GFC diet, training and demonstrations on processing of GCF snacks, as well as evaluating activities in the form of a post-test. The GCF products made in the training activities were purple sweet potato pudding, pumpkin pudding, hunkwe pudding, corn bakwan, cassava omelette, cassava pastel, and cassava croquette with vegetables. The average pre-test results on the participants' knowledge about GCF diets was 45.6. After counseling twice by using a "Booklet" tools and training on the processing of GCF products, there was an increase in knowledge to 81.9. Furthermore, after regularly consuming the GCF foods prepared based on this program, more than 50% participants found their autis children improvement in learning concentration and no longer hyperactive.
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Sulistyowati, Heny, Diana Mayasari, and Susi Dari Hastining. "Pemerolehan Kosa Kata Anak Autism Spectrum Disorder (ASD)." Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini 6, no. 4 (February 14, 2022): 3091–99. http://dx.doi.org/10.31004/obsesi.v6i4.2374.

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Perkembangan bahasa pada anak mulai kelihatan pada usia sekitar satu tahun ketika mereka mulai mampu berjalan dan pada waktu anak mampu mengeluarkan kata-kata pertama. Autis ringan memiliki gangguan dalam berbahasa sehingga penyerapan bahasa anak autis berbeda dengan anak normal. Menggunakan pendekatan studi kasus, penelitian ini bertujuan untuk memberikan gambaran pemerolehan kosakata anak autis kategori ringan. Pengambilan data dilakukan dengan teknik wawancara dan observasi. Menggunakan lembar pengamatan yang biasa digunakan oleh sekolah, subyek diberikan media berupa gambar benda (buah, hewan, kendaraan, dan benda lain yang sering dijumpai anak). Selain itu, juga ditunjukkan gambar aktivitas sehari-hari. Hasil penelitian menunjukkan bahwa kosakata kerja dan benda yang ditunjukkan anak autis mengalami perubahan yakni ada huruf yang hilang dan kata yang berubah hurufnya. Implikasi studi ini dapat digunakan oleh pendidik dan orangtua untuk memahami kondisi perkembangan bahasa anak autis serta dapat memberikan langkah stimulasi yang tepat
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Mukhtar, Desvi Yanti, Amitya Kumara, T. Dicky Hastjarjo, and M. G. Adiyanti. "Beban Pengasuhan yang Dialami Oleh Orangtua yang Memiliki Anak dengan Gangguan Spektrum Autis." Talenta Conference Series: Tropical Medicine (TM) 1, no. 1 (October 2, 2018): 163–70. http://dx.doi.org/10.32734/tm.v1i1.42.

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Penelitian ini bertujuan untuk mengetahui beban yang dialami oleh orangtua dalam mengasuh anak dengan gangguan spektrum autis. Hasil penelitian ini diharapkan dapat membantu tenaga profesional dalam memberikan dukungan bagi orangtua yang memiliki anak autis. Penelitian ini merupakan penelitian deskriptif yang menggunakan metode campuran sekuensial. Pengumpulan data dilakukan dengan menggunakan teknik kelompok terarah dan angket. Pada tahap pertama, penelitian ini melibatkan 7 responden (6 ibu, 1 ayah) sedangkan tahap kedua 31 responden (18 ibu, 13 ayah). Hasil penelitian menunjukkan bahwa orangtua yang memiliki anak dengan gangguan autis mengalami beban pengasuhan yang dapat dikelompokkan dalam tiga dimensi. Pertama, beban yang terkait dengan aspek personal orangtua yaitu munculnya masalah-masalah psikologis seperti merasa malu dengan kondisi anak, muncul perasaan bersalah, atau merasa jenuh dengan kehidupan yang dijalani. Kedua, beban yang terkait dengan hambatan yang dialami anak autis seperti kesulitan mengontrol perilaku dan emosi anak. Dan ketiga, beban yang terkait dengan peran pengasuhan secara umum, misalnya menjadi sering bertengkar dengan pasangan. Hasil penelitian juga menunjukkan ada beberapa faktor yang membantu menguatkan orangtua dalam mengasuh anak autis. Pertama, faktor personal seperti adanya keikhlasan menerima kondisi anak, kedekatan pada Tuhan, serta cara berpikir yang positif. Kedua, adanya dukungan sosial terutama yang didapat dari pasangan. This study aimed to determine the burdens experienced by parents in caring for children with autistic spectrum disorders. It is expected that the results of this study help professionals provide support for parents who have autistic children. This study employed descriptive research using sequential mixed method. Data were collected by using focus group techniques and questionnaires. In the first stage, this study involved 7 respondents (6 mothers and 1 father) while the second stage involved 31 respondents (18 mothers and 13 fathers). The results showed that parents who had children with autistic disorders experienced parenting burdens that could be classified into three dimensions. First, burdens associated with the personal aspects of parents, i.e. the presence of psychological disorders, such as feeling ashamed of the children condition, feeling guilty, or feeling bored with the life. Second, burdens associated with difficulties experienced by children with autism such as being difficult to control children behaviors and emotions. And third, burdens associated with parenting roles in general, for example quarreling frequently with couple. The results also showed that there were several factors that help strengthen parents in caring for children with autism. First, personal factors such as sincerity in accepting the children's condition, closeness to God, and positive ways of thinking. Second, the presence of social support, especially from the couple.
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Damayanti, Rizky Nova, Subanji Subanji, and Cholis Sa’dijah. "Gesture Anak Autis dalam Menyelesaikan Soal Matematika Materi Penjumlahan Bilangan Bulat." Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan 4, no. 9 (September 17, 2019): 1132. http://dx.doi.org/10.17977/jptpp.v4i9.12690.

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<p class="Abstrak"><strong>Abstract:</strong> Children with autism spectrum disorders or ASD are one of the developmental disorders of the nerves that are characterized by social and communication definitions. Developmental abnormalities in the nerve will affect brain development and child communication. Therefore, when children communicate, a gesture will emerge as a sign the child is communicating to convey the message. Based on this, researchers will conduct research on child gestures that arise in solving math problems. Gesture that appears will be recorded using a camera so that it will be known what gesture appears in the child. The study was conducted on two moderate autistic children with different levels but the same material. This study resulted in the gesture of an autistic child appearing in solving a mathematical problem as a gesture of conformity and incompatibility. Where the suitability of the corresponding gesture shown by the child is like pointing and counting. Whereas for gesture mismatch shows the child turns to another object, calculates with different hand gestures and points but not to solve the problem.</p><strong>Abstrak:</strong> Anak dengan gangguan spektrum autisme atau ASD adalah salah satu kelainan perkembangan pada saraf yang ditandai oleh definisi sosial dan komunikasi. Kelainan perkembangan pada saraf tersebut akan memengaruhi perkembangan otak dan komunikasi anak. Oleh karena itu, ketika anak berkomunikasi, maka akan muncullah <em>gesture</em> sebagai tanda anak berkomunikasi untuk menyampaikan pesan. Berdasarkan hal tersebut peneliti akan melakukan penelitian tentang <em>gesture</em> anak yang muncul dalam menyelesaikan soal matematika. <em>Gesture </em>yang muncul akan direkam menggunakan kamera sehingga akan diketahui gesture apa yang muncul pada anak. Penelitian dilakukan pada dua anak autis sedang dengan jenjang tingkatan yang berbeda tetapi materi yang sama. Penelitian ini menghasilkan bahwa <em>gesture</em> anak autis yang muncul dalam menyelesaikan soal matematika merupakan <em>gesture</em> kesesuaian dan ketidaksesuaian. Dimana kesesuaian berisi <em>gesture</em> yang sesuai ditunjukkan anak, seperti menunjuk dan menghitung. Sementara itu, untuk ketidaksesuaian <em>gesture</em> menunjukkan anak menoleh ke objek lain, menghitung dengan <em>gesture</em> tangan yang berbeda dan menunjuk, tetapi bukan untuk menyelesaikan soal.
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Iskandar, Siska, and Indaryani . "EFEKTIVITAS TERAPI BERMAIN ASSOSIATIF TERHADAP KEMAMPUAN MOTORIK PADA ANAK AUTIS." Journal of Nursing and Public Health 7, no. 2 (November 18, 2019): 72–76. http://dx.doi.org/10.37676/jnph.v7i2.889.

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Autis merupakan salah satu gangguan perkembangan pervasif (GPP) dan termasuk dalam kelainan spectrum autis atau ASD Autistic Spectrum Disorder salah satunya adalah gangguan fungdi motorik. Terapi bermain assosiatif merupakan salah satu intervensi yang dapat diberikan dalam melatih kemampuan motorik anak autis. Penelitian ini bertujuan untuk mengetahui efektivitas terapi bermain asosiatif terhadap peningkatan kemampuan motorik pada anak autis menggunakan metode penelitian survey analitik dengan pendekatan kuasi eksperimen yang mana anak dibagi menjadi 3 kelompok kecil dan melakukan permainan asosiatif. Penilaian kemampuan motorik dilakukan sebelum diberikan terapi bermain dan diobservasi selama terapi diberikan. Hasil penelitian menunjukkan rata-rata kemampuan motorik sebelum dilakukan terapi bermain assosiatif pada anak autis adalah 0,00 dengan standar deviasi 0,00. Setelah dilakukan terapi bermain assosiatif pada anak autis didapatkan rata-rata kemampuan motorik adalah 1,67 dengan standar deviasi 0,50. Hasil uji statistik didapatkan nilai p value adalah 0,000 sehingga dapat terlihat adanya perbedaan yang signifikan antara kemampuan motorik sebelum dilakukan terapi bermain assosiatif dan setelah dilakukan terapi bermain assosiatif pada anak autis. Dari hasil penelitian tersebut dapat disimpulkan bahwa terapi bermain assosiatif efektif dalam meningkatkan kemampuan motorik pada anak autis sehingga disarankan kepada sekolah pendidikan khusus untuk memasukkan terapi bermain dalam kurikulum pendidikan sekolahnya.
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Proskurniak, O. I. "MUSIC THERAPY IN THE CORRECTION OF BEHAVIORAL DISORDERS OF PRESCHOOLERS WITH AUTIC SPECT DISORDERS." Innovate Pedagogy 1, no. 32 (2021): 15–18. http://dx.doi.org/10.32843/2663-6085/2021/32-1.2.

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Dissertations / Theses on the topic "Disorders of the autic spectrum"

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Lim, Hayoung Audrey. "The Effect of "Developmental Speech-Language Training through Music" on Speech Production in Children with Autism Spectrum Disorders." Scholarly Repository, 2007. http://scholarlyrepository.miami.edu/oa_dissertations/63.

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Children with Autism Spectrum Disorders demonstrate deficits in speech and language, with the most outstanding speech impairments being in comprehension, semantics, prosody, and pragmatics. Perception and production of music and speech in children with ASD appear to follow the same principles of Gestalt pattern perceptual organization. In addition, common neuroanatomical structures and similar patterns of cortical activation mediate the perception and production of speech and music. Therefore, the purpose of this study was to explore how the perception of musical stimuli would impact the perception and production of speech and language in children with ASD. The study examined the effect of developmental speech-language training through music on the speech production of children with ASD. The participants were 50 children with ASD, age range 3 to 5 years, who had previously been evaluated on standard tests of language and level of functioning. The children completed the pre-test, six sessions of training, and the post-test. The pre-and post-tests consisted of the Verbal Production Evaluation Scale (VPES) and measured each participant's verbal production including semantics, phonology, pragmatics, and prosody, of 36 target words. Eighteen participants completed music training, in which they watched a music video containing six songs and pictures of the 36 target words. Another group of eighteen participants completed speech training, in which they watched a speech video containing six stories and pictures of target words. Fourteen participants were randomly assigned to a no-training condition. Results of the study showed that participants in both music and speech training significantly increased their scores on the VPES from the pre-test to the post-test. Both music and speech training were effective for enhancing participants' speech production including semantics, phonology, pragmatics, and prosody. Participants who received music training made greater progress on speech production than participants who received the speech training; however, the difference was not statistically significant. Results of the study also indicated that the level of speech production was influenced by the level of functioning in children with ASD. An interaction between level of functioning and training conditions on speech production approached significance. The results indicate that both high and low functioning participants improved their speech production after receiving either music or speech training; however, low functioning participants showed a greater improvement in speech production after the music training than after the speech training. Collectively, music training was more effective for speech production in low functioning children with ASD than was speech training. The study suggests that the superior performance in speech production in children with ASD who received music training might be generated from music stimuli which were organized by the Gestalt laws of pattern perception. In conclusion, children with ASD appear to perceive important linguistic information (i.e., target words) embedded in music stimuli, and can verbally produce the words as functional speech. These results provide evidence for the use of music as an effective way to enhance speech production in children with ASD.
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Blood, Rachel. "Outcome in autistic spectrum disorders." Thesis, University of Oxford, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.510414.

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

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

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Lee, Yuet-may May, and 李月媚. "Service disengagement in schizophrenia spectrum disorders." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hub.hku.hk/bib/B50434512.

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Disengagement from mental health services by patients with schizophrenia spectrum disorders is an important issue. Most research in this area has been focused on studying the patients’ demographic and clinical characteristics that may be related to disengagement. However, research on patients’ perspective in regard to their decision of disengagement has been limited. An assessment tool developed based on an in--‐‑depth understanding of patients’ subjective experiences may capture other crucial factors. This may widen our scope of understanding of this phenomenon. Therefore, a mixed research method was employed in this thesis and three independent studies with distinctive research aims were carried out. The first study was a qualitative study which aimed at exploring reasons and factors that patients perceived influential to their decision of disengagement. Six ever--disengaged male patients aged between 18 and 28 with schizophrenia spectrum disorder were interviewed as a purposive sample after a thorough subject identification procedure. A thematic analysis of the data yielded seven themes which grouped into three domains: service (patient--‐‑clinician communication, service orientation, clinic operation); patient (psychological response, perception of illness); and medication (side effects and uncertain efficacy). A 16--‐‑item self--‐‑administered questionnaire, the Patient’s Perception of Psychiatric Service (PPPS) questionnaire, was developed. The construction of PPPS was based entirely on the themes identified from the first qualitative study. This questionnaire measured the subjective perception of the patient about the service and patient--clinician communication. Validation of the PPPS questionnaire was conducted in the second study by recruiting 50 patients with a diagnosis of a schizophrenia spectrum disorder from a psychiatric outpatient clinic. Results demonstrated that the PPPS questionnaire has good internal consistency, test-retest reliability, and convergent validity. The Singh O'ʹBrien Level of Engagement Scale (SOLES), Client Satisfaction Questionnaire (CSQ), and an internalized stigma scale were also translated and validated in this study for use in the third study. The third study explored the relationship between disengagement and the patient’s perception of service, using PPPS, level of engagement (SOLE), satisfaction with service (CSQ), and other factors including clinical characteristics and service utilization. One hundred and fifty patients with schizophrenia spectrum disorder were recruited from two specialized outpatient clinics. In view of local clinical observation, patients who had more than one disengagement episode and each lasted more than two weeks were classified into the severe--‐‑disengagement group. In a forward stepwise regression model, results suggested that PPPS and length of service predict severe disengagement. In this thesis, the use of mixed study methods showed that it was pertinent to incorporate patients’ first person experience into an assessment tool. Measuring patients’ perception of service, by using PPPS, can effectively identify patients with severe disengagement history. PPPS as a patient--‐‑rated self--‐‑administered questionnaire can be used in clinical settings to enhance the understanding of a patient’s appraisal of the service and thus proactive measures can be taken to reduce service disengagement.
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Psychiatry
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Master of Philosophy
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Burnett, Hollie. "(Re-)conceptualisation in autism spectrum disorders." Thesis, University of Hull, 2012. http://hydra.hull.ac.uk/resources/hull:6865.

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Background: Individuals with Autism Spectrum Disorder (ASD) have been shown to be compromised in cognitive flexibility and attentional switching. However, most studies that examine these executive functions did not distinguish between the ability to form new concepts and the ability to switch between concepts. Very few attempts have been made to disassociate them as separate abilities, or investigate whether the animate or inanimate nature of the concepts/objects affects these abilities. Further, very few switching tasks have investigated the autistic spectrum as a whole, with most studies focusing on severely autistic individuals. Aims: The aim of this thesis was to explore individual limitations in the perceptual-cognitive abilities of forming concepts (conceptualisation) and of switching between concepts (reconceptualisation) in individuals with varying degrees of ASD and in typically-developed (TD) individuals. Further aims were: (i) Examine whether the animate or inanimate nature of the concepts affect the (re-)conceptualisation abilities, and whether this effect varies along the autism spectrum. (ii) Examine the impact of the ‘salience of physical reality’ on the (re-)conceptualisation abilities. (iii) Examine whether there is a continuum in concept forming and/or switching underlying the entire autism spectrum, extending into the TD population. Methods: The basic experimental paradigm involved recognition of ambiguous and impoverished objects. Distinct animate and/or inanimate objects were morphed into each other, resulting in a sequence of interpolations with decreasing proportions of one object and increasing proportions of the other object. Participants had to identify the newly emerging object. There were two distinct versions: the Conceptualisation Task, in which participants had to form a new concept from ‘scratch’, and the Reconceptualisation Task, in which an existing concept had to be traded in for a new concept. Participants: Three different clinical groups were tested: adults with Asperger’s Syndrome (AS), children with AS, and children with autism. Each group and their control group, did not differ significantly in terms of age, sex or cognitive ability. In addition, on the basis of their score on the Autism Quotient (AQ), approximately the top and bottom 20% of the TD individuals were allocated to either a low or high AQ group. Experiments: Four new experimental paradigms were employed: (Re-)Conceptualisation Silhouette Task (see Chapters 2 and 3), (Re-)conceptualisation Gabor Task (see Chapter 4), Delis-Kaplan Executive Functioning System (D-KEFS) Sorting Task with a unique added ‘No Shuffle’ condition, where the cards were not shuffled after each correct sort (see Chapter 5) and an Object-Ratio Task (see Chapter 7). In addition, the performance of the participant groups on these new tasks was compared with their performance on existing concept-switching tasks that are part of the D-KEFS: the Trail Making Task and the Twenty Questions Task (see Chapter 6). Results: In both the Silhouette and Gabor tasks, the ASD groups were significantly impaired in identifying concepts compared to TD groups, in both the conceptualisation and the reconceptualisation conditions. However, the deficit was largest when they first had to disengage attention (reconceptualisation), and when the object was animate. The autism group performed worse than the AS group, but only with respect to animate objects. Furthermore, when the start-object remained physically present (Gabor Tasks), or when the correctly made sort was not shuffled, but remained physically present until a new sort was made (Card Sorting Task), the ASD groups were even more impaired. Quite strikingly, this impairment specifically pertained to animate objects. In the TD population, differences were found between those with low and those with high AQ scores. In terms of performance on the (Re-)Conceptualisation Tasks, the high AQ group occupied a position in between the low AQ and AS groups. Conclusions: Overall, the studies suggest that individuals with ASD are impaired in forming new concepts, especially when they first have to disengage their attention from a previously identified concept, and when the concept is animate. This deficit also extends to the TD population (to those TD individuals with high AQ scores). The findings therefore support the notion of a concept forming and concept switching continuum, that is present not only in ASD, but also in the general population. The findings further suggest that individuals with ASD possess a processing deficit specifically for animate concepts/objects, which becomes worse with increasing ASD severity.
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Crispin, Sarah. "Self-awareness in autistic spectrum disorders." Thesis, University of Warwick, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.397009.

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

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

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

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

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Autism spectrum disorders. New York: Oxford University Press, 2011.

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

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

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Autism spectrum disorders. Minneapolis: Twenty-First Century Books, 2011.

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Textbook of autism spectrum disorders. Washington, DC: American Psychiatric Pub., 2011.

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Hollander, Eric. Textbook of autism spectrum disorders. Washington, DC: American Psychiatric Pub., 2011.

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

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Volkmar, Fred R., ed. Encyclopedia of Autism Spectrum Disorders. New York, NY: Springer New York, 2020. http://dx.doi.org/10.1007/978-1-4614-6435-8.

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

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Book chapters on the topic "Disorders of the autic spectrum"

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

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Markham, Eva R. "Autism Spectrum Disorders." In Encyclopedia of Child Behavior and Development, 184–85. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_250.

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Zager, Dianne, Carol Sober Alpern, and E. Amanda Boutot. "Autism Spectrum Disorders." In Evidence-Based Practice in Infant and Early Childhood Psychology, 501–35. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2012. http://dx.doi.org/10.1002/9781118269602.ch17.

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Oswald, Donald P., and Shannon M. Haworth. "Autism Spectrum Disorders." In Handbook of Mental Health in African American Youth, 271–85. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-25501-9_17.

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Turner, Kylan S., Jonathan R. Pletcher, and Cynthia R. Johnson. "Autism Spectrum Disorders." In Encyclopedia of Adolescence, 342–51. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-33228-4_402.

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Connor, Zoe. "Autistic Spectrum Disorders." In Clinical Paediatric Dietetics, 677–89. Chichester, UK: John Wiley & Sons, Ltd, 2014. http://dx.doi.org/10.1002/9781118915349.ch23.

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Gerenser, Joanne, and Karece Lopez. "Autism Spectrum Disorders." In Handbook of Child Language Disorders, 82–108. New York, NY : Routledge, 2017.: Psychology Press, 2017. http://dx.doi.org/10.4324/9781315283531-3.

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

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Johnson, Cynthia R. "Autism Spectrum Disorders." In Handbook of Clinical Psychology Competencies, 1275–300. New York, NY: Springer New York, 2010. http://dx.doi.org/10.1007/978-0-387-09757-2_46.

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Hemmings, Colin. "Schizophrenia Spectrum Disorders." In Autism and Child Psychopathology Series, 147–60. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-8250-5_10.

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Conference papers on the topic "Disorders of the autic spectrum"

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

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

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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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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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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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Polec, Jaroslav, Radoslav Vargic, Filip Csoka, Eva Smolejova, Anton Heretik, Mria Bielikova, Martin Svrcek, and Robert Moro. "Detection of Schizophrenia Spectrum Disorders Using Saliency Maps." In 2017 IEEE 11th International Conference on Application of Information and Communication Technologies (AICT). IEEE, 2017. http://dx.doi.org/10.1109/icaict.2017.8687223.

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Volkova, Catherine, and Catherine Salnikova. "MOTOR REHABILITATION OF CHILDREN WITH AUTISTIC SPECTRUM DISORDERS." In XVI International interdisciplinary congress "Neuroscience for Medicine and Psychology". LLC MAKS Press, 2020. http://dx.doi.org/10.29003/m985.sudak.ns2020-16/133.

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"Medical Assistance for Children with Autism Spectrum Disorders." In Congress on mental health meeting the needs of the XXI century. Gorodets, 2016. http://dx.doi.org/10.22343/mental-health-congress-compendium243-246.

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"Recognizing Self-Stimulatory Behaviours ror Autism Spectrum Disorders." In 2020 28th Signal Processing and Communications Applications Conference (SIU). IEEE, 2020. http://dx.doi.org/10.1109/siu49456.2020.9302403.

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Bugnariu, Nicoleta, Coen de Weerd, Carolyn Young, Robert Longnecker, Carolyn Garver, Edwin van Loon, Katelyn Rockenbach, and Rita M. Patterson. "Motor function in children with Autism spectrum disorders." In 2013 International Conference on Virtual Rehabilitation (ICVR). IEEE, 2013. http://dx.doi.org/10.1109/icvr.2013.6662080.

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Reports on the topic "Disorders of the autic spectrum"

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

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

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

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

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

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Sweeney, John A., and Matthew W. Mosconi. Family Studies of Sensorimotor and Neurocognitive Heterogeneity Spectrum Disorders (ASD). Fort Belvoir, VA: Defense Technical Information Center, September 2012. http://dx.doi.org/10.21236/ada574855.

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

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

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

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