ASD explained for peers, parents, and professionals

Can the parent of a child with autism or Asperger Syndrome ever really comprehend the experiences of their child? As a greater number of cases are identified and more is understood about these conditions, autism and Asperger Syndrome seem to be increasingly commonly understood terms. Despite the clear definitions provided by diagnostic criteria for the conditions (e.g., American Psychiatric Association [APA], 1994), it often remains difficult for professionals, parents and other carers, particularly those who are newcomers to this field, to truly understand the complexities of these conditions with respect to the day-to-day influences upon the affected individual.

Report for Minister Reilly on Beechpark Autism Services & related Service Issues for children with ASD in Dublin North

Report for Minister Reilly on Beechpark Autism Services & related Service Issues for children with ASD in Dublin North Report for Minister Reilly on Beechpark Autism Services & related Service Issues for children with ASD in Dublin North Click here to download PDF 2MB

Investigating Gaze of Children with ASD in Naturalistic Settings.

BACKGROUND: Visual behavior is known to be atypical in Autism Spectrum Disorders (ASD). Monitor-based eye-tracking studies have measured several of these atypicalities in individuals with Autism. While atypical behaviors are known to be accentuated during natural interactions, few studies have been made on gaze behavior in natural interactions. In this study we focused on i) whether the findings done in laboratory settings are also visible in a naturalistic interaction; ii) whether new atypical elements appear when studying visual behavior across the whole field of view. METHODOLOGY/PRINCIPAL FINDINGS: Ten children with ASD and ten typically developing children participated in a dyadic interaction with an experimenter administering items from the Early Social Communication Scale (ESCS). The children wore a novel head-mounted eye-tracker, measuring gaze direction and presence of faces across the child's field of view. The analysis of gaze episodes to faces revealed that children with ASD looked significantly less and for shorter lapses of time at the experimenter. The analysis of gaze patterns across the child's field of view revealed that children with ASD looked downwards and made more extensive use of their lateral field of view when exploring the environment. CONCLUSIONS/SIGNIFICANCE: The data gathered in naturalistic settings confirm findings previously obtained only in monitor-based studies. Moreover, the study allowed to observe a generalized strategy of lateral gaze in children with ASD when they were looking at the objects in their environment.

Comprehension of passives in Persian speaking children with ASD : an investigation of grammar in autism

Most research on the underlying causes of social and communicative impairment in autism spectrum disorders (ASD) has been devoted to pragmatic aspects of language. The present research is exploring the syntactic knowledge as a probable underlying mechanism of language deficit in ASD. Three groups comprising high-functioning ASD, low-functioning ASD, and typically developing 5-year-old Persian-speaking children were tested on comprehension of passive sentences. Results suggest that while low-functioning children with ASD might be impaired in the area of grammar, high-functioning children with ASD are not. The new results are compared to those of two recent studies on comprehension of passives in Greek-speaking and English-speaking subjects with ASD (Perovic et al., 2007; Terzi, et al., to appear).

A Comparative Analysis of Community-Based Service Providers for "Extreme" Case ASD: Exploring Activity Program Options

The purpose of my research was to examine how community-based organizations in the Niagara region provide programs for children with Autism Spectrum Disorder (ASD), who are considered to represent “extreme” or “severe” cases. A qualitative, comparative case study was conducted that focused on three organizations who provide summer recreation and activity programs, in order to examine the issues these organizations face when determining program structure and staff training; and to understand what the threshold for physical activity is in this type of setting, and how the unique needs surrounding these “severe” cases are met while attending the program. Purposeful sampling was employed to select a supervisor and senior staff member from each organization to discuss the training process, program development and implementation, and the resources and strategies used within their organization’s community-based program. A confirming comparative analysis was comparative analysis of a parents survey with six mothers whose children are considered “severe” indicated that camp staffs’ expectations are unrealistic where as the parents and supervisors have more realistic expectations within the “real world” of camp. There is no definition of “severe” or “extreme” and therefore severity is dependent upon the context.

A Phenomenologically Sensitized Analysis of Images Depicting Stressed Embodiment in an Adolescent Male with Autism Spectrum Disorder (ASD)

Each person with Autism Spectrum Disorder (ASD) comes with unique characteristics (idiosyncratic) that give clues to the world they know (Connolly, 2008). It is through their body that they (a) know the world they are experiencing, (b) make meaning, and (c) express certain behaviours. I used Laban’s Movement Analysis (LMA) to practice an attuned and appreciative approach to describing and understanding the body movement in one severe manifestation of autism in an adolescent male. LMA observes human movement across many disciplines and can be applied in many contexts providing a body honoring discourse for description (Connolly, 2008). The framework examines movement in body, space, quality, and relation. Each theme provides a detailed description of the individual’s movement, thus, giving us a richer understanding of patterns and possible triggers to self-injurious behaviours (SIB). During the summer of August 2013, I participated in Brock University’s annual Autism Camp and worked with a 15 year old male named “Aaron” who manifests with low functioning autism. The purpose of my research project was to code and analyze a series of photos taken to help gain insight into movement patterns associated with stressed embodiment and self-injury in “Aaron”. As I understood more about these embodied expressions, I uncovered valuable information on how to read patterns and discover what triggers these events, thus providing strategies on how to help people do more refined observations and make meaning of the behaviour. Laban’s movement analysis provided a sensitized discourse appropriate to the embodied expressions depicted in the photos.

Fit For Action: A Comparative Case Study of the Implementation of an Adaptive Fitness and Conditioning Program for Moderate Functioning Teens and Transition Age Youth with ASD

The purpose of my research was to develop and refine pedagogic approaches, and establish fitness baselines to adapt fitness and conditioning programs for Moderate-functioning ASD individuals. I conducted a seven-week study with two teens and two trainers. The trainers implemented individualized fitness and conditioning programs that I developed. I conducted pre and post fitness baselines for each teen, a pre and post study interview with the trainers, and recorded semi-structured observations during each session. I used multi-level, within-case and across case analyses, working inductively and deductively. My findings indicated that fundamental movement concepts can be used to establish fitness baselines and develop individualized fitness programs. I tracked and evaluated progressions and improvements using conventional measurements applied to unconventional movements. This process contributed to understanding and making relevant modifications to activities as effective pedagogic strategies for my trainers. Further research should investigate fitness and conditioning programs with lower functioning ASD individuals.

Preparing Students with ASD for Inclusive Classrooms: A Case Study of Giant Steps

Giant Steps is a therapeutic school for children with Autism Spectrum Disorder (ASD) founded in 1995 by a group of parents who felt that the public school system was not fully able to meet the needs of their children. While the education system has progressed through the years to offer all students with access to public education, many educators still are not adequately prepared to provide inclusive learning environments for students with ASD. Given the prevalence of ASD in southern Ontario (1 in every 42 boys and 1 in every 189 girls), research on ASD and inclusive practices is both vital and timely. The purpose of this qualitative case study is to understand how the Giant Steps program prepares and transitions students with ASD for inclusive classrooms. Data was collected through two rounds of in-depth interviews, and was subsequently analyzed and interpreted into research findings that are presented through three major themes (i.e., unique program aspects, holistic approach, inclusion not integration). Collectively, the themes provide insights about how students at Giant Steps are prepared for inclusion, as well as how different stakeholders within the Giant Steps program perceive inclusion and their role in preparing students for inclusive classrooms.

Living with ASD: how do children and their parents assess their difficulties with social interaction and understanding?

Social interaction and understanding in autistic spectrum disorder (ASD) are key areas of concern to practitioners and researchers alike. However, there is a relative lack of information about the skills and competencies of children and young people with ASD who access ordinary community facilities including mainstream education. In particular, contributions by parents and their children have been under-utilized. Using two structured questionnaires, 19 children with ASD reported difficulties with social skills including social engagement and temper management and also reported difficulties with social competence, affecting both friendships and peer relationships. Parents rated the children's social skill and competence as significantly worse than did the children themselves, but there was considerable agreement about the areas that were problematic. Using an informal measure to highlight their children's difficulties, parents raised issues relating to conversation skills, social emotional reciprocity and peer relationships. The implications for assessment and intervention are discussed.

Speech perception and phonological short-term memory capacity in language impairment: preliminary evidence from adolescents with specific language impairment (SLI) and autism spectrum disorders (ASD)

Background: The cognitive bases of language impairment in specific language impairment (SLI) and autism spectrum disorders (ASD) were investigated in a novel non-word comparison task which manipulated phonological short-term memory (PSTM) and speech perception, both implicated in poor non-word repetition. Aims: This study aimed to investigate the contributions of PSTM and speech perception in non-word processing and whether individuals with SLI and ASD plus language impairment (ALI) show similar or different patterns of deficit in these cognitive processes. Method & Procedures: Three groups of adolescents (aged 14–17 years), 14 with SLI, 16 with ALI, and 17 age and non-verbal IQ matched typically developing (TD) controls, made speeded discriminations between non-word pairs. Stimuli varied in PSTM load (two- or four-syllables) and speech perception load (mismatches on a word-initial or word-medial segment). Outcomes & Results: Reaction times showed effects of both non-word length and mismatch position and these factors interacted: four-syllable and word-initial mismatch stimuli resulted in the slowest decisions. Individuals with language impairment showed the same pattern of performance as those with typical development in the reaction time data. A marginal interaction between group and item length was driven by the SLI and ALI groups being less accurate with long items than short ones, a difference not found in the TD group. Conclusions & Implications: Non-word discrimination suggests that there are similarities and differences between adolescents with SLI and ALI and their TD peers. Reaction times appear to be affected by increasing PSTM and speech perception loads in a similar way. However, there was some, albeit weaker, evidence that adolescents with SLI and ALI are less accurate than TD individuals, with both showing an effect of PSTM load. This may indicate, at some level, the processing substrate supporting both PSTM and speech perception is intact in adolescents with SLI and ALI, but also in both there may be impaired access to PSTM resources.

Inzidenz von atrialen Herzrhythmusstörungen nach katheterinterventionellem ASD-II-Verschluss

In einer retrospektiven Analyse wurden Daten von 161 pädiatrischen Patienten ausgewertet, denen im Zeitraum von Oktober 1997 bis Dezember 2008 ein Vorhofseptumdefekt vom sekundum Typ in der Kinderkardiologie des Zentrums für Kinder- und Jugendmedizin der Universitätsmedizin Mainz interventionell mittels Amplatzer Septal Occluder erfolgreich verschlossen wurde. In diesem Kollektiv wurden Alter, Shuntvolumen und IAS/Occluder Ratio als mögliche Einflussfaktoren auf die Ausbildung von prae-, peri- und postinterventionell dokumentierten atrialen Arrhythmien untersucht und unter dem Aspekt aufgetretener Arrhythmien auch die Anzahl an Langzeit-EKGs und die Dauer des Follow Up analysiert.rnIm untersuchten Kollektiv war die Anzahl der Kinder mit prae- (2,5%), peri- (2,5%) und postinterventionell (3,7%) Arrhythmien gering.rnIm untersuchten Kollektiv konnte kein Zusammenhang zwischen den dokumentierten Arrhythmien und dem Alter ermittelt werden. Allerdings war die Anzahl an L-EKGs bei den 6 Patienten mit postinterventionellen Arrhythmien in der Tendenz höher als bei den Patienten mit normalem Sinusrhythmus, ein Ergebnis, das sich in der Dauer des Follow Up nicht zeigte.rnAls Hauptergebnis der vorliegenden Arbeit zeigte sich eine Assoziation zwischen dem Shuntvolumen und auch der IAS/Occluder Ratio mit den aufgetretenen prae-, peri- und postinterventionellen Arrhythmien im untersuchten Patientenkollektiv und zwar in der Form, dass ein großer Defekt und eine niedrige IAS/Occluder Ratio die Ausbildung von atrialen Arrhythmien zu begünstigen scheinen. Festzuhalten bleibt, dass selbst bei Kindern mit großen Shuntvolumina Rhythmusstörungen früher auftreten und deshalb auch ein früherer Verschluss indiziert ist. Ebenso ist die Wahrscheinlichkeit, dass bei großen Defekten die atrialen Arrhythmien verschwinden geringer als bei kleinen Defekten. Aus diesem Ergebnis kann zumindest in der Tendenz eine Prädiktorfunktion dieser beiden Parameter für supraventrikuläre Arrhythmien abgeleitet werden.rnOffen bleibt in der vorliegenden Untersuchung die Frage nach der Ursache und Wirkung dieser Faktoren hinsichtlich der Pathogenese der Arrhythmien. Offen bleibt ebenfalls, ob eine Kombination mehrer unterschiedlicher Faktoren für die Pathogenese entscheidend ist. Ein tieferes Verständnis der Pathogenese der prae-, peri- und postinterventionellen Arrhythmien beim ASD II könnte Grundlage für eine bessere Prognose im Hinblick auf ihre Vermeidung bedeuten.

Port-a-Cath perforation of the right atrium closed with an amplatzer ASD occluder

Right atrial perforation can lead to tamponade and death. Closure devices are used for sealing of shunts in the heart. We describe an indwelling catheter that caused perforation of the right atrium and was treated with a percutaneous closure device.