Autistic Spectrum Disorders

Background: Autism spectrum disorders (ASD) are neurodevelopmental disorders characterized by deficits in reciprocal social interaction as well as communication and a restrictive repertoire of activities. Indian studies on this subject have been few. Objectives: The aim of this study was to assess clinical characteristics of children with ASD in Indian scenario. Methods: We conducted a cross-sectional observational survey in special schools involving diagnosed autistic children, and their parents using a pretested standardized questionnaire based on diagnostic and statistical manual IV criteria. Results: Males (n=25) outnumbered the females (n=11). Only 6 cases (16.7%) were diagnosed as autistic before 3 years of age. 39% cases were detected between ages of 3 and 4.11 years. 22% cases were diagnosed in each of 5-6.11 years and 7 years and above category. The must watch behavior characteristics that our study found were impaired eye to eye gaze, impaired peer relationships, poor facial expressions, language delay, lack of pretend play, and inflexible adherence to rituals. Conclusion: Clinicians should be educated and encouraged to make timely diagnosis of ASD so as to initiate early interventions for these children.

Since the last decade, autism spectrum disorder (ASD) has been used as a general term to describe a wide range of conditions, including autistic syndrome, Asperger's disorder, and pervasive developmental disability. This problem emerges as a decreased ability to share emotions and a greater difficulty understanding others' feelings, leading to increased social communication difficulties. To assist patients with ASD, we proposed a concept that incorporates speech emotion detection technologies, which are widely used in the field of human-computer interaction (particularly youngsters). An algorithm based on a novel method for classifying normal and autistic children's speech emotions is implemented in this article. The training data set is treated to a new approach after all features have been extracted. The technique discussed in this study is the creation of a hybrid algorithm that serves as a classifier for normal and autistic children's speech emotions. Voice emotion recognition can be identified accurately and with a lower error rate. The data collection includes speech samples from 200 normal and 250 autistic groups in four moods (Angry, Happy, Neutral and Sad). As per research findings, the implemented hybrid algorithm for Normal and Autistic Children Speech Emotions (SERNAC) outperformed the existing classifiers by increasing accuracy.

According to ICD-11 autism spectrum disorder is neurodevelopmental condition characterized by "persistent deficits in the ability to initiate and to sustain reciprocal social interaction and social communication, and by a range of restricted, repetitive, and inflexible patterns of behaviour, interests or activities that are clearly atypical or excessive for the individual's age and sociocultural context" (World Health Organisation 2019). However, even though it is mainly perceived as a developmental condition and as such-medical condition 1-there are also non-medical aspects of this phenomenon. Autism is also a social and cultural construction. Researcher Nick Walker notices that medical approach defines autism through its deficits, calling it the pathology paradigm-its opposite would be neurodiversity paradigm, originating from neurodiversity 1 What is worth noticing, in previous versions of ICD and DSM classifications autism was called the disorder, not condition. The change has been the result of increasing scientific knowledge and pressure from neurodivergence movement.

There is little understanding of physical activity (PA) and sedentary behavior as preventive health behaviors in autistic adults. Technology has been used as an educational and social intervention tool for autistic individuals, yet it is also associated with low PA and high sedentary time (ST) in the neurotypical population. This study aimed to examine the prevalence of self-reported PA and ST and their relationships with various technology uses in autistic adults. We employed a Qualtrics online survey that consisted of the International Physical Activity Questionnaire-Short Form, Sedentary Behavior Questionnaire, and National Alliance for Mental Illness's digital technology use survey. 229 responses (74.6% under 35 years of age; 64.1% males) satisfied the response validity criteria and were included in the analyses. The majority of participants (78%) met the recommended PA amount of ≥ 600 metabolic equivalent of task (MET)-minutes/week (median, 1,812 total MET-minutes/week), but they were also overly sedentary on both weekdays (median, 8 h/day) and weekends (median, 7 h/day). Stepwise multiple regression analyses revealed that variance of ST in weekday (45%) and weekend (43%) was largely explained by quality of life (β =-0.31; β =-0.33) and technology use time (β = 0.31; β = 0.26) (all p < .01). While technology can be an effective tool to support social and academic abilities in autistic adults, the use of technology devices needs to be monitored with care as it may put these individuals at risk for sedentary lifestyles and associated chronic diseases.

Autism Spectrum Disorders (ASD) are an etiologically and clinically heterogeneous group of neurodevelopmental disorders. The pathophysiology of ASD remains largely unknown. One essential and well-documented observation is high comorbidity between ASD and epilepsy. Electroencephalography (EEG) is the most widely used tool to detect epileptic brain activity. The EEG signal is characterized by a high temporal resolution (on the order of milliseconds) allowing for precise temporal examination of cortical activity. This review addresses the main EEG findings derived from both the standard or qualitative (visually inspected) EEG and the quantitative (computer analyzed) EEG during resting state in individuals with ASD. The bulk of the evidence supports significant connectivity disturbances in ASD that are possibly widespread with two specific aspects: over-connectivity in the local networks and under-connectivity in the long-distance networks. Furthermore, the review suggested that disruptions appear more severe in later developing parts of the brain (e.g., prefrontal cortex). Based on available information, from both the qualitative and quantitative EEG literature, we postulate a preliminary hypothesis that increased cortical excitability may contribute to the significant overlap between ASD and epilepsy and may be contributing to the connectivity deviations noted. As the presence of a focal epileptic discharge is a clear indication of such hyperexcitability, we conclude that the presence of epileptic discharges is a potential biomarker at least for a subgroup of ASD.

Вищий державний навчальний заклад України "Українська медична стоматологічна академія" ** Донецький національний медичний університет ім. М.Горького *** Приватний стоматологічний кабінет, м. Дніпропетровськ Резюме Автори провели порівняльний моніторинг застосування стандартної і модифікованої проби Шіллера-Писарева для визначення запалення слизової оболонки періімплантатних тканин.

Conflictos de interés: El Dr. Cáceres Le Breton declara prestar servicios profesionales para eventos académicos (Educación Médica Continua) y asesorías a la compañía Johnson & Johnson del Perú S.A. RESUMEN Se pretende hacer una breve revisión de la disciplina a fin de ayudar a los profesionales de la salud a lograr una adecuada identificación de los alcances y posibles aplicaciones de este conocimiento en su práctica diaria.

Kanner’s autism is considered a complex and severe disorder of child development. Controversy surrounds not only its etiology, symptoms (including symptoms observed in the area of interpersonal communication) or treatment possibilities, but also education – at its various levels – of people influenced by its effects. Accordingly, the idea of teaching autistic children a foreign language, e.g. English, is the subject of a heated debate – opinions are divided both among spe-cialists working with autistic children and among autistic children’s parents. The article presents the results of studies conducted among parents of autistic children, focusing on their opinions concerning the viability and usefulness of teaching English to autistic children and its influence on their general development.

Research providing an evidence-base for autistic adult services is sparse. The Autism Spectrum Disorders in the European Union (ASDEU) network implemented an on-line survey to determine gaps in autistic adult diagnostic evaluation and post-diagnostic support services. More than 55% in all groups experienced most of the recommended features for diagnostic evaluation for autistic adults. In contrast, &lt; 2% of adults or carers, and &lt; 21% of professionals experienced each of the recommended features for post-diagnostic support. In contrast to 61% of professionals, only about 30% of autistic adults and carers had knowledge of good local services models for autism diagnosis in adulthood. There are major differences between good practice guidelines for diagnostic and post-diagnostic care for autistic adults, and what is actually experienced by services users and professionals.

O objetivo deste trabalho é apresentar os conceitos de inteligência artificial (IA)
(UNESCO, 2019a, b, 2021; Luckin, 2017; Luckin, George & Cukurova, 2022) e de
inteligência artificial na educação (IAEd) e como esse sistema adaptativo
autônomo pode auxiliar a todos os agentes no processo de ensinoaprendizagem. Apresentaremos algumas ferramentas e plataformas que podem
ser utilizadas para o ensino-aprendizagem de línguas, desafios e limitações
relacionados à IAEd (Luckin et al., 2016). A relevância deste trabalho se dá pelo
fato da IA impactar as relações sociais, diversos processos organizacionais e a
educação. Além disso, o consenso de Pequim (UNESCO, 2019c) propõe a
integração de tecnologias de IA na educação para auxiliar a alcançar os objetivos
de desenvolvimento sustentável e a agenda 2030 para a educação (UNESCO,
2017).
Palavras-chave: Inteligência Artificial; Inteligência Artificial na Educação;
Ferramentas e Plataformas; Desafios e Limitações.

Broderick and Ne'eman write that in the early 2000s autism took hold of "the public imagination internationally" becoming a "popular cultural obsession" (2008:462). Autistic people are discursively constituted within this cultural context. My goal in this research has been to better understand the dominant and counter discourses constituting autism, how young autistic people themselves embody discursive locations throughout their lives, and how they negotiate the intelligibility of their subject positions. Previous research has looked at how autistic people negotiate diagnoses, whether they feel understood, the discursive positions they embody, and how discourse constitutes their subjectivities. Using a qualitative exploratory research design, I conducted semi-structured interviews with four individuals, ages 22, 23, 23, and 26, who identified as having been labelled as autistic at some point in their life, either by themselves through a self-diagnosis or by a medical professional. I employed thematic analysis and emerging themes were: Diagnosis, Intelligibility, Terminology, Medicalization, Identity, Life Course, and Internalizing Responsibility. This research is significant in its contribution to representations of autistic people's perspectives. It focuses on people in their 20s and people who do not have formal diagnoses, who have been underrepresented in research. The present research also builds on previous literature by addressing when autistic people lack language to talk about oppression, how they internalize responsibility for social interactions, and their reflections on their futures.

Broderick and Ne’eman write that in the early 2000s autism took hold of “the public imagination internationally” becoming a “popular cultural obsession” (2008:462). Autistic people are discursively constituted within this cultural context. My goal in this research has been to better understand the dominant and counter discourses constituting autism, how young autistic people themselves embody discursive locations throughout their lives, and how they negotiate the intelligibility of their subject positions. Previous research has looked at how autistic people negotiate diagnoses, whether they feel understood, the discursive positions they embody, and how discourse constitutes their subjectivities. Using a qualitative exploratory research design, I conducted semi-structured interviews with four individuals, ages 22, 23, 23, and 26, who identified as having been labelled as autistic at some point in their life, either by themselves through a self-diagnosis or by a medical professional. ...

هدفت الدراسة إلى التعرف فاعلية برنامج تدريبي لتنمية معرفة أمهات الأطفال ذوي اضطراب طيف التوحد باستراتيجيات تحليل السلوك التطبيقي وأثره على خفض سلوكيات الأكل غير المرغوبة لدى أطفالهن. تكونت عينة الدراسة من (15) من أمهات الأطفال ذوي اضطراب طيف التوحد وأطفالهن. اشتملت أدوات الدراسة على استبيان المعرفة باستراتيجيات تحليل السلوك التطبيقي لأمهات الأطفال ذوي اضطراب طيف التوحد (إعداد الباحث)، ومقياس سلوكيات الأكل غير المرغوبة للأطفال ذوي ضطراب طيف التوحد (إعداد الباحث)، بالإضافة إلى البرنامج التدريبي لتنمية معرفة أمهات الأطفال ذوي اضطراب طيف التوحد باستراتيجيات تحليل السلوك التطبيقي (إعداد الباحث). اعتمدت الدراسة على المنهج التجريبي. أشارت نتائج الدراسة إلى فاعلية البرنامج التدريبي في تنمية معرفة أمهات الأطفال ذوي اضطراب طيف التوحد باستراتيجيات تحليل السلوك التطبيقي. كما أشارت النتائج إلى وجود أثر واضح للبرنامج التدريبي في خفض سلوكيات الأكل غير المرغوبة لدى أطفال أمهات عينة الدراسة.

1. First stage: Turin-Brussels-Turin-(mountains)-St.Louis 2. Stage two: the growth factor within us 3. A First Explanation Within Ourselves 4. Step four: an initial explanation outside of us. 5. Fifth stage: a first synthesis. 6. Sixth stage: in the laboratory 7. Seventh stage: outside the laboratory 8. A unitary proposal 9. A new definition of autism 10. A leap to 1925.
This chapter builds on the assumptions described in Chapters 4, 5, 6, 10, 11.
The unitary thesis proposed here and presented on the basis of recent findings is, in short, that there is, as a prerequisite, a genetic predisposition in terms of susceptibility.
The entire panel of genes involved is not essential, but there must certainly be a critical number of them, which may also vary from person to person (Chapter 10)
At a critical stage of NGF and BDNF expression in neurogenesis, and in particular, at the moment of specialisation, an environmental factor, in the intrauterine developmental phase, intervenes as a trigger in a chain that leads to atypical brain development: a total of 974 abnormalities in neural connections associated with autistic behaviour have been identified (Chapter 6); fewer may occur as well as more or different ones.
The abnormalities we are talking about are mainly connectional: something in the circuit and in the process of connecting neurons has gone wrong.
This is confirmed to us by the cranio-cerebellar anomalies we have discussed and described in Chapter 6 This is confirmed by the quantitative differences in the brain's white and grey masses and their size. This is confirmed by the consequences of damage to the neurobiological circuit of attention. This is confirmed by the effects of damage to the neurophysiological circuit related to the theory of mind. This is confirmed by the dysfunctions implicit in the malfunctioning of the mirror neuron complex (Chapters 8, 9, 11). The entire characteristic and symptomatic picture and comorbidity (Chapter 4) is consistent with this general explanation. And the intensity and characteristics depend on where, how, when and how much environmental interference has intervened in the neurogenesis process.
Consequently, a new definition of autism is proposed as 'autistic state' for the time of diagnosis and 'autistic complex condition' for the individual description that can provide an indication of possible intervention.

1. Psychosocial interventions 2. Special educational programmes 3. applied behavioural analysis (ABA) 4. pharmacotherapy 5. Educational interventions 6. Early intervention 7. Mind–body therapies 8. Technology 9. Discrete trial teaching methods (DTT) 10. DTT in natural environments 11. Early Intensive Behavioural Intervention (EIBI) 12. Applied Behavioural Intervention (ABI) 13. Pivotal response therapy 14. Augmentative and alternative communication (AAC) 15. SCERTS model 16. Relationship development intervention 17. Treatment and Education of Autistic and related Communication-handicapped Children (TEACCH) 18. Drugs, supplements or diets 19. TMS—Transcranial magnetic stimulation.

The thema 2. The English paradigm 3. Victor Lotter in Africa and the globalisation of the second autism 4. The American paradigm 5. Society and development models 6. Encountering neurodiversity 7. From parents' associations to self-advocacy 8. Geeks and Great Systematisers 9. The risk of self-self-enforcing-diagnosis and white males in Alabama 10. Is there an autism emergency?

1. Epigenetic factors 2. The prenatal environment: Obstructive sleep apnoea in pregnancy; Infectious processes; Environmental agents; Autoimmune and inflammatory diseases; Other maternity-related conditions. 3. Perinatal environment 4. Postnatal environment: Amygdala neurons; Autoimmune diseases 5. Intermezzo: the brain's immune system and its relationship with the gut 6. Postnatal environment: Gastrointestinal connections; Endogenous opiate precursor theory; Nutrition-related factors; Toxic exposure; Locus coeruleus-noradrenergic system; Oxidative stress.

Molecular genetics and the emergence of the autism spectrum 2. In search of the empathy gene 3. De novo' mutations 4. The overall state of autism genetic research 5. The overlaps between genetic brain disorders and neurological and psychiatric phenotypes with regard to autism, genetics was understood as that branch of studies that would find 'the cause' and propose 'the cure'. In reality, it soon became clear that this would not be the case. This chapter first describes the paths that were taken at the beginning of the genetic research and then the various results we have arrived at. This chapter aims to offer a frame of reference and a summary 'to date', considering that while it is true that 'the' gene responsible for autism has not been found, not only has research produced extraordinary results, but it has at the same time outlined a serious, solid and reliable framework on susceptibility and to some extent genetic predisposition.

1. The initial aetiology 2. The vaccination correlation fraud 3. An exponential growth of interest 5. Errors, bias and noise

In direct correlation with the framework of early autism introduced and described in the second chapter, this chapter introduces the earliest aetiologies that, chronologically, go all the way back to the vaccine correlation theory. The topic of the exponential increase in interest and scientific research on autism over the last 30 years will also be introduced here. The second part of this chapter introduces a topic that is very relevant across the following chapters, namely the topic of bias, error and ‘noise’ in scientific research. This is an opportunity to provide the tools for understanding some of the critical analyses that will be proposed regarding statistical data, incidence analyses and epidemiological research. But it is also an opportunity to contextualise, specify and introduce topics that are typically framed in behavioural and economic choice psychology, and that instead have much to say about any human activity, including scientific research and analysis.

1. Different from whom? 2. My encounter with science (and family matters) 3. Science and knowledge in the complex world 4. A question of language 5. The scientific method and the need for grand theories 6. What this book is about 7. An initial map 8. Bibliographical notes

This chapter clarifies the terms of the overall discourse on autism, attempting to offer an unusual point of view and clarifying why it is necessary. It is a place and an opportunity to take stock of the specialisation of scientific knowledge in the context of an increasingly complex world in which greater multidisciplinarity should be reintroduced. By introducing some unusual references for a text on autism, it is proposed to broaden the view, for example, to branches of science, such as quantum physics, that have already addressed the problem of complexity that is only now emerging in the medical sciences through the new approaches offered by the neo-sciences. An example to follow. This also includes an initial note on the issue of language. These two perspectives also form the introduction to Chapter 15 and find their own synthesis in the method set out in the conclusions.

Диссертация на соискание ученой степени кандидата медицинских наук по специальности 3.2.1. Гигиена – Федеральное государственное бюджетное образовательное учреждение высшего образования «Донецкий государственный медицинский университет имени М. Горького» Министерства здравоохранения Российской Федерации, Донецк, 2023. В диссертационной работе на основе психогигиенического исследования решена важная задача системы профилактики и формулирования психогигиенических принципов персонифицированного восстановления расстройств аутистического спектра у детей на основании определения группового интегративного профиля функциональной межполушарной асимметрии семьи как фактора риска развития этих расстройств. На основе проведенных исследований получены новые научные данные о психогигиенической природе расстройств аутистического спектра у детей. Установлена детерминированность семьей как семиотической средой онтогенеза (дизонтогенеза) риска развития расстройств аутистического спектра у детей. Полученные в результате научных исследований данные могут быть использованы для создания системы превентивного дородового скрининга фактора риска развития расстройств аутистического спектра у детей с формирования семей групп риска с последующим проведением психогигиенических коррекционных мероприятий. Ключевые слова: расстройства аутистического спектра, психогигиена, семиотика, семья, групповой интегративный профиль функциональной межполушарной асимметрии.

Asperger&#39;s syndrome is an autistic spectrum disorder, which has engendered lesser attention in comparison to autism. Recent literature has focused on the involvement of cortical areas of the brain in this syndrome. We report a case of Asperger&#39;s syndrome in which an extensive work-up, including neuropsychological, neurophysiological and neuroimaging procedures, were undertaken. The findings of the various investigative procedures are discussed and literature supporting the neurobiological basis of Asperger&#39;s syndrome is highlighted. Finally, we briefly touch upon the &#39;Theory of Mind&#39; construct in autistic spectrum disorders.

Autism spectrum disorder (ASD) is a developmental disorder that causes difficulty while socializing and communicating and the performance of stereotyped behavior. ASD is thought to have a variety of causes when accompanied by genetic disorders and environmental variables together, resulting in abnormalities in the brain. A steep rise in ASD has been seen regardless of the numerous behavioral and pharmaceutical therapeutic techniques. Therefore, using complementary and alternative therapies to treat autism could be very significant. Thus, this review is completely focused on non-pharmacological therapeutic interventions which include different diets, supplements, antioxidants, hormones, vitamins and minerals to manage ASD. Additionally, we also focus on complementary and alternative medicine (CAM) therapies, herbal remedies, camel milk and cannabiodiol. Additionally, we concentrate on how palatable phytonutrients provide a fresh glimmer of hope in this situation. Moreover, in additio...

Reviews
“This book brings a useful historical retrospective on ASD while combining it with the latest advances in the field today. The author looks at the future directions of research and treatment evolution, making this a book of future planning, not just an analysis of the past.” (Loredana Al Ghazi, Senior Lecturer, Department of Educational Sciences, West University of Timisoara)

“This extraordinary book succeeds in its admirable goal of making complex material as simple as possible, but not simpler. It will impress readers with its breadth and depth, and excite them with its critical analysis and new perspectives.” (Linda Gilmore, Adjunct Professor, School of Psychology & Counselling, Queensland University of Technology)

“An ingenious bridge between the neuropsychiatric and psychotherapeutic certainties of the past and the incessant research of the present, this book projects towards a refined and competent interdisciplinary approach.” (Michele Rossena, President of the Italian Institute for Human Sciences)

The paper is based on observations and the ongoing project design developed by the Seva Sahayog Foundation. Seva Sahayog Foundation, a volunteer-based organization registered in 2009, established in Pune and Mumbai, and some cities in Maharashtra as well as villages near the area. Seva Sahayog has many flagship projects. The details will be given in the actual paper. Chetana is the project designed and developed by the Seva Sahayog volunteers. The project is to empower the children with disabilities and the caregivers, like parents and family members. Overall, birth disabilities need to be diagnosed as early as possible. Parents acceptance as early as possible developed the child's milestone at an early age and allowed him to cope with the main stream or at least do his own basic activities. Chetana is the project that helps the parent accept the child's disability, provides information about the disability, and explains the government's rules and facilities. Chetana organized the events to motivate the parents and improve the social interaction of the kids. Chetana focused on 3-13-year-old kids with special needs. The paper will discuss how ideas lead to project execution and how the established project design has been developed.

As a behavioural consultant, one of the most common phrases used in referral information is that the individual is engaging in a series of behaviors "just to get attention". Attention has been postulated as a motivation for behavior by the most widely used behavioral assessments such as the Motivation Assessment Scale, the Functional Assessment Screening Tool and others. This article will present the concept that people do not want attention, rather they want the things attention brings, such as safety, affection, acceptance and other needs. In a sense, attention is the means to an end, and not the end itself. A conceptualization for identifying the reinforcers sought by people using behavior to get the attention of others is presented within the context of a single case study.

BackgroundIn recent years, numerous studies have highlighted the overlap between autism spectrum disorder (ASD) and catatonia, both from a clinical and pathophysiological perspective. This study aimed to investigate the relationship between the autism spectrum (autistic traits and ASD signs, symptoms, and behavioral manifestation) and Catatonia Spectrum (CS).MethodsA total sample of 376 subjects was distributed in four diagnostic groups. Subjects were assessed with the Structured Clinical Interview for DSM-5, Research Version, the Adult Autism Subthreshold Spectrum (AdAS Spectrum), and CS. In the statistical analyses, the total sample was also divided into three groups according to the degree of autism severity, based on the AdAS Spectrum total score.ResultsA statistically significant positive correlation was found between AdAS Spectrum and CS total score within the total sample, the gender subgroups, and the diagnostic categories. The AdAS Spectrum domains found to be significantly...

Celem artykułu jest ukazanie roli edukacji psychologicznej w pracy nauczyciela (na wszystkich etapach edukacji) w odniesieniu do różnych rodzajów zmian i wyzwań, jakie stawia przed nimi współczesna ponowoczesna cywilizacja. Przy opisie tej problematyki autorzy artykułu zamieszczają propozycje nauki praktycznych umiejętności psychologicznych przydatnych w pracy nauczyciela, odwołując się do szerokiej literatury naukowej z tego zakresu, jednakże propozycje te wynikają z własnych doświadczeń autorów w roli osób prowadzących szkolenia i warsztaty adresowane właśnie do środowiska nauczycieli i pedagogów szkolnych. Autorzy uważają, że tematyka takich zajęć (np. warsztatów lub treningów) powinna być związana z rozwijaniem umiejętności komunikacyjnych w relacjach interpersonalnych oraz motywowaniu do rozwoju kompetencji psychologicznych niezbędnych do efektywnej pracy z uczniami i współpracy z innymi pracownikami szkoły, jak również z rodzicami uczniów. Znaczna część tych umiejętności psych...

Edukacja dzieci z chorobami rzadkimi to ważny aspekt, który wymaga szczególnej uwagi i dostosowania, aby zapewnić im pełny rozwój oraz wsparcie w przyswajaniu wiedzy. Stanowi istotne wyzwanie, ale przy odpowiednim wsparciu i dostosowaniach, dzieci te mogą osiągać sukcesy i w pełni uczestniczyć w życiu szkolnym.

Prezentowana książka dedykowana jest szerokiemu gronu odbiorów. Jej celem jest zarówno zaprezentowanie międzysektorowej współpracy, jej zegzemplifikowanie wypracowanymi, dobrymi praktykami wspierania sytuacji edukacyjnej dzieci z chorobami rzadkimi oraz wzbudzenie refleksji. Ważnym wydaje się bowiem pytanie, na ile prezentowane działania mogłyby stać się elementem systemu, możliwą opcją, a nie tylko sposobem na jego uelastycznianie?

O objetivo almejado busca discutir, com base na literatura, práticas pedagógicas inclusivas e humanizadas para o atendimento educacional do aluno com TEA. Trata-se de uma pesquisa bibliográfica realizada através de busca de materiais científicos – artigos, livros, capítulos de livros, manuais, legislações e sites oficiais. Para uma plena inclusão são necessárias diversas ações, como: acesso à escola, a socialização, a aprendizagem curricular, participação plena em todo o contexto educacional, além de capacitação profissional, formação continuada, comunicação entre professor e aluno com TEA, a garantia do papel da família, adaptações necessárias no ambiente escolar, nas atividades e nas provas e a utilização de práticas pedagógicas que objetivem a inclusão do aluno com TEA, como o uso de reforçadores, calendários e rotinas.

Streszczenie: Celem niniejszego badania w podejściu jakościowym jest wnikliwa analiza zjawiska jakim jest SAZ i przedstawienie sposobu postrzegania SAZ przez osoby pracujące z dziećmi z ASC oraz przeze mnie w celu uzyskania trafniejszego i rzetelniejszego obrazu całokształtu badanego problemu. Podejmę się wyjaśnienia rożnych znaczeń nadawanych SAZ i wynikających stad nieporozumień. Będzie to również próba zastanowienia się, co właściwie krytykują lub popierają profesjonaliści pracujący z dziećmi autystycznymi mówiąc o SAZ? Innym celem jest uporządkowanie wiedzy na wspomniany temat poprzez ukazanie podłoża historycznego.

Autistic Spectrum Disorders (ASD) is an umbrella term that describes a range of common neurodevelopmental disorders affecting approximately 1% of the population. ASD are characterized by multilateral shortages, such as difficulties in communication and social interaction, repetitive, stereotypical behaviors and a limited scope of interests, mobility problems and disorders of language development, as well. These deficits do not follow the norm; on the contrary, great differentiation in their profiles and severity is observed between different people. ASD have, to a great degree, a hereditary, genetic basis however up to a decade ago, the researchers focusing on their neurobiological background were few. The present review study is an attempt to shed light on the neurobiological pathway of Autism Spectrum Disorder.

This study evaluated the effects of short-term manualized autism spectrum disorder (ASD)- modified “interaction therapy” (IT) for 42 parents, comprising both fathers and mothers of 21 preschoolers with ASD, while comparing father and mother outcomes. Intervention features included parents’ focus on self-reflection and “here-and-now” investigation of live parent–child interaction, both parents’ equal participation, spousal observation, and nonhierarchical parenttherapist collaboration. Pretest and posttest data included analysis of videotaped father–child and mother–child interactions to assess parental responsiveness and affect, and questionnaires on parents’ perceived attachment to child. Results following ASD-modified IT showed both parents’ increases in responsiveness and affect during parent–child interaction, with a larger increase in mothers’ affect. No change emerged in father’s perceived attachment, but mothers increased their perceived attachment quality and pleasure from interaction. Findings extended prior research, which had mostly examined mothers’ improvements following caregivermediated intervention, by pinpointing the ASD-modified IT’s efficacy for promoting not only mothers’ but also fathers’ responsive and affective interaction abilities.

La hospitalización psiquiátrica infantojuvenil es una opción común para tratar sintomatología aguda descompensada. Poca relevancia  se  ha dadoa  la  experiencia  de  dicha  población  durante  la  internación.  Esta  revisión  sistemática  de literatura bajo metodología PRISMA tiene como objetivo conocer los hallazgos publicados sobre la experiencia sub-jetiva de niños y adolescentes al ser hospitalizadosen unidades psiquiátricas. Estudios empíricos publicados a nivel mundial entre 2011 y 2022 (Scopus, PubMed y WoS), realizados con población infantojuvenil hospitalizada en unida-des psiquiátricas, con énfasis en su experiencia subjetiva, fueron revisados. Se excluyeron trabajos con énfasis biomé-dico y evaluaciones de intervenciones. En 13 artículos se analizaron: limitaciones y sesgos, y principales resultados, problematización de la justificación y consideraciones éticas. Tras un análisis de contenido, loshallazgos observados se organizan en categorías: apreciación general de la experiencia de hospitalización, diseño e intervenciones, relaciones con staff, relaciones con pares hospitalizados, relación dentro/fuera de la hospitalización, coerción, estrategias de afron-tamiento,  y  autopercepción.  Se  observaron  convergencias  en  la  experiencia  de  los  participantes,  y  una  insuficiente problematización ética y de posicionamiento. Se discuten implicancias para la práctica y para la investigación con la población encuestión.

Water play, a form of hydrotherapy, is increasingly being recognized as a valuable tool in educational programs for individuals with Autism Spectrum Disorder (ASD). This paper explores the multifaceted benefits of incorporating water play into the academic curriculum for children with ASD, emphasizing its impact on physical health, sensory processing, social skills, and cognitive development. By providing an in-depth analysis of water play's therapeutic and educational advantages, this paper aims to inform and guide educators and healthcare professionals in enhancing the learning experiences and outcomes for individuals with ASD. Autism Spectrum Disorder (ASD) is a neurodevelopmental condition characterized by challenges in communication, social interaction, and repetitive behaviors. Traditional educational approaches for children with ASD often focus on structured, classroom-based activities. However, incorporating alternative methods like water play can offer significant benefits. Water play involves activities like swimming, water-based games, and sensory experiences with water and can be a powerful tool in the educational and therapeutic arsenal for children with ASD. Understanding the Importance of Water Play Physical Benefits Enhanced Motor Skills: Water play, such as swimming, aerobics, and simple water games, helps improve gross and fine motor skills. The resistance of water provides a natural environment for strength training and coordination.