CINXE.COM

<!DOCTYPE html> <html lang="en" dir="ltr"> <head>  <script async src="https://www.googletagmanager.com/gtag/js?id=G-P63WKM1TM1"></script> <script> window.dataLayer = window.dataLayer || []; function gtag(){dataLayer.push(arguments);} gtag('js', new Date()); gtag('config', 'G-P63WKM1TM1'); </script>  <script type="text/javascript" > (function(m,e,t,r,i,k,a){m[i]=m[i]||function(){(m[i].a=m[i].a||[]).push(arguments)}; m[i].l=1*new Date(); for (var j = 0; j < document.scripts.length; j++) {if (document.scripts[j].src === r) { return; }} k=e.createElement(t),a=e.getElementsByTagName(t)[0],k.async=1,k.src=r,a.parentNode.insertBefore(k,a)}) (window, document, "script", "https://mc.yandex.ru/metrika/tag.js", "ym"); ym(55165297, "init", { clickmap:false, trackLinks:true, accurateTrackBounce:true, webvisor:false }); </script> <noscript><div><img src="https://mc.yandex.ru/watch/55165297" style="position:absolute; left:-9999px;" alt="" /></div></noscript>    <title>Search results for: Autistic spectrum disorders</title> <meta name="description" content="Search results for: Autistic spectrum disorders"> <meta name="keywords" content="Autistic spectrum disorders"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none navbar-toggler ml-auto" type="button" data-toggle="collapse" data-target="#navbarMenu" aria-controls="navbarMenu" aria-expanded="false" aria-label="Toggle navigation"> <span class="navbar-toggler-icon"></span> </button> <div class="w-100"> <div class="d-none d-lg-flex flex-row-reverse"> <form method="get" action="https://waset.org/search" class="form-inline my-2 my-lg-0"> <input class="form-control mr-sm-2" type="search" placeholder="Search Conferences" value="Autistic spectrum disorders" name="q" aria-label="Search"> <button class="btn btn-light my-2 my-sm-0" type="submit"><i class="fas fa-search"></i></button> </form> </div> <div class="collapse navbar-collapse mt-1" id="navbarMenu"> <ul class="navbar-nav ml-auto align-items-center" id="mainNavMenu"> <li class="nav-item"> <a class="nav-link" href="https://waset.org/conferences" title="Conferences in 2024/2025/2026">Conferences</a> </li> <li class="nav-item"> <a class="nav-link" href="https://waset.org/disciplines" title="Disciplines">Disciplines</a> </li> <li class="nav-item"> <a class="nav-link" href="https://waset.org/committees" rel="nofollow">Committees</a> </li> <li class="nav-item dropdown"> <a class="nav-link dropdown-toggle" href="#" id="navbarDropdownPublications" role="button" data-toggle="dropdown" aria-haspopup="true" aria-expanded="false"> Publications </a> <div class="dropdown-menu" aria-labelledby="navbarDropdownPublications"> <a class="dropdown-item" href="https://publications.waset.org/abstracts">Abstracts</a> <a class="dropdown-item" href="https://publications.waset.org">Periodicals</a> <a class="dropdown-item" href="https://publications.waset.org/archive">Archive</a> </div> </li> <li class="nav-item"> <a class="nav-link" href="https://waset.org/page/support" title="Support">Support</a> </li> </ul> </div> </div> </nav> </div> </header> <main> <div class="container mt-4"> <div class="row"> <div class="col-md-9 mx-auto"> <form method="get" action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="Autistic spectrum disorders"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 2680</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: Autistic spectrum disorders</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2680</span> Children with Autistic Spectrum Disorders in Co-Taught Classes in Greece: Teachers’ View</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tryfon%20Mavropalias">Tryfon Mavropalias</a>, <a href="https://publications.waset.org/abstracts/search?q=Anastasia%20Alevriadou"> Anastasia Alevriadou</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Co-teaching is a relatively recent model of providing teaching services to students with disabilities in Greece. According to recent studies, it seems that the largest number of students who take part in the Greek co-teaching programme are children with Autistic Spectrum Disorders (ASD). The aim of the suggested study is to investigate the effectiveness and usefulness of co-teaching to students with ASD as well as skills students with ASD develop during co-teaching in primary education classes. To conduct the research, quantitative method of research was used, with the means of research being a questionnaire including open and close type questions. The sample of this research consists of 142 primary school co-teachers from all over Northern Greece (71 general education teachers and 71 special education teachers). Given the results, it was concluded that co-teachers believe that including and educating children with Autistic Spectrum Disorders in the general class benefits those who autism is measured from the middle to the upper end of the spectrum. Additionally, children develop social skills first, followed by emotional and cognitive skills. Ultimately, educators declared that they are prepared only to a limited degree to effectively support students with Autistic Spectrum Disorders in general classes. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Autistic%20spectrum%20disorders" title="Autistic spectrum disorders">Autistic spectrum disorders</a>, <a href="https://publications.waset.org/abstracts/search?q=co-teaching" title=" co-teaching"> co-teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=co-teachers" title=" co-teachers"> co-teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=co-taught%20class" title=" co-taught class"> co-taught class</a> </p> <a href="https://publications.waset.org/abstracts/87022/children-with-autistic-spectrum-disorders-in-co-taught-classes-in-greece-teachers-view" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/87022.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">359</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2679</span> Decoding Mental Disorders: The Value of Practical Experience in Perceptions of Autism Spectrum Disorder</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ryan%20Tehini">Ryan Tehini</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this paper is to explore the value of practical experience with Autism Spectrum Disorder (ASD) as a microcosm of mental disorders, in psychology students’ attempt to fully understand it in all of its intricacies. The study follows a one-year program where students of psychology volunteer at a school for Autistic children of ages 3-18. The individual levels of experience with, and theoretical understanding of, ASD varies measurably amongst the volunteers; these volunteers are then intermittently interviewed, observed and surveyed throughout the program in order to determine any decline or growth in their understanding of Autism Spectrum Disorder. A panel of professionals all of whom are active in the world of ASD (headmasters of Autistic schools, psychologists, child development specialists, special needs teachers, parents of autistic children and Occupational Therapists) were used specifically for this study, in order to develop the guideline for understanding ASD that will be used comparatively against the information gained from the volunteers in order to establish the individual results. The paper concludes by illustrating how psychology has a responsibility to the community to understand disorders past what is academic and theoretical, and how increasing student experience with a disorder can aid in a more holistic psychological approach to mental disorders in the future. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=autism" title="autism">autism</a>, <a href="https://publications.waset.org/abstracts/search?q=mental%20disorders" title=" mental disorders"> mental disorders</a>, <a href="https://publications.waset.org/abstracts/search?q=practical%20experience" title=" practical experience"> practical experience</a>, <a href="https://publications.waset.org/abstracts/search?q=psychology" title=" psychology"> psychology</a> </p> <a href="https://publications.waset.org/abstracts/53262/decoding-mental-disorders-the-value-of-practical-experience-in-perceptions-of-autism-spectrum-disorder" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/53262.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">262</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2678</span> Study of Multimodal Resources in Interactions Involving Children with Autistic Spectrum Disorders</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fernanda%20Miranda%20da%20Cruz">Fernanda Miranda da Cruz</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper aims to systematize, descriptively and analytically, the relations between language, body and material world explored in a specific empirical context: everyday co-presence interactions between children diagnosed with Autistic Spectrum Disease ASD and various interlocutors. We will work based on 20 hours of an audiovisual corpus in Brazilian Portuguese language. This analysis focuses on 1) the analysis of daily interactions that have the presence/participation of subjects with a diagnosis of ASD based on an embodied interaction perspective; 2) the study of the status and role of gestures, body and material world in the construction and constitution of human interaction and its relation with linguistic-cognitive processes and Autistic Spectrum Disorders; 3) to highlight questions related to the field of videoanalysis, such as: procedures for recording interactions in complex environments (involving many participants, use of objects and body movement); the construction of audiovisual corpora for linguistic-interaction research; the invitation to a visual analytical mentality of human social interactions involving not only the verbal aspects that constitute it, but also the physical space, the body and the material world. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=autism%20spectrum%20disease" title="autism spectrum disease">autism spectrum disease</a>, <a href="https://publications.waset.org/abstracts/search?q=multimodality" title=" multimodality"> multimodality</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20interaction" title=" social interaction"> social interaction</a>, <a href="https://publications.waset.org/abstracts/search?q=non-verbal%20interactions" title=" non-verbal interactions"> non-verbal interactions</a> </p> <a href="https://publications.waset.org/abstracts/121698/study-of-multimodal-resources-in-interactions-involving-children-with-autistic-spectrum-disorders" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/121698.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">114</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2677</span> A Theoretical Framework on Using Social Stories with the Creative Arts for Individuals on the Autistic Spectrum</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=R.%20Bawazir">R. Bawazir</a>, <a href="https://publications.waset.org/abstracts/search?q=P.%20Jones"> P. Jones</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Social Stories are widely used to teach social and communication skills or concepts to individuals on the autistic spectrum. This paper presents a theoretical framework for using Social Stories in conjunction with the creative arts. The paper argues that Bandura’s social learning theory can be used to explain the mechanisms behind Social Stories and the way they influence changes in response, while Gardner’s multiple intelligences theory can be used simultaneously to demonstrate the role of the creative arts in learning. By using Social Stories with the creative arts for individuals on the autistic spectrum, the aim is to meet individual needs and help individuals with autism to develop in different areas of learning and communication. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=individuals%20on%20the%20autistic%20spectrum" title="individuals on the autistic spectrum">individuals on the autistic spectrum</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20stories" title=" social stories"> social stories</a>, <a href="https://publications.waset.org/abstracts/search?q=the%20creative%20arts" title=" the creative arts"> the creative arts</a>, <a href="https://publications.waset.org/abstracts/search?q=theoretical%20framework" title=" theoretical framework"> theoretical framework</a> </p> <a href="https://publications.waset.org/abstracts/63881/a-theoretical-framework-on-using-social-stories-with-the-creative-arts-for-individuals-on-the-autistic-spectrum" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/63881.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">321</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2676</span> Associations between Autistic and ADHD Traits and the Wellbeing and Mental Health of Secondary School Students with a Focus on Anxiety and Depression</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Japnoor%20Garcha">Japnoor Garcha</a>, <a href="https://publications.waset.org/abstracts/search?q=Andrew%20P.%20Smith"> Andrew P. Smith</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20James"> A. James</a> </p> <p class="card-text"><strong>Abstract:</strong></p> There has been a significant increase in the prevalence and estimates of neurodevelopmental disorders, especially autism spectrum disorders, in the last decade. The literature has seen increasing research on understanding wellbeing and mental health. To understand the association and interaction of wellbeing and mental health with autism and ADHD, a survey was given to 560 secondary school students. The survey used the wellbeing process questionnaire, the autism spectrum quotient, the ADHD self-report scale, and the strengths and difficulties questionnaire. The analysis conducted using SPSS showed that there was a significant correlation between anxiety, depression, A.Q., and ADHD. Anxiety and depression were also significantly correlated with all wellbeing and SDQ variables. The regression analysis showed that anxiety was significantly associated with positive wellbeing, negative wellbeing, emotional problems, and prosocial behaviour, whereas depression was significantly associated with positive wellbeing, negative wellbeing, physical health, flourishing, conduct problems, emotional problems and peer problems. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ADHD%20traits" title="ADHD traits">ADHD traits</a>, <a href="https://publications.waset.org/abstracts/search?q=anxiety" title=" anxiety"> anxiety</a>, <a href="https://publications.waset.org/abstracts/search?q=autistic%20traits" title=" autistic traits"> autistic traits</a>, <a href="https://publications.waset.org/abstracts/search?q=depression" title=" depression"> depression</a> </p> <a href="https://publications.waset.org/abstracts/182831/associations-between-autistic-and-adhd-traits-and-the-wellbeing-and-mental-health-of-secondary-school-students-with-a-focus-on-anxiety-and-depression" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/182831.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">61</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2675</span> Challenging the Theory of Mind: Autism Spectrum Disorder, Social Construction, and Biochemical Explanation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Caroline%20Kim">Caroline Kim</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The designation autism spectrum disorder (ASD) groups complex disorders in the development of the brain. Autism is defined essentially as a condition in which an individual lacks a theory of mind. The theory of mind, in this sense, explains the ability of an individual to attribute feelings, emotions, or thoughts to another person. An autistic patient is characteristically unable to determine what an interlocutor is feeling, or to understand the beliefs of others. However, it is possible that autism cannot plausibly characterized as the lack of theory of mind in an individual. Genes, the bran, and its interplay with environmental factors may also cause autism. A mutation in a gene may be hereditary, or instigated by diseases such as mumps. Though an autistic patient may experience abnormalities in the cerebellum and the cortical regions, these are in fact only possible theories as to a biochemical explanation behind the disability. The prevailing theory identifying autism with lacking the theory of mind is supported by behavioral observation, but this form of observation is itself determined by socially constructed standards, limiting the possibility for empirical verification. The theory of mind infers that the beliefs and emotions of people are causally based on their behavior. This paper demonstrates the fallacy of this inference, critiquing its basis in socially constructed values, and arguing instead for a biochemical approach free from the conceptual apparatus of language and social expectation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=autism%20spectrum%20disorder" title="autism spectrum disorder">autism spectrum disorder</a>, <a href="https://publications.waset.org/abstracts/search?q=sociology%20of%20psychology" title=" sociology of psychology"> sociology of psychology</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20construction" title=" social construction"> social construction</a>, <a href="https://publications.waset.org/abstracts/search?q=the%20theory%20of%20mind" title=" the theory of mind"> the theory of mind</a> </p> <a href="https://publications.waset.org/abstracts/51219/challenging-the-theory-of-mind-autism-spectrum-disorder-social-construction-and-biochemical-explanation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/51219.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">403</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2674</span> Effect of a Polyherbal Gut Therapy Protocol in Changes of Gut and Behavioral Symptoms of Antibiotic Induced Dysbiosis of Autistic Babies</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Dinesh%20K.%20S.">Dinesh K. S.</a>, <a href="https://publications.waset.org/abstracts/search?q=D.%20R.%20C.%20V.%20Jayadevan"> D. R. C. V. Jayadevan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Autism is the most prevalent of a subset of the disorders organized under the umbrella of pervasive developmental disorders. After the publication of Andrew Wakefield's paper in lancet, many critiques deny this connection even without looking in to the matter. The British Medical Journal even put an editorial regarding this issue. BMJ 2010; 340:c1807. But ayurveda has ample of evidences to believe this connectivity. Dysbiosis, yeast growth of the gut, nutritional deficiencies, enzyme deficiencies, essential fatty acid deficiencies, Gastro esophageal reflux disease, indigestion, inflammatory bowel, chronic constipation & its cascade are few of them to note. The purpose of this paper is to present the observed changes in the behavioural symptoms of autistic babies after a gut management protocol which is a usual programme of our autism treatment plan especially after dysbiotic changes after antibiotic administration. Is there any correlation between changes (if significant) in gut symptoms and behavioral problems of autistic babies especially after a dysbiosis induced by antibiotics. Retrospective analysis of the case sheets of autistic patients admitted in Vaidyaratnam P.S.Varier Ayurveda College hospital, kottakkal,kerala, india from September 2010 are taken for the data processing. Autistic patients are used to come to this hospital as a part of their usual course of treatment. We investigated 40 cases diagnosed as autistic by clinical psychologists from different institutions who had dysbiosis induced by antibiotics. Significant change in gut symptoms before and after treatment p<0.05 in most of its components Significant change in behavioral symptoms before and after treatments p<0.05 in most of the components Correlation between gut symptoms change and behavioral symptoms changes after treatment is + 0.86. Conclusion : Selected Polyherbal Ayurveda treatment has significant role to play to make changes abnormal behaviors in autistic babies and has a positive correlation with changes in gut symptoms induced by dysbiosis of antibiotic intake. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ayurveda" title="ayurveda">ayurveda</a>, <a href="https://publications.waset.org/abstracts/search?q=autism" title=" autism"> autism</a>, <a href="https://publications.waset.org/abstracts/search?q=dysbiosis" title=" dysbiosis"> dysbiosis</a>, <a href="https://publications.waset.org/abstracts/search?q=antibiotic" title=" antibiotic"> antibiotic</a> </p> <a href="https://publications.waset.org/abstracts/15566/effect-of-a-polyherbal-gut-therapy-protocol-in-changes-of-gut-and-behavioral-symptoms-of-antibiotic-induced-dysbiosis-of-autistic-babies" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/15566.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">628</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2673</span> A Chronological and Comparative Examination of Traditional American Post-Secondary Institutions of Higher Learning Delivery of Instruction for College Students with Autism Spectrum Disorders</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shannon%20Melideo">Shannon Melideo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Post-secondary schools that provide specialized instruction for college students with special needs have been in existence for some time in the United States of America. Whether students experience learning disabilities, visual impairments, physical limitations, Autism Spectrum Disorders or any other issue that impacts their learning are able to attend universities that intentionally cater to their needs. While this selection of post-secondary education may be preferred by some students, other have sought a different experience. Over the last ten years, the number of students with Autism Spectrum Disorders (ASD) attending traditional universities in the United States of America has increased significantly. Students with ASD tend to select smaller, private institutions that appear to offer more personal attention and services. This paper will examine how traditional American universities are preparing for this relatively new group of students in their college classrooms. This paper will provide a brief historical timeline of access to university instruction for students with Autism Spectrum Disorders, and how and if students with ASD are received in colleges around the globe, and best research supported practices for success. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=autism%20spectrum%20disorders" title="autism spectrum disorders">autism spectrum disorders</a>, <a href="https://publications.waset.org/abstracts/search?q=access%20to%20learning" title=" access to learning"> access to learning</a>, <a href="https://publications.waset.org/abstracts/search?q=university%20instruction" title=" university instruction"> university instruction</a>, <a href="https://publications.waset.org/abstracts/search?q=accommodations" title=" accommodations"> accommodations</a> </p> <a href="https://publications.waset.org/abstracts/84462/a-chronological-and-comparative-examination-of-traditional-american-post-secondary-institutions-of-higher-learning-delivery-of-instruction-for-college-students-with-autism-spectrum-disorders" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/84462.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">174</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2672</span> Teaching Children with Autism Spectrum Disorder Using Virtual Reality: Exploratory Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abdiwahab%20Guled">Abdiwahab Guled</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Autism spectrum disorder (ASD) is a neurodevelopmental disorder that emanates from a broad range of conditions, which affect the communication skills, social skills. It causes restrictive and repetitive behaviors to individuals. The number of children with ASD is an increasing prevalence around the world. Virtual reality (VR) is an assistive technology, which puts the learner in an immersive learning environment. It allows the learner to interact with that environment in a seemingly real or physical way using special electronic equipment, such as headsets. This exploratory study examines the potential benefits that VR may provide to improving the communication skills of children with ASD. Educating a child with ASD is challenging because access to services, resources, and support for autistic children is inadequate. Therefore, this study intends to investigate the challenges of teaching children with ASD and how VR might help teachers to improve the communication skills of these children with ASD. Online research and literature review were used as a method to gather previously published studies to identify the research gap and provide the groundwork for future studies. Results show that VR offers potential benefits to improving the communication skills of children with ASD but there is a gap in our understanding of the functionalities of all the features of VR technology and how we can utilize it to improve the communication skills of children with ASD. Communication is a broad subject and it is impossible for one study to evidently define the speech challenges of autistic children and provide an irrefutable solution. Therefore, this study proposes further research to dissect how can VR be used to improve the different communication challenges that impede the everyday functioning of autistic children. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Autism%20spectrum%20disorder%20%28ASD%29" title="Autism spectrum disorder (ASD)">Autism spectrum disorder (ASD)</a>, <a href="https://publications.waset.org/abstracts/search?q=autistic" title=" autistic"> autistic</a>, <a href="https://publications.waset.org/abstracts/search?q=Asperger" title=" Asperger"> Asperger</a>, <a href="https://publications.waset.org/abstracts/search?q=Disorder-Not%20Otherwise%20Specified%20%28PDD-NOS%29" title=" Disorder-Not Otherwise Specified (PDD-NOS)"> Disorder-Not Otherwise Specified (PDD-NOS)</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual%20reality%20%28VR%29." title=" virtual reality (VR). "> virtual reality (VR). </a> </p> <a href="https://publications.waset.org/abstracts/119877/teaching-children-with-autism-spectrum-disorder-using-virtual-reality-exploratory-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/119877.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">115</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2671</span> The Role of MAOA Gene in the Etiology of Autism Spectrum Disorder in Males</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jana%20Kiskov%C3%A1">Jana Kisková</a>, <a href="https://publications.waset.org/abstracts/search?q=Dana%20Gabrikov%C3%A1"> Dana Gabriková</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Monoamine oxidase A gene (MAOA) is suggested to be a candidate gene implicated in many neuropsychiatric disorders, including autism spectrum disorder (ASD). This meta-analytic review evaluates the relationship between ASD and MAOA markers such as 30 bp variable number tandem repeats in the promoter region (uVNTR) and single nucleotide polymorphisms (SNPs) by using findings from recently published studies. It seems that in Caucasian males, the risk of developing ASD increase with the presence of 4-repeat allele in the promoter region of MAOA gene whereas no differences were found between autistic patients and controls in Egyptian, West Bengal and Korean population. Some studies point to the importance specific haplotype groups of SNPs and interaction of MAOA with others genes (e.g. FOXP2 or SRY). The results of existing studies are insufficient and further research is needed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=autism%20spectrum%20disorder" title="autism spectrum disorder">autism spectrum disorder</a>, <a href="https://publications.waset.org/abstracts/search?q=MAOA" title=" MAOA"> MAOA</a>, <a href="https://publications.waset.org/abstracts/search?q=uVNTR" title=" uVNTR"> uVNTR</a>, <a href="https://publications.waset.org/abstracts/search?q=single%20nucleotide%20polymorphism" title=" single nucleotide polymorphism"> single nucleotide polymorphism</a> </p> <a href="https://publications.waset.org/abstracts/14965/the-role-of-maoa-gene-in-the-etiology-of-autism-spectrum-disorder-in-males" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/14965.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">384</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2670</span> Autism Spectrum Disorder Interventions, Problems and Solutions</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ammara%20Jabeen">Ammara Jabeen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This survey report aims to find the interventions and their effectiveness that are being used globally as well as in Pakistan to treat autistic kids. ‘Autism spectrum disorder (ASD) is a state associated with brain development that shows ‘how a person perceives and socializes with others, causing problems in social interaction and communication’. Besides these problems, these children suffer from restricted and repetitive behaviors too. The term ‘Spectrum’ in Autism Spectrum Disorder refers to the wide range of symptoms and severity. The main cause of this Autism Spectrum Disorder is not known yet, but the research showed that genetics and environmental factors play important roles. In this survey report, after a literature review, some of the possible solutions are suggested based on the most common problems that these children are currently facing in their daily lives. Based on this report, we are able to overcome the lack of the resources (e.g. language, cost, training etc.) that mostly exist in Pakistani culture. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=autism" title="autism">autism</a>, <a href="https://publications.waset.org/abstracts/search?q=interventions" title=" interventions"> interventions</a>, <a href="https://publications.waset.org/abstracts/search?q=spectrum" title=" spectrum"> spectrum</a>, <a href="https://publications.waset.org/abstracts/search?q=disorder" title=" disorder"> disorder</a> </p> <a href="https://publications.waset.org/abstracts/192186/autism-spectrum-disorder-interventions-problems-and-solutions" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/192186.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">23</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2669</span> Improving Access to Training for Parents of Children with Autism Spectrum Disorders through Telepractice: Parental Perception</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Myriam%20Rousseau">Myriam Rousseau</a>, <a href="https://publications.waset.org/abstracts/search?q=Marie-H%C3%A9l%C3%A8ne%20Poulin"> Marie-Hélène Poulin</a>, <a href="https://publications.waset.org/abstracts/search?q=Suzie%20McKinnon"> Suzie McKinnon</a>, <a href="https://publications.waset.org/abstracts/search?q=Jacinthe%20Bourassa"> Jacinthe Bourassa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Context: There is a growing demand for effective training programs for parents of children with autism spectrum disorders. While traditional in-person training is effective, it can be difficult for some parents to participate due to distance, time, and cost. Telepractice, a form of distance education, could be a viable alternative to address these challenges. Research objective: The objective of this study is to explore the experiences of parents of children with autism who participated in a training program offered by telepractice in order to document: 1) the experience of parents who participated in a program telepractice training program for autistic children, 2) parental satisfaction with the telepractice modality, and 3) potential benefits of using telepractice to deliver training programs to parents of autistic children. Method: This study followed a qualitative research design, and Braun and Clarke's six-step procedure was used for the thematic analysis of the comments provided by parents. Data were collected through individual interviews with parents who participated in the project. The analysis focused on identifying patterns and themes in the comments in order to better understand parents' experiences with the telepractice modality. Results: The study revealed that parents were generally satisfied with the telepractice modality, as it was easy to use and enabled a better balance between work and family. This modality also enabled parents to share and receive mutual support. Despite the positive results, it is still relevant to offer training in different modalities to meet the different needs of parents. Conclusion: The study shows that parents of children with autism are generally satisfied with telepractice as a training modality. The results suggest that telepractice can be an effective alternative to traditional face-to-face training. The study highlights the importance of taking parents' needs and preferences into account when designing and implementing training programs. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=parents" title="parents">parents</a>, <a href="https://publications.waset.org/abstracts/search?q=children" title=" children"> children</a>, <a href="https://publications.waset.org/abstracts/search?q=training" title=" training"> training</a>, <a href="https://publications.waset.org/abstracts/search?q=telepractice" title=" telepractice"> telepractice</a> </p> <a href="https://publications.waset.org/abstracts/155567/improving-access-to-training-for-parents-of-children-with-autism-spectrum-disorders-through-telepractice-parental-perception" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/155567.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">145</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2668</span> Analyzing Initial Efficacy of Animal Assisted Therapy for Autism Spectrum Disorders: A Case Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Georgitta%20Joseph%20Valiyamattam">Georgitta Joseph Valiyamattam</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Autism spectrum disorders (ASD) are a growing phenomenon in India with over 10 million cases being recorded. Children with various levels and forms of ASD can be a major challenge both within the context of regular or special schooling. According to statistics by the Centers for Disease Control and Prevention (CDC), one in every 88 children today is born with autism spectrum disorder (ASD) against a ratio of one in 110 few years back. The growing number of children with autism spectrum disorders places greater demands on health services and necessitates the roping in of non-traditional modes of treatment to complement or even substitute traditional health care methods when possible. Research evidence, particularly from Western countries, as also some parts of Asia, suggests that animal-assisted therapy, or zootherapy, may be used as an effective individual or complementary therapeutic tool for increasing overall wellbeing and quality of life among children with Autism spectrum disorders. The paper through a case-study format seeks to evaluate the efficacy (initial stage) of animal assisted therapy (canine-therapy with visiting dog: breed-Golden retriever), as a non-conventional treatment modality for improving cognitive functioning and managing the behavioral and psychological symptoms of Autism Spectrum Disorders. As a pilot study forming the basis for subsequent larger application of AAT, it analyses areas of efficacy as also the challenges faced, both with regard to the mode of therapy, as also particular to the Indian setting. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=animal%20assisted%20therapy" title="animal assisted therapy">animal assisted therapy</a>, <a href="https://publications.waset.org/abstracts/search?q=autism" title=" autism"> autism</a>, <a href="https://publications.waset.org/abstracts/search?q=canine%20therapy" title=" canine therapy"> canine therapy</a>, <a href="https://publications.waset.org/abstracts/search?q=analyzing%20initial%20efficacy" title=" analyzing initial efficacy"> analyzing initial efficacy</a> </p> <a href="https://publications.waset.org/abstracts/19344/analyzing-initial-efficacy-of-animal-assisted-therapy-for-autism-spectrum-disorders-a-case-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/19344.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">548</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2667</span> The Lived Experience of Siblings of Autistic Children; From the Private to Public Sphere</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kiana%20Taghikhan">Kiana Taghikhan</a>, <a href="https://publications.waset.org/abstracts/search?q=Shamim%20Sherafat"> Shamim Sherafat</a>, <a href="https://publications.waset.org/abstracts/search?q=Mostafa%20Taheri"> Mostafa Taheri</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Although many people with autism spectrum disorder around the world face many problems and challenges, their conditions may unintentionally affect the lives of the people around them. In this research the experiences of siblings of autistic children have been investigated in both the public and private spheres of their lives. "Private sphere" includes the experiences of research participants in socializing with relatives and family, assignments and responsibilities, as well as how they spend their leisure time and lifestyle. The "public sphere" includes the experience of their presence in society, such as university, or workplace and any outdoor activities that could have been affected by their sibling’s disorder. The present research has been done using the qualitative research method and in-depth interview technique with siblings of autistic children. The sample population is 15 individuals who participated in the research theoretically and purposefully. Based on the findings, the private and social experiences of these individuals is very different compared to peers who do not have siblings with autism disorder in the family. The difference is to such an extent that causes them to separate and distance themselves from other members of the society, and depending on their special conditions, it can affect their goals and life opportunities such as job, marriage, having children, etc. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=autism%20spectrum%20disorder" title="autism spectrum disorder">autism spectrum disorder</a>, <a href="https://publications.waset.org/abstracts/search?q=siblings" title=" siblings"> siblings</a>, <a href="https://publications.waset.org/abstracts/search?q=private%20sphere" title=" private sphere"> private sphere</a>, <a href="https://publications.waset.org/abstracts/search?q=public%20sphere" title=" public sphere"> public sphere</a> </p> <a href="https://publications.waset.org/abstracts/190021/the-lived-experience-of-siblings-of-autistic-children-from-the-private-to-public-sphere" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/190021.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">31</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2666</span> Intensive Neurophysiological Rehabilitation System: New Approach for Treatment of Children with Autism</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=V.%20I.%20Kozyavkin">V. I. Kozyavkin</a>, <a href="https://publications.waset.org/abstracts/search?q=L.%20F.%20Shestopalova"> L. F. Shestopalova</a>, <a href="https://publications.waset.org/abstracts/search?q=T.%20B.%20Voloshyn"> T. B. Voloshyn</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Introduction: Rehabilitation of children with Autism is the issue of the day in psychiatry and neurology. It is attributed to constantly increasing quantity of autistic children - Autistic Spectrum Disorders (ASD) Existing rehabilitation approaches in treatment of children with Autism improve their medico- social and social- psychological adjustment. Experience of treatment for different kinds of Autistic disorders in International Clinic of Rehabilitation (ICR) reveals the necessity of complex intensive approach for healing this malady and wider implementation of a Kozyavkin method for treatment of children with ASD. Methods: 19 children aged from 3 to 14 years were examined. They were diagnosed ‘Autism’ (F84.0) with comorbid neurological pathology (from pyramidal insufficiency to para- and tetraplegia). All patients underwent rehabilitation in ICR during two weeks, where INRS approach was used. INRS included methods like biomechanical correction of the spine, massage, physical therapy, joint mobilization, wax-paraffin applications. They were supplemented by art- therapy, ergotherapy, rhythmical group exercises, computer game therapy, team Olympic games and other methods for improvement of motivation and social integration of the child. Estimation of efficacy was conducted using parent’s questioning and done twice- on the onset of INRS rehabilitation course and two weeks afterward. For efficacy assessment of rehabilitation of autistic children in ICR standardized tool was used, namely Autism Treatment Evaluation Checklist (ATEC). This scale was selected because any rehabilitation approaches for the child with Autism can be assessed using it. Results: Before the onset of INRS treatment mean score according to ATEC scale was 64,75±9,23, it reveals occurrence in examined children severe communication, speech, socialization and behavioral impairments. After the end of the rehabilitation course, the mean score was 56,5±6,7, what indicates positive dynamics in comparison to the onset of rehabilitation. Generally, improvement of psychoemotional state occurred in 90% of cases. Most significant changes occurred in the scope of speech (16,5 before and 14,5 after the treatment), socialization (15.1 before and 12,5 after) and behavior (20,1 before and 17.4 after). Conclusion: As a result of INRS rehabilitation course reduction of autistic symptoms was noted. Particularly improvements in speech were observed (children began to spell out new syllables, words), there was some decrease in signs of destructiveness, quality of contact with the surrounding people improved, new skills of self-service appeared. The prospect of the study is further, according to evidence- based medicine standards, deeper examination of INRS and assessment of its usefulness in treatment for Autism and ASD. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=intensive%20neurophysiological%20rehabilitation%20system%20%28INRS%29" title="intensive neurophysiological rehabilitation system (INRS)">intensive neurophysiological rehabilitation system (INRS)</a>, <a href="https://publications.waset.org/abstracts/search?q=international%20clinic%20od%20rehabilitation" title=" international clinic od rehabilitation"> international clinic od rehabilitation</a>, <a href="https://publications.waset.org/abstracts/search?q=ASD" title=" ASD"> ASD</a>, <a href="https://publications.waset.org/abstracts/search?q=rehabilitation" title=" rehabilitation"> rehabilitation</a> </p> <a href="https://publications.waset.org/abstracts/75196/intensive-neurophysiological-rehabilitation-system-new-approach-for-treatment-of-children-with-autism" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/75196.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">169</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2665</span> In Vitro Fermentation Of Rich In B-glucan Pleurotus Eryngii Mushroom: Impact On Faecal Bacterial Populations And Intestinal Barrier In Autistic Children</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Georgia%20Saxami">Georgia Saxami</a>, <a href="https://publications.waset.org/abstracts/search?q=Evangelia%20N.%20Kerezoudi"> Evangelia N. Kerezoudi</a>, <a href="https://publications.waset.org/abstracts/search?q=Evdokia%20K.%20Mitsou"> Evdokia K. Mitsou</a>, <a href="https://publications.waset.org/abstracts/search?q=Marigoula%20Vlassopoulou"> Marigoula Vlassopoulou</a>, <a href="https://publications.waset.org/abstracts/search?q=Georgios%20Zervakis"> Georgios Zervakis</a>, <a href="https://publications.waset.org/abstracts/search?q=Adamantini%20Kyriacou"> Adamantini Kyriacou</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Autism Spectrum Disorder (ASD) is a complex group of developmental disorders of the brain, characterized by social and communication dysfunctions, stereotypes and repetitive behaviors. The potential interaction between gut microbiota (GM) and autism has not been fully elucidated. Children with autism often suffer gastrointestinal dysfunctions, while alterations or dysbiosis of GM have also been observed. Treatment with dietary components has been postulated to regulate GM and improve gastrointestinal symptoms, but there is a lack of evidence for such approaches in autism, especially for prebiotics. This study assessed the effects of Pleurotus eryngii mushroom (candidate prebiotic) and inulin (known prebiotic compound) on gut microbial composition, using faecal samples from autistic children in an in vitro batch culture fermentation system. Selected members of GM were enumerated at baseline (0 h) and after 24 h fermentation by quantitative PCR. After 24 h fermentation, inulin and P. eryngii mushroom induced a significant increase in total bacteria and Faecalibacterium prausnitzii compared to the negative control (gut microbiota of each autistic donor with no carbohydrate source), whereas both treatments induced a significant increase in levels of total bacteria, Bifidobacterium spp. and Prevotella spp. compared to baseline (t=0h) (p for all <0.05). Furthermore, this study evaluated the impact of fermentation supernatants (FSs), derived from P. eryngii mushroom or inulin, on the expression levels of tight junctions’ genes (zonulin-1, occludin and claudin-1) in Caco-2 cells stimulated by bacterial lipopolysaccharides (LPS). Pre-incubation of Caco-2 cells with FS from P. eryngii mushroom led to a significant increase in the expression levels of zonulin-1, occludin and claudin-1 genes compared to the untreated cells, the cells that were subjected to LPS and the cells that were challenged with FS from negative control (p for all <0.05). In addition, incubation with FS from P. eryngii mushroom led to the highest mean expression values for zonulin-1 and claudin-1 genes, which differed significantly compared to inulin (p for all <0.05). Overall, this research highlighted the beneficial in vitro effects of P. eryngii mushroom on the composition of GM of autistic children after 24 h of fermentation. Also, our data highlighted the potential preventive effect of P. eryngii FSs against dysregulation of the intestinal barrier, through upregulation of tight junctions’ genes associated with the integrity and function of the intestinal barrier. This research has been financed by "Supporting Researchers with Emphasis on Young Researchers - Round B", Operational Program "Human Resource Development, Education and Lifelong Learning." <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=gut%20microbiota" title="gut microbiota">gut microbiota</a>, <a href="https://publications.waset.org/abstracts/search?q=intestinal%20barrier" title=" intestinal barrier"> intestinal barrier</a>, <a href="https://publications.waset.org/abstracts/search?q=autism%20spectrum%20disorders" title=" autism spectrum disorders"> autism spectrum disorders</a>, <a href="https://publications.waset.org/abstracts/search?q=Pleurotus%20Eryngii" title=" Pleurotus Eryngii"> Pleurotus Eryngii</a> </p> <a href="https://publications.waset.org/abstracts/143526/in-vitro-fermentation-of-rich-in-b-glucan-pleurotus-eryngii-mushroom-impact-on-faecal-bacterial-populations-and-intestinal-barrier-in-autistic-children" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/143526.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">166</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2664</span> Applied Behavior Analysis and Speech Language Pathology Interprofessional Practice to Support Autistic Children with Complex Communication Needs</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kimberly%20Ho">Kimberly Ho</a>, <a href="https://publications.waset.org/abstracts/search?q=Maeve%20Donnelly"> Maeve Donnelly</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this paper, a speech-language pathologist (SLP) and Board Certified Behavior Analysts® (BCBA) with a combined professional experience of almost 50 years will discuss their experiences working with individuals on the autism spectrum. Some autistic children require augmentative and alternative communication (AAC) to meet their communication needs. These learners present with unique strengths and challenges, often requiring intervention from a team of professionals to generalize skills across environments. Collaboration between SLPs and BCBAs will be discussed in terms of strengths and challenges. Applied behavior analysis (ABA) will be defined and explained in the context of the treatment of learners on the autism spectrum with complex communication needs (CCN). The requirement for collaboration will be discussed by the governing boards for both BCBAs and SLPs. The strengths of each discipline will be compared along with difficulties faced when professionals experience disciplinary centrism. The challenges in teaching autistic learners with CCN will be reviewed. Case studies will be shared in which BCBAs and SLPs engage in interprofessional practice to support autistic children who use AAC to participate in a social skills group. Learner outcomes will be shared and assessed through both an SLP and BCBA perspective. Finally, ideas will be provided to promote the interprofessional practice, including establishing a shared framework, avoiding professional jargon and moving towards common terminology, and focusing on the data to ensure the efficacy of treatment. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=autism" title="autism">autism</a>, <a href="https://publications.waset.org/abstracts/search?q=cross%20disciplinary%20collaboration" title=" cross disciplinary collaboration"> cross disciplinary collaboration</a>, <a href="https://publications.waset.org/abstracts/search?q=augmentative%20and%20alternative%20communication" title=" augmentative and alternative communication"> augmentative and alternative communication</a>, <a href="https://publications.waset.org/abstracts/search?q=generalization" title=" generalization"> generalization</a> </p> <a href="https://publications.waset.org/abstracts/154127/applied-behavior-analysis-and-speech-language-pathology-interprofessional-practice-to-support-autistic-children-with-complex-communication-needs" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/154127.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">125</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2663</span> Nine Foundational Interventions for Students with Autism Spectrum Disorders</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jennie%20Long">Jennie Long</a>, <a href="https://publications.waset.org/abstracts/search?q=Marjorie%20Bock"> Marjorie Bock</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Although the professional literature related to Autism Spectrum Disorder (ASD) has focused on successful interventions and strategies, there is a lack of documentation regarding which of these methods and supports are most foundational and essential for classroom use. Specifically, literature does not define the core foundational interventions and strategies that would be elemental for educators to use with students with an ASD diagnosis. From the increase in prevalence of autism spectrum disorders, to the challenge students with ASD pose in classrooms, to the requirement to implement evidence-based practice, rises an enormous challenge in the field of education. Foundational interventions should be in place the first day the student enters the classroom. The nine interventions are foundational in nature and because of the dramatic increase in prevalence there is currently a need for classroom programs to provide the foundation of basic educational skills as well as the specialty skills specific to the area of ASD utilizing the most current research. This article presents nine evidence-based intervention categories for implementation with students on the spectrum. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=autism%20spectrum%20disorder" title="autism spectrum disorder">autism spectrum disorder</a>, <a href="https://publications.waset.org/abstracts/search?q=classroom" title=" classroom"> classroom</a>, <a href="https://publications.waset.org/abstracts/search?q=evidence-based" title=" evidence-based"> evidence-based</a>, <a href="https://publications.waset.org/abstracts/search?q=foundational" title=" foundational"> foundational</a> </p> <a href="https://publications.waset.org/abstracts/50497/nine-foundational-interventions-for-students-with-autism-spectrum-disorders" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/50497.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">263</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2662</span> Managing Children with Autism Spectrum Disorder in Corona Age</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Raju%20Singh">Raju Singh</a>, <a href="https://publications.waset.org/abstracts/search?q=Shikha%20Singh"> Shikha Singh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This article is note for managing Autistic Child during the Corona time line. It becomes very critical for the primary caregiver as corona pandemic poses new challenges and completely variety of threats to line of treatment, growth, socialization, mental health for children with autism spectrum disorder (ASD), and, so for the family of the children. It is a highly distressful situation, where the line of treatment has shrunken, physical contact has reduced and therapies footprints reduced in several parts of the world. As children with ASD already face socialization challenges, isolation rules imposed by individuals (or social groups), government agencies have only made the situation worse for the children with ASD and their family. This note will try to touch the basics on understanding the ASD and related development disorders, challenges, impact, and suggest approaches to deal with such situation. This document also covers data analysis, deep dive into the increasing impact of ASD on children. This document can also act as a baseline for many researchers, psychiatrists, psychologists, therapists to view the problem statement and measure its impact. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=autism%20spectrum%20disorder" title="autism spectrum disorder">autism spectrum disorder</a>, <a href="https://publications.waset.org/abstracts/search?q=mental%20health" title=" mental health"> mental health</a>, <a href="https://publications.waset.org/abstracts/search?q=applied%20behavior%20therapy" title=" applied behavior therapy"> applied behavior therapy</a>, <a href="https://publications.waset.org/abstracts/search?q=occupational%20therapy" title=" occupational therapy"> occupational therapy</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20anxiety" title=" social anxiety"> social anxiety</a> </p> <a href="https://publications.waset.org/abstracts/137480/managing-children-with-autism-spectrum-disorder-in-corona-age" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/137480.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">148</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2661</span> Perceptions About the Academic Performance of Autistic Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Afaf%20Alhusayni">Afaf Alhusayni</a>, <a href="https://publications.waset.org/abstracts/search?q=Elizabeth%20Sheppard"> Elizabeth Sheppard</a>, <a href="https://publications.waset.org/abstracts/search?q=Asiyya%20Jaffrani"> Asiyya Jaffrani</a>, <a href="https://publications.waset.org/abstracts/search?q=Peter%20Mitchell"> Peter Mitchell</a>, <a href="https://publications.waset.org/abstracts/search?q=Lauren%20Marsh"> Lauren Marsh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Introduction: Previous research has found that people make systematic judgments about others based on small glimpses of their behavior. Furthermore, autistic people are consistently judged more negatively than non-autistic people in terms of favourability and approachability. Objectives: This project focuses on a hitherto unstudied type of judgment that is highly relevant within a university context, judgments about academic performance. This is particularly important as autistic university students are less likely to complete their degrees than neurotypical students. Methods: Twenty-five neurotypical perceivers (21 females - 4 males) viewed a series of 4s video clips featuring an individual ‘target’ displaying natural behavior. Nine of these targets were autistic and nine were neurotypical. Perceivers were asked to rate each target on four aspects related to university life (motivation, success, grades, and happiness). Results: Autistic targets were judged more negatively on all aspects compared to neurotypical targets. Conclusions: This study concludes that neurotypical perceivers negatively judge the academic performance of autistic students. This suggests that autistic university students face unfavorable scrutiny and judgment, which may negatively impact their academic success. Implications: These initial findings provide important evidence that autistic people are negatively stigmatized within education environments. Further work is needed to ascertain the extent to which these negative judgments may feed into attainment gaps for autistic students. This information is useful for the education department, government, and social care organizations, enabling change in the provision of support for autistic students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=autistic%20person%20perception" title="autistic person perception">autistic person perception</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20performance" title=" academic performance"> academic performance</a>, <a href="https://publications.waset.org/abstracts/search?q=stigma%20and%20judgment" title=" stigma and judgment"> stigma and judgment</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a> </p> <a href="https://publications.waset.org/abstracts/144902/perceptions-about-the-academic-performance-of-autistic-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/144902.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">136</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2660</span> Detection, Analysis and Determination of the Origin of Copy Number Variants (CNVs) in Intellectual Disability/Developmental Delay (ID/DD) Patients and Autistic Spectrum Disorders (ASD) Patients by Molecular and Cytogenetic Methods</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Pavlina%20Capkova">Pavlina Capkova</a>, <a href="https://publications.waset.org/abstracts/search?q=Josef%20Srovnal"> Josef Srovnal</a>, <a href="https://publications.waset.org/abstracts/search?q=Vera%20Becvarova"> Vera Becvarova</a>, <a href="https://publications.waset.org/abstracts/search?q=Marie%20Trkova"> Marie Trkova</a>, <a href="https://publications.waset.org/abstracts/search?q=Zuzana%20Capkova"> Zuzana Capkova</a>, <a href="https://publications.waset.org/abstracts/search?q=Andrea%20Stefekova"> Andrea Stefekova</a>, <a href="https://publications.waset.org/abstracts/search?q=Vaclava%20Curtisova"> Vaclava Curtisova</a>, <a href="https://publications.waset.org/abstracts/search?q=Alena%20Santava"> Alena Santava</a>, <a href="https://publications.waset.org/abstracts/search?q=Sarka%20Vejvalkova"> Sarka Vejvalkova</a>, <a href="https://publications.waset.org/abstracts/search?q=Katerina%20Adamova"> Katerina Adamova</a>, <a href="https://publications.waset.org/abstracts/search?q=Radek%20Vodicka"> Radek Vodicka</a> </p> <p class="card-text"><strong>Abstract:</strong></p> ASDs are heterogeneous and complex developmental diseases with a significant genetic background. Recurrent CNVs are known to be a frequent cause of ASD. These CNVs can have, however, a variable expressivity which results in a spectrum of phenotypes from asymptomatic to ID/DD/ASD. ASD is associated with ID in ~75% individuals. Various platforms are used to detect pathogenic mutations in the genome of these patients. The performed study is focused on a determination of the frequency of pathogenic mutations in a group of ASD patients and a group of ID/DD patients using various strategies along with a comparison of their detection rate. The possible role of the origin of these mutations in aetiology of ASD was assessed. The study included 35 individuals with ASD and 68 individuals with ID/DD (64 males and 39 females in total), who underwent rigorous genetic, neurological and psychological examinations. Screening for pathogenic mutations involved karyotyping, screening for FMR1 mutations and for metabolic disorders, a targeted MLPA test with probe mixes Telomeres 3 and 5, Microdeletion 1 and 2, Autism 1, MRX and a chromosomal microarray analysis (CMA) (Illumina or Affymetrix). Chromosomal aberrations were revealed in 7 (1 in the ASD group) individuals by karyotyping. FMR1 mutations were discovered in 3 (1 in the ASD group) individuals. The detection rate of pathogenic mutations in ASD patients with a normal karyotype was 15.15% by MLPA and CMA. The frequencies of the pathogenic mutations were 25.0% by MLPA and 35.0% by CMA in ID/DD patients with a normal karyotype. CNVs inherited from asymptomatic parents were more abundant than de novo changes in ASD patients (11.43% vs. 5.71%) in contrast to the ID/DD group where de novo mutations prevailed over inherited ones (26.47% vs. 16.18%). ASD patients shared more frequently their mutations with their fathers than patients from ID/DD group (8.57% vs. 1.47%). Maternally inherited mutations predominated in the ID/DD group in comparison with the ASD group (14.7% vs. 2.86 %). CNVs of an unknown significance were found in 10 patients by CMA and in 3 patients by MLPA. Although the detection rate is the highest when using CMA, recurrent CNVs can be easily detected by MLPA. CMA proved to be more efficient in the ID/DD group where a larger spectrum of rare pathogenic CNVs was revealed. This study determined that maternally inherited highly penetrant mutations and de novo mutations more often resulted in ID/DD without ASD in patients. The paternally inherited mutations could be, however, a source of the greater variability in the genome of the ASD patients and contribute to the polygenic character of the inheritance of ASD. As the number of the subjects in the group is limited, a larger cohort is needed to confirm this conclusion. Inherited CNVs have a role in aetiology of ASD possibly in combination with additional genetic factors - the mutations elsewhere in the genome. The identification of these interactions constitutes a challenge for the future. Supported by MH CZ – DRO (FNOl, 00098892), IGA UP LF_2016_010, TACR TE02000058 and NPU LO1304. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=autistic%20spectrum%20disorders" title="autistic spectrum disorders">autistic spectrum disorders</a>, <a href="https://publications.waset.org/abstracts/search?q=copy%20number%20variant" title=" copy number variant"> copy number variant</a>, <a href="https://publications.waset.org/abstracts/search?q=chromosomal%20microarray" title=" chromosomal microarray"> chromosomal microarray</a>, <a href="https://publications.waset.org/abstracts/search?q=intellectual%20disability" title=" intellectual disability"> intellectual disability</a>, <a href="https://publications.waset.org/abstracts/search?q=karyotyping" title=" karyotyping"> karyotyping</a>, <a href="https://publications.waset.org/abstracts/search?q=MLPA" title=" MLPA"> MLPA</a>, <a href="https://publications.waset.org/abstracts/search?q=multiplex%20ligation-dependent%20probe%20amplification" title=" multiplex ligation-dependent probe amplification"> multiplex ligation-dependent probe amplification</a> </p> <a href="https://publications.waset.org/abstracts/56691/detection-analysis-and-determination-of-the-origin-of-copy-number-variants-cnvs-in-intellectual-disabilitydevelopmental-delay-iddd-patients-and-autistic-spectrum-disorders-asd-patients-by-molecular-and-cytogenetic-methods" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/56691.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">350</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2659</span> Anxiety and Depression in Caregivers of Autistic Children</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mou%20Juliet%20Rebeiro">Mou Juliet Rebeiro</a>, <a href="https://publications.waset.org/abstracts/search?q=S.%20M.%20Abul%20Kalam%20Azad"> S. M. Abul Kalam Azad</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study was carried out to see the anxiety and depression in caregivers of autistic children. The objectives of the research were to assess depression and anxiety among caregivers of autistic children and to find out the experience of caregivers. For this purpose, the research was conducted on a sample of 39 caregivers of autistic children. Participants were taken from a special school. To collect data for this study each of the caregivers were administered questionnaire comprising scales to measure anxiety and depression and some responses of the participants were taken through interview based on a topic guide. Obtained quantitative data were analyzed by using statistical analysis and qualitative data were analyzed according to themes. Mean of the anxiety score (55.85) and depression score (108.33) is above the cutoff point. Results showed that anxiety and depression is clinically present in caregivers of autistic children. Most of the caregivers experienced behavior, emotional, cognitive and social problems of their child that is linked with anxiety and depression. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=anxiety" title="anxiety">anxiety</a>, <a href="https://publications.waset.org/abstracts/search?q=autism" title=" autism"> autism</a>, <a href="https://publications.waset.org/abstracts/search?q=caregiver" title=" caregiver"> caregiver</a>, <a href="https://publications.waset.org/abstracts/search?q=depression" title=" depression"> depression</a> </p> <a href="https://publications.waset.org/abstracts/59275/anxiety-and-depression-in-caregivers-of-autistic-children" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/59275.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">303</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2658</span> Identification of Autism Spectrum Disorders in Day-Care Centres</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kenneth%20Larsen">Kenneth Larsen</a>, <a href="https://publications.waset.org/abstracts/search?q=Astrid%20Aasland"> Astrid Aasland</a>, <a href="https://publications.waset.org/abstracts/search?q=Synnve%20Schj%C3%B8lberg"> Synnve Schjølberg</a>, <a href="https://publications.waset.org/abstracts/search?q=Trond%20Diseth"> Trond Diseth</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Autism Spectrum Disorders (ASD) are neurodevelopmental disorders emerging in early development characterized by impairment in social communication skills and a restricted, repetitive and stereotyped patterns of behavior and interests. Early identification and interventions potentially improve development and quality of life of children with ASD. Symptoms of ASD are apparent through the second year of life, yet diagnostic age are still around 4 years of age. This study explored whether symptoms associated with ASD are possible to identify in typical Norwegian day-care centers in the second year of life. Results of this study clearly indicates that most described symptoms also are identifiable by day-care staff, and that a short observation list of 5 symptoms clearly identify children with ASD from a sample of normal developing peers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=autism" title="autism">autism</a>, <a href="https://publications.waset.org/abstracts/search?q=early%20identification" title=" early identification"> early identification</a>, <a href="https://publications.waset.org/abstracts/search?q=day-care" title=" day-care"> day-care</a>, <a href="https://publications.waset.org/abstracts/search?q=screening" title=" screening"> screening</a> </p> <a href="https://publications.waset.org/abstracts/47966/identification-of-autism-spectrum-disorders-in-day-care-centres" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/47966.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">392</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2657</span> The Application of Sensory Integration Techniques in Science Teaching Students with Autism</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Joanna%20Estkowska">Joanna Estkowska</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The Sensory Integration Method is aimed primarily at children with learning disabilities. It can also be used as a complementary method in treatment of children with cerebral palsy, autistic, mentally handicapped, blind and deaf. Autism is holistic development disorder that manifests itself in the specific functioning of a child. The most characteristic are: disorders in communication, difficulties in social relations, rigid patterns of behavior and impairment in sensory processing. In addition to these disorders may occur abnormal intellectual development, attention deficit disorders, perceptual disorders and others. This study was focused on the application sensory integration techniques in science education of autistic students. The lack of proper sensory integration causes problems with complicated processes such as motor coordination, movement planning, visual or auditory perception, speech, writing, reading or counting. Good functioning and cooperation of proprioceptive, tactile and vestibular sense affect the child’s mastery of skills that require coordination of both sides of the body and synchronization of the cerebral hemispheres. These include, for example, all sports activities, precise manual skills such writing, as well as, reading and counting skills. All this takes place in stages. Achieving skills from the first stage determines the development of fitness from the next level. Any deficit in the scope of the first three stages can affect the development of new skills. This ultimately reflects on the achievements at school and in further professional and personal life. After careful analysis symptoms from the emotional and social spheres appear to be secondary to deficits of sensory integration. During our research, the students gained knowledge and skills in the classroom of experience by learning biology, chemistry and physics with application sensory integration techniques. Sensory integration therapy aims to teach the child an adequate response to stimuli coming to him from both the outside world and the body. Thanks to properly selected exercises, a child can improve perception and interpretation skills, motor skills, coordination of movements, attention and concentration or self-awareness, as well as social and emotional functioning. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=autism%20spectrum%20disorder" title="autism spectrum disorder">autism spectrum disorder</a>, <a href="https://publications.waset.org/abstracts/search?q=science%20education" title=" science education"> science education</a>, <a href="https://publications.waset.org/abstracts/search?q=sensory%20integration" title=" sensory integration"> sensory integration</a>, <a href="https://publications.waset.org/abstracts/search?q=special%20educational%20needs" title=" special educational needs"> special educational needs</a> </p> <a href="https://publications.waset.org/abstracts/91168/the-application-of-sensory-integration-techniques-in-science-teaching-students-with-autism" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/91168.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">184</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2656</span> The Narrative Coherence of Autistic Children’s Accounts of an Experienced Event over Time</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fuming%20Yang">Fuming Yang</a>, <a href="https://publications.waset.org/abstracts/search?q=Telma%20Sousa%20Almeida"> Telma Sousa Almeida</a>, <a href="https://publications.waset.org/abstracts/search?q=Xinyu%20Li"> Xinyu Li</a>, <a href="https://publications.waset.org/abstracts/search?q=Yunxi%20Deng"> Yunxi Deng</a>, <a href="https://publications.waset.org/abstracts/search?q=Heying%20Zhang"> Heying Zhang</a>, <a href="https://publications.waset.org/abstracts/search?q=Michael%20E.%20Lamb"> Michael E. Lamb</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Twenty-seven children aged 6-15 years with autism spectrum disorder (ASD) and 32 typically developing children were questioned about their participation in a set of activities after a two-week delay and again after a two-month delay, using a best-practice interview protocol. This paper assessed the narrative coherence of children’s reports based on key story grammar elements and temporal features included in their accounts of the event. Results indicated that, over time, both children with ASD and typically developing (TD) children decreased their narrative coherence. Children with ASD were no different from TD peers with regards to story length and syntactic complexity. However, they showed significantly less coherence than TD children. They were less likely to use the gist of the story to organize their narrative coherence. Interviewer prompts influenced children’s narrative coherence. The findings indicated that children with ASD could provide meaningful and reliable testimony about an event they personally experienced, but the narrative coherence of their reports deteriorates over time and is affected by interviewer prompts. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=autism%20spectrum%20disorders" title="autism spectrum disorders">autism spectrum disorders</a>, <a href="https://publications.waset.org/abstracts/search?q=delay" title=" delay"> delay</a>, <a href="https://publications.waset.org/abstracts/search?q=eyewitness%20testimony" title=" eyewitness testimony"> eyewitness testimony</a>, <a href="https://publications.waset.org/abstracts/search?q=narrative%20coherence" title=" narrative coherence"> narrative coherence</a> </p> <a href="https://publications.waset.org/abstracts/139526/the-narrative-coherence-of-autistic-childrens-accounts-of-an-experienced-event-over-time" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/139526.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">289</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2655</span> Graphic Animation: Innovative Language Learning for Autistic Children </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Norfishah%20Mat%20Rabi">Norfishah Mat Rabi</a>, <a href="https://publications.waset.org/abstracts/search?q=Rosma%20Osman"> Rosma Osman</a>, <a href="https://publications.waset.org/abstracts/search?q=Norziana%20Mat%20Rabi"> Norziana Mat Rabi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> It is difficult for autistic children to mix with and be around with other people. Language difficulties are a problem that affects their social life. A lack of knowledge and ability in language are factors that greatly influence their behavior, and their ability to communicate and interact. Autistic children need to be assisted to improve their language abilities through the use of suitable learning resources. This study is conducted to identify weather graphic animation resources can help autistic children learn and use transitive verbs more effectively. The study was conducted in a rural secondary school in Penang, Malaysia. The research subject comprised of three autistic students ranging in age from 14 years to 16 years. The 14-year-old student is placed in A Class and two 16-year-old students placed in B Class. The class placement of the subjects is based on the diagnostic test results conducted by the teacher and not based on age. Data collection is done through observation and interviews for the duration of five weeks; with the researcher allocating 30 minutes for every learning activity carried out. The research finding shows that the subjects learn transitive verbs better using graphic animation compared to static pictures. It is hoped that this study will give a new perspective towards the learning processes of autistic children. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=graphic%20animation" title="graphic animation">graphic animation</a>, <a href="https://publications.waset.org/abstracts/search?q=autistic%20children" title=" autistic children"> autistic children</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20learning" title=" language learning"> language learning</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching" title=" teaching"> teaching</a> </p> <a href="https://publications.waset.org/abstracts/42074/graphic-animation-innovative-language-learning-for-autistic-children" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/42074.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">276</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2654</span> Role of Environmental Risk Factors in Autism Spectrum Disorder</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Dost%20Muhammad%20Halepoto">Dost Muhammad Halepoto</a>, <a href="https://publications.waset.org/abstracts/search?q=Laila%20AL-Ayadhi"> Laila AL-Ayadhi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Neurodevelopmental disorders such as autism can cause lifelong disability. Genetic and environmental factors are believed to contribute to the development of autism spectrum disorder (ASD), but relatively few studies have considered potential environmental risks. Several industrial chemicals and other environmental exposures are recognized causes of neurodevelopmental disorders and subclinical brain dysfunction. The toxic effects of such chemicals in the developing human brain are not known. This review highlights the role of environmental risk factors including drugs, toxic chemicals, heavy metals, pesticides, vaccines, and other suspected neurotoxicants including persistent organic pollutants for ASD. It also provides information about the environmental toxins to yield new insights into factors that affect autism risk as well as an opportunity to investigate the relation between autism and environmental exposure. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Autism%20Spectrum%20Disorder" title="Autism Spectrum Disorder">Autism Spectrum Disorder</a>, <a href="https://publications.waset.org/abstracts/search?q=ASD" title=" ASD"> ASD</a>, <a href="https://publications.waset.org/abstracts/search?q=environmental%20factors" title=" environmental factors"> environmental factors</a>, <a href="https://publications.waset.org/abstracts/search?q=neurodevelopmental%20disorder" title=" neurodevelopmental disorder"> neurodevelopmental disorder</a> </p> <a href="https://publications.waset.org/abstracts/31870/role-of-environmental-risk-factors-in-autism-spectrum-disorder" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/31870.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">402</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2653</span> The Effectiveness of Using Video Modeling Procedures on the ipad to Teach Play Skills Children with ASD</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Esra%20Orum%20Cattik">Esra Orum Cattik</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study evaluated the effects of using video modeling procedures on the iPad to teach play skills to children with autism spectrum disorders. A male student with autism spectrum disorders participated in this study. A multiple baseline-across-skills single-subject design was used to evaluate the effects of using video modeling procedures on the iPad. During baseline, no prompts were presented to participants. In the intervention phase, the teacher gave video model on iPad to the first skill and asked play with toys for him. When the first play skill completed the second play skill began intervention. This procedure continued till all three play skill completed intervention. Finally, the participant learned all three play skills to use video modeling presented on the iPad. Based upon findings of this study, suggestions have been made to future researches. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=autism%20spectrum%20disorders" title="autism spectrum disorders">autism spectrum disorders</a>, <a href="https://publications.waset.org/abstracts/search?q=play" title=" play"> play</a>, <a href="https://publications.waset.org/abstracts/search?q=play%20skills" title=" play skills"> play skills</a>, <a href="https://publications.waset.org/abstracts/search?q=video%20modeling" title=" video modeling"> video modeling</a>, <a href="https://publications.waset.org/abstracts/search?q=single%20subject%20design" title=" single subject design"> single subject design</a> </p> <a href="https://publications.waset.org/abstracts/31075/the-effectiveness-of-using-video-modeling-procedures-on-the-ipad-to-teach-play-skills-children-with-asd" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/31075.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">406</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2652</span> Teaching Practitioners to Use Technology to Support and Instruct Students with Autism Spectrum Disorders</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nicole%20Nicholson">Nicole Nicholson</a>, <a href="https://publications.waset.org/abstracts/search?q=Anne%20Spillane"> Anne Spillane</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this quantitative, descriptive analysis was to determine the success of a post-graduate new teacher education program, designed to teach educators the knowledge and skills necessary to use technology in the classroom, improve the ability to communicate with stakeholders, and implement EBPs and UDL principles into instruction for students with ASD (Autism Spectrum Disorders ). The success of candidates (n=20) in the program provided evidence as to how candidates were effectively able to use technology to create meaningful learning opportunities and implement EBPs for individuals with ASD. ≥90% of participants achieved the following competencies: podcast creation; technology used to share information about assistive technology; and created a resource website on ASD (including information on EBPs, local and national support groups, ASD characteristics, and the latest research on ASD). 59% of students successfully created animation. Results of the analysis indicated that the teacher education program was successful in teaching candidates desired competencies during its first year of implementation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=autism%20spectrum%20disorders" title="autism spectrum disorders">autism spectrum disorders</a>, <a href="https://publications.waset.org/abstracts/search?q=ASD" title=" ASD"> ASD</a>, <a href="https://publications.waset.org/abstracts/search?q=evidence%20based%20practices" title=" evidence based practices"> evidence based practices</a>, <a href="https://publications.waset.org/abstracts/search?q=EBP" title=" EBP"> EBP</a>, <a href="https://publications.waset.org/abstracts/search?q=universal%20design%20for%20learning" title=" universal design for learning"> universal design for learning</a>, <a href="https://publications.waset.org/abstracts/search?q=UDL" title=" UDL"> UDL</a> </p> <a href="https://publications.waset.org/abstracts/103433/teaching-practitioners-to-use-technology-to-support-and-instruct-students-with-autism-spectrum-disorders" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/103433.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">163</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2651</span> The Effects of Traditional Thai Massage Technique Delivered by Parents on Stereotypical Behaviors in Children with Autism: A Pilot Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chanada%20Aonsri">Chanada Aonsri</a>, <a href="https://publications.waset.org/abstracts/search?q=Wichai%20Eungpinichpong"> Wichai Eungpinichpong</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Stereotypical behavior is one of the learning and social skills development problems that affect children with autism. Previous studies found that traditional Thai massage (TTM) could reduce stereotypical behaviors in autistic children. However, the effects of TTM delivered by the parents of autistic children have not been explored. This pilot study investigated the effects of TTM by parents on stereotypical behaviors in children with autism. A one-group pretest-posttest design was applied for 15 children, aged 4-16 years, with their parents' permissions. They participated in the study at the Special Education program of the Special Education Center of Khon Kaen University, Thailand. After being trained in a specialized TTM for children, the parents delivered 50-minute TTM to children once a day, twice a week for eight weeks. The severity of autism and autistic behaviors were measured using the Childhood Autism Rating Scale (CARS), and the Autism Treatment Evaluation Checklist (ATEC), respectively. The functions of autonomic nervous systems were measured using Heart Rate Variability (HRV) to indicated physical and mental disorders such as stress. The data at baseline and the 8th week were analyzed using either an independent t-test or Wilcoxon signed-rank test. The study found that 16 sessions of TTM significantly improved measured data for autism in all children including the CARS (p<0.001), ATEC, speech/language/communication (p<0.001), sociability (p<0.001), sensory/cognitive awareness (p<0.001), health/physical/behavior (p < 0.001), and HRV (p<0.001). The results indicated that TTM performed by parents could be useful as an adjunct therapy for autistic children as it can reduce stereotypical behaviors and stress. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=traditional%20Thai%20massage" title="traditional Thai massage">traditional Thai massage</a>, <a href="https://publications.waset.org/abstracts/search?q=stereotypical%20behaviors" title=" stereotypical behaviors"> stereotypical behaviors</a>, <a href="https://publications.waset.org/abstracts/search?q=Autistic%20children" title=" Autistic children"> Autistic children</a>, <a href="https://publications.waset.org/abstracts/search?q=parent" title=" parent"> parent</a> </p> <a href="https://publications.waset.org/abstracts/174372/the-effects-of-traditional-thai-massage-technique-delivered-by-parents-on-stereotypical-behaviors-in-children-with-autism-a-pilot-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/174372.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">67</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=Autistic%20spectrum%20disorders&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=Autistic%20spectrum%20disorders&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=Autistic%20spectrum%20disorders&page=4">4</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=Autistic%20spectrum%20disorders&page=5">5</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=Autistic%20spectrum%20disorders&page=6">6</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=Autistic%20spectrum%20disorders&page=7">7</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=Autistic%20spectrum%20disorders&page=8">8</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=Autistic%20spectrum%20disorders&page=9">9</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=Autistic%20spectrum%20disorders&page=10">10</a></li> <li class="page-item disabled"><span class="page-link">...</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=Autistic%20spectrum%20disorders&page=89">89</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=Autistic%20spectrum%20disorders&page=90">90</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=Autistic%20spectrum%20disorders&page=2" rel="next">&rsaquo;</a></li> </ul> </div> </main> <footer> <div id="infolinks" class="pt-3 pb-2"> <div class="container"> <div style="background-color:#f5f5f5;" class="p-3"> <div class="row"> <div class="col-md-2"> <ul class="list-unstyled"> About <li><a href="https://waset.org/page/support">About Us</a></li> <li><a href="https://waset.org/page/support#legal-information">Legal</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/WASET-16th-foundational-anniversary.pdf">WASET celebrates its 16th foundational anniversary</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Account <li><a href="https://waset.org/profile">My Account</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Explore <li><a href="https://waset.org/disciplines">Disciplines</a></li> <li><a href="https://waset.org/conferences">Conferences</a></li> <li><a href="https://waset.org/conference-programs">Conference Program</a></li> <li><a href="https://waset.org/committees">Committees</a></li> <li><a href="https://publications.waset.org">Publications</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Research <li><a href="https://publications.waset.org/abstracts">Abstracts</a></li> <li><a href="https://publications.waset.org">Periodicals</a></li> <li><a href="https://publications.waset.org/archive">Archive</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Open Science <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Science-Philosophy.pdf">Open Science Philosophy</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Science-Award.pdf">Open Science Award</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Society-Open-Science-and-Open-Innovation.pdf">Open Innovation</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Postdoctoral-Fellowship-Award.pdf">Postdoctoral Fellowship Award</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Scholarly-Research-Review.pdf">Scholarly Research Review</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Support <li><a href="https://waset.org/page/support">Support</a></li> <li><a href="https://waset.org/profile/messages/create">Contact Us</a></li> <li><a href="https://waset.org/profile/messages/create">Report Abuse</a></li> </ul> </div> </div> </div> </div> </div> <div class="container text-center"> <hr style="margin-top:0;margin-bottom:.3rem;"> <a href="https://creativecommons.org/licenses/by/4.0/" target="_blank" class="text-muted small">Creative Commons Attribution 4.0 International License</a> <div id="copy" class="mt-2">© 2024 World Academy of Science, Engineering and Technology</div> </div> </footer> <a href="javascript:" id="return-to-top"><i class="fas fa-arrow-up"></i></a> <div class="modal" id="modal-template"> <div class="modal-dialog"> <div class="modal-content"> <div class="row m-0 mt-1"> <div class="col-md-12"> <button type="button" class="close" data-dismiss="modal" aria-label="Close"><span aria-hidden="true">×</span></button> </div> </div> <div class="modal-body"></div> </div> </div> </div> <script src="https://cdn.waset.org/static/plugins/jquery-3.3.1.min.js"></script> <script src="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/js/bootstrap.bundle.min.js"></script> <script src="https://cdn.waset.org/static/js/site.js?v=150220211556"></script> <script> jQuery(document).ready(function() { /*jQuery.get("https://publications.waset.org/xhr/user-menu", function (response) { jQuery('#mainNavMenu').append(response); });*/ jQuery.get({ url: "https://publications.waset.org/xhr/user-menu", cache: false }).then(function(response){ jQuery('#mainNavMenu').append(response); }); }); </script> </body> </html>