Introduction: Autism Spectrum Disorder (ASD) is a behaviourally defined disorder characterised by impairments in three domains of social interaction, communication, and repetitive/restricted interests and behaviours (DSM-IV-TR; APA, 2000; ICD-10; WHO, 1992). Recent research suggests that this diagnostic triad may no longer fit as the best way to conceptualise ASD. Although not due for publication until 2013, a proposed revision of autistic disorder for DSM-V has merged three domains into two; i) Social/communication deficits and ii) Fixated interests and repetitive behaviours (APA, 2010). The aim of this study was to examine the structure of ASD symptom domains within the Adult Asperger Assessment (AAA; Baron-Cohen et al., 2005). Method: Confirmatory factor analysis was used to examine data from a clinical population of adults diagnosed with Asperger Syndrome (AS) and High Functioning Autism (HFA). Results: Analysis suggested that none of the theoretically-driven models were supported by the AAA data. However, it did highlight high correlations between social and communication factors (r > 0.9) within unmodified models. Discussion: The results of the analysis did not provide support for the move towards considering ASD as a dyad of ‘social-communication’ impairments and repetitive/restricted interests and behaviours, as none of the models were supported by the AAA data. The validity of the AAA as a diagnostic tool is discussed, as well as limitations and suggestions for future research. Conclusion: This study did not provide the evidence required to endorse a move towards the proposed DSM-V dyad. Further research to understanding the structure of autism symptoms could improve diagnostic and classification systems, and further studies of the genetic and neurobiological bases of ASD.

Studies show that some pupils with ASD (autism spectrum disorder) can have difficulties in understanding written texts. The present study seeks to examine whether pupils with ASD differ in their reading comprehension of a factual text and a literary text. Another aim of the study is to obtain a picture of the reading habits of high school pupils with ASD, what reading strategies they use, and how they work with texts in Swedish lessons in school. The study uses texts from PISA surveys from 2009 and 2000. The factual text Varmluftsballongen (The Hot-air Balloon) was taken from the try-out for the 2009 survey and the literary text Gåvan (The Gift) was taken from the 2000 PISA survey. To gain some idea of the pupils’ reading comprehension of the texts, the present study used the tasks accompanying the texts, with certain changes in the questions about the text on the hot-air balloon. The pupils also had to complete a questionnaire about their reading habits, how they go about understanding the texts better, and how they work with texts in Swedish lessons. The pupils were interviewed to yield a little more information about how they comprehended the two different types of text. The study was conducted at two high schools geared to pupils with ASD, including a total of twelve pupils. Four of these pupils were also interviewed. The result of the reading comprehension tests show that the majority of the pupils found it easier to answer the questions about the factual text. The pupils who read a lot and are interested in reading achieved better results in both text assignments. There was a clear association between the pupils who have difficulties concentrating and finishing a book and their results on the reading comprehension tasks, which can be explained by their functional impairment. The result of the pupils’ questionnaire showed that they use different strategies when reading factual texts and literary texts. There were also differences in how the pupils work with different texts in school, both individually and together with other pupils, depending on which type of text it is. The help that pupils receive from their teachers can be limited by the pupils’ functional impairment, but according to the study this help is significant for the pupils’ reading comprehension, especially of literary texts.

Background: There is presently a lack of consistency in research designed to measure executive functioning (EF) in autism that may be attributable to lack of homogeneity or comorbid conditions (i.e. learning disability or additional diagnosis) in test samples. Aim: A systematic review focused on a subset of EF (verbal fluency: VF) was conducted, using only studies of high-functioning individuals with autism (HFA) without an additional diagnosis or learning disability. An empirical study was conducted comparing the executive functioning profile of individuals with HFA and typically developed (TD) individuals. Method: For the systematic review, 16 studies met the specified inclusion criteria, depicting 15 semantic (category), 14 phonological (letter), and 6 switching (categories) VF tasks. In order to assess potential bias, the available VF information of the included papers was scrutinised by the author and an independent clinical practitioner. For the empirical paper, 22 HFA and 22 TD participants (mean age = 28, range = 17-73, 52% male) without a comorbid condition, learning disability or brain injury completed three subtests from the WAIS-IV (vocabulary, block design and digit span) and all subtests of the Delis–Kaplan Executive Functioning System (D-KEFS). Results: For the systematic review, a minority of semantic and phonological VF studies reported a significant difference between typically developed and HFA populations. Five of the six semantic switching studies reported a significant difference between groups. All papers included were of good or adequate quality and inter-rater reliability was high. For the empirical paper, the HFA group performed significantly poorer on the switching condition of the design fluency task, semantic conditions of the verbal fluency task and on the word context task overall. No other significant differences were observed. Summary: Although the systematic review concluded that there was insufficient evidence to support that disfluency can be attributed to autistic symptomology, the empirical study found that the HFA group performed poorer than TD in semantic VF and other subtests designed to measure generating novel ‘imaginative’ ideas, without visual cues to aid performance. The deficit on these subtests was increased when there was the added condition requiring the participant to switch between newly formed concepts. Conclusions: Although in VF, results are mixed, the empirical study demonstrates that even in a group of high-functioning individuals there are still measurable differences in EF between TD and HFA samples that may not be apparent through more general cognitive testing. Implications for using a neuropsychological profile for adults with HFA are discussed.

This study investigates the effects of implementing Collaborative Strategic Reading–High School (CSR–HS) on reading comprehension and challenging behavior outcomes for three high school students with Autism Spectrum Disorder (ASD). Using a combined single subject research design consisting of a delayed, concurrent multiple-baseline and an alternating treatments with reversal, three high school students with ASD were paired with neurotypical reading partners to learn and use reading strategies with informational text two to three times per week. The alternating treatment conditions were CSR-HS with choice of text (i.e., CSR-HS-C) and CSR-HS without the opportunity to choose the reading text (i.e., CSR-HS-NC). Daily comprehension checks were collected and visually inspected along with data on occurrences of various challenging behaviors exhibited by each participant during intervention. Fidelity of implementation was also measured. Increased reading comprehension scores and decreased incidences of challenges behaviors were detected for the three participants upon implementation of intervention conditions. As for the influence of the choice component on the measured outcomes, no clear differentiation between conditions was observed in terms of reading comprehension gains and reduction in challenging behavior across the three participants, suggesting that the addition of choice did not show an added value to CSR-HS intervention. / text

Selective eating (SE) refers to an individual narrowing their range of preferred foods, resulting in a restricted food intake, high levels of rigidity and food refusal (Bryant-Waugh, 2000). SE is encompassed in the new Diagnostic and Statistical Manual of Mental Disorders 5th Edition (DSM-V) (American Psychiatric Association, 2013) category avoidant restrictive food intake disorder (ARFID). Such difficulties are common in children with an autism spectrum disorder (ASD) (Raiten & Massaro, 1986) and neuropsychological differences have been found in children with ASD (Hill, 2004). This research aimed to be the first to investigate whether a distinct neuropsychological profile exists in children and adolescents with SE and furthermore, whether aspects of the profile vary depending on whether the child or adolescent displays elevated autistic traits. A case series of 10 children between the ages of 8 to 13 years old were recruited. A well-established neuropsychological test battery, the Ravello Profile (Rose, Frampton & Lask, 2012), was modified and administered to assess visuospatial processing, central coherence, executive functions (including cognitive flexibility, inhibition and planning) and theory of mind abilities. The results demonstrated a high degree of variability across the group in terms of visuospatial processing and theory of mind, weak central coherence across all participants and otherwise relatively intact abilities in executive function domains. There were no substantive findings in relation to those children with elevated autistic traits although a trend toward visuospatial processing differences did emerge. This exploratory case series was the first attempt to describe a neuropsychological profile in SE, however the small sample size and high variability in the data meant that a distinct neuropsychological profile did not emerge. The results did however provide an initial indication of possible trends in strengths and weaknesses across neuropsychological domains in SE. These findings have implications for the assessment and treatment of SE difficulties.

Music therapists frequently work with clients with Autism Spectrum Disorder (ASD) who use Augmentative and Alternative Communication (AAC). The purpose of this study was to gather information on music therapists’ current experiences with AAC training as well as music therapists’ perceptions of their own communication abilities when communicating with clients who have ASD using their preferred AAC system. The researcher invited 7,279 board-certified music therapists to participate in this study via email, of which 366 completed the survey. Participants reported most often providing services to children and adolescents with ASD, and frequently using electronic AAC and electronic apps with their clients with ASD. The majority (71.2%) of participants stated that they would like additional training in the use of AAC. Of the music therapists who had participated in previous AAC training, many had received training at work or by an SLP or other certified professional. Results of this study provide information about the current practices and perceptions of board-certified music therapists working with clients with ASD.

A participação e a interação da criança com Transtorno do Espectro do Autismo (TEA) no período da Educação Infantil possibilita seu desenvolvimento social, cognitivo e cultural quando é um tempo cheio de significados que contribuem para uma inclusão efetiva. Assim, esse tempo vem a promover aprendizados para preparar esses sujeitos para as próximas etapas de escolarização ao envolver ações realizadas em conjunto com outros sujeitos e através do meio. O participar e o interagir não estão focados somente na linguagem falada, mas na comunicação compreendida pelo próximo. Essa investigação tem um caráter qualitativo e a partir do estudo de caso de três sujeitos com autismo, tendo como cenário uma creche vinculada à Rede Municipal de Porto Alegre-RS, que atende crianças de 0 a 6 anos em turno integral. Objetiva analisar a apropriação das narrativas visuais mediadas pelo SCALA (Sistema de Comunicação Alternativa para o Letramento no Autismo) no processo de inclusão de crianças com TEA na primeira infância. O embasamento teórico centra-se na perspectiva Sócio-histórica e seus conceitos de mediação e linguagem. A partir das observações e análises dos dados gerados, percebe-se que 1) a mediação do sistema proposto fornece apoio à inclusão a partir da participação e da interação, permitidas pela comunicação de gestos, movimentos inquietantes, palavras intraduzíveis e olhares penetrantes; 2) a mediação do sistema permite antecipar um aprender a partir de leituras de pictogramas, baseado na Comunicação Alternativa, que nos detalhes possibilitou uma efetividade de um processo complexo do ler - nos detalhes e nas entrelinhas habilita-se um sujeito ativo e interativo - um agente; e 3) o sistema revela-se como uma ferramenta capaz de extrapolar as telas, em que associado à baixa tecnologia também possibilita um novo/outro modo de interagir e participar. A partir dessa experiência, entre uma narrativa e outra, é proporcionada uma reflexão sobre a importância do papel do professor para sustentar as várias formas de "ser" e "estar" na escola. Os movimentos das crianças com TEA não são indícios de limitações deles, mas da limitação da compreensão do outro através de uma comunicação corporal. Verifica-se também a medicalização como um limitante do corpo, que influencia o processo de ensino e aprendizado. Por fim, evidencia-se que a mediação do sistema permite que todos os sujeitos envolvidos sejam agentes ativos de um percurso repleto de leituras do outro, do eu e do livro, que entre a imaginação e os significados fizeram-se presentes. Esses sujeitos são autônomos e cúmplices de um fabular permeados pelos signos e instrumentos que foram compartilhados pelas ações e invenções - uma apropriação intensa e significativa que potencializa e efetiva uma inclusão constituída por inúmeras leituras. / Participation and interaction of children with Autism Spectrum Disorders (ASDs) in Kindergarten enables their social, cognitive and cultural development as it is a period full of meanings that contribute to effective inclusion. Such period promotes learning and preparation for future schooling stages through engaging actions carried out in cooperation with other subjects and the environment. Participation and interaction are not solely built from spoken language, but communication understood by each other. This research is a qualitative case study involving three subjects with autism enrolled in a full time nursery school. This school joins the Municipal Network of Education of Porto Alegre in Rio Grande do Sul (Brazil) serving children from 0 to 6. Investigation aims to analyze the appropriation of visual narratives mediated by SCALA (System of Alternative Communication for Literacy in Autism) in the inclusion of children with ASDs in early childhood. Theoretical foundation lies on a sociohistorical perspective and its concepts of mediation and language. From the observations and analysis of the data generated, it is derived that 1) the mediation of the proposed system provides support for inclusion through participation and interaction by means of communication of gestures, restless movements, unclear words and staring looks; 2) the mediation of system allows to anticipate a learning process emerging from pictogram reading (Alternative Communication), which provides evidences of effectiveness through the details of the complex reading process - in the details and between the lines, it triggers them to become active and interactive subjects - agents; and 3) the system acts as a tool extrapolating the screen; when in association with low technology, it also enables a new and alternative way to interact and participate. The experience in the field, from narrative to narrative, evokes a reflection on the importance of the teacher's role in providing support to varied forms of "being" in school. The movements of students with ASD are not evidence of their limitations, but evidence of the limitation to understanding through body communication. Medicalization has been perceived as body limiting factor with impacts on teaching and learning processes. Finally, it becomes evident that the system's mediation allows all those involved to be active agents of a trajectory full of readings of others, the self and the book, all present amidst imagination and meanings. Those subjects are autonomous and accomplices of a fable permeated by the signs and tools that have been shared through actions and inventions - an intense meaningful and, yet, effective appropriation that consists of several readings and leverages inclusion.

Orientador: Luciana Pinato / Banca: Pedro Augusto Carlos Magno Fernandes / Banca: Roberta Gonçalves da Silva / Resumo: O Transtorno do espectro do autismo (TEA) é um conjunto de afecções do neurodesenvolvimento que comprometem principalmente a interação social, a comunicação e o comportamento. Na sintomatologia do TEA destaca-se a alta prevalência de distúrbios severos no ritmo sono-vigília. Uma das possíveis causas de problemas na qualidade do sono em crianças seria o padrão anormal da produção de melatonina, hormônio produzido pela glândula pineal, capaz de modular a qualidade do sono, graças à sua função como transdutora da informação fotoperiódica ambiental, além disso, esta molécula é controlada por moléculas que sinalizam inflamação. O presente estudo correlaciona o conteúdo do metabólito da melatonina, 6-Sulfatoximelatonina (aMT6s) à distúrbios do sono e às citocinas TNF e IL-6 em TEA. Participaram do estudo 36 indivíduos, de ambos os gêneros, idade entre 4-18 anos (média de 9,7 +/- 4,1), divididos em Grupo pesquisa (GP): 18 indivíduos com TEA e Grupo controle (GC): 18 indivíduos controles. Dentre os indivíduos do GP, quanto ao diagnóstico, 56% apresentaram autismo, 17% PDD-NOS (Transtorno Invasivo do Desenvolvimento Sem Outra Especificação) e 28% síndrome de Asperger. Para a caracterização dos distúrbios do sono e comportamento foi utilizada a Escala de Distúrbios... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: The autism spectrum disorder (ASD) is a group of neurodevelopmental disorders that involve mainly social interaction, communication and behavior. On the symptomatology of ASD highlights the high prevalence of sleep-wake cycle disturbances. One of the causes of sleep disturbances in children is the abnormal pattern in the melatonin production by the pineal gland. This hormone can modulate the quality of sleep due to its function as transducing photoperiodic information from the environment. Besides being controlled by the photoperiodic information melatonin synthesis also is controlled by signaling molecules inflammation. The present study correlates sleep disorders with the contents of aMT6s, TNF and IL-6 in TEA. 36 individuals, of both genders, aged 4-18 years (mean 9.7 + / - 4.1), were analyzed being 18 individuals with ASD (research group - GP) and 18 control subjects (control group-GC). In the GP regarding the diagnosis, 56% had autism, 17% PDD-NOS (Pervasive Developmental Disorder Not Otherwise Specified) and 28% Asperger syndrome. For the sleep disorders and behavior characterization were used respectively the Escale of Sleep Disorders in Children (ESDC) and Child Behavior Checklist - CBCL. The measurements of aMT6s, TNF and IL-6 contents were performed on urine or saliva by ELISA. For data analysis we used descriptive statistics, Mann- Whitney U test for comparison between two groups and linear correlation coefficient of Spearman, the value of significance was 5%. The ESDC showed that 44% of GP individuals have at least one type of sleep disorder, and the GP has higher scores than the CG in the disorder of onset and sleep maintenance. Individuals of the GP had higher scores compared to the GC for total behavior problems, withdrawal problems, social problems, thought and attention problems... (Complete abstract click electronic access below) / Mestre

Made available in DSpace on 2014-06-11T19:24:15Z (GMT). No. of bitstreams: 0 Previous issue date: 2013-04-29Bitstream added on 2014-06-13T19:10:39Z : No. of bitstreams: 1 fadini_cc_me_mar.pdf: 835978 bytes, checksum: 411bc38e03fb65350821075ee6cef907 (MD5) / O Transtorno do espectro do autismo (TEA) é um conjunto de afecções do neurodesenvolvimento que comprometem principalmente a interação social, a comunicação e o comportamento. Na sintomatologia do TEA destaca-se a alta prevalência de distúrbios severos no ritmo sono-vigília. Uma das possíveis causas de problemas na qualidade do sono em crianças seria o padrão anormal da produção de melatonina, hormônio produzido pela glândula pineal, capaz de modular a qualidade do sono, graças à sua função como transdutora da informação fotoperiódica ambiental, além disso, esta molécula é controlada por moléculas que sinalizam inflamação. O presente estudo correlaciona o conteúdo do metabólito da melatonina, 6-Sulfatoximelatonina (aMT6s) à distúrbios do sono e às citocinas TNF e IL-6 em TEA. Participaram do estudo 36 indivíduos, de ambos os gêneros, idade entre 4-18 anos (média de 9,7 +/- 4,1), divididos em Grupo pesquisa (GP): 18 indivíduos com TEA e Grupo controle (GC): 18 indivíduos controles. Dentre os indivíduos do GP, quanto ao diagnóstico, 56% apresentaram autismo, 17% PDD-NOS (Transtorno Invasivo do Desenvolvimento Sem Outra Especificação) e 28% síndrome de Asperger. Para a caracterização dos distúrbios do sono e comportamento foi utilizada a Escala de Distúrbios... / The autism spectrum disorder (ASD) is a group of neurodevelopmental disorders that involve mainly social interaction, communication and behavior. On the symptomatology of ASD highlights the high prevalence of sleep-wake cycle disturbances. One of the causes of sleep disturbances in children is the abnormal pattern in the melatonin production by the pineal gland. This hormone can modulate the quality of sleep due to its function as transducing photoperiodic information from the environment. Besides being controlled by the photoperiodic information melatonin synthesis also is controlled by signaling molecules inflammation. The present study correlates sleep disorders with the contents of aMT6s, TNF and IL-6 in TEA. 36 individuals, of both genders, aged 4-18 years (mean 9.7 + / - 4.1), were analyzed being 18 individuals with ASD (research group - GP) and 18 control subjects (control group-GC). In the GP regarding the diagnosis, 56% had autism, 17% PDD-NOS (Pervasive Developmental Disorder Not Otherwise Specified) and 28% Asperger syndrome. For the sleep disorders and behavior characterization were used respectively the Escale of Sleep Disorders in Children (ESDC) and Child Behavior Checklist - CBCL. The measurements of aMT6s, TNF and IL-6 contents were performed on urine or saliva by ELISA. For data analysis we used descriptive statistics, Mann- Whitney U test for comparison between two groups and linear correlation coefficient of Spearman, the value of significance was 5%. The ESDC showed that 44% of GP individuals have at least one type of sleep disorder, and the GP has higher scores than the CG in the disorder of onset and sleep maintenance. Individuals of the GP had higher scores compared to the GC for total behavior problems, withdrawal problems, social problems, thought and attention problems... (Complete abstract click electronic access below)

A participação e a interação da criança com Transtorno do Espectro do Autismo (TEA) no período da Educação Infantil possibilita seu desenvolvimento social, cognitivo e cultural quando é um tempo cheio de significados que contribuem para uma inclusão efetiva. Assim, esse tempo vem a promover aprendizados para preparar esses sujeitos para as próximas etapas de escolarização ao envolver ações realizadas em conjunto com outros sujeitos e através do meio. O participar e o interagir não estão focados somente na linguagem falada, mas na comunicação compreendida pelo próximo. Essa investigação tem um caráter qualitativo e a partir do estudo de caso de três sujeitos com autismo, tendo como cenário uma creche vinculada à Rede Municipal de Porto Alegre-RS, que atende crianças de 0 a 6 anos em turno integral. Objetiva analisar a apropriação das narrativas visuais mediadas pelo SCALA (Sistema de Comunicação Alternativa para o Letramento no Autismo) no processo de inclusão de crianças com TEA na primeira infância. O embasamento teórico centra-se na perspectiva Sócio-histórica e seus conceitos de mediação e linguagem. A partir das observações e análises dos dados gerados, percebe-se que 1) a mediação do sistema proposto fornece apoio à inclusão a partir da participação e da interação, permitidas pela comunicação de gestos, movimentos inquietantes, palavras intraduzíveis e olhares penetrantes; 2) a mediação do sistema permite antecipar um aprender a partir de leituras de pictogramas, baseado na Comunicação Alternativa, que nos detalhes possibilitou uma efetividade de um processo complexo do ler - nos detalhes e nas entrelinhas habilita-se um sujeito ativo e interativo - um agente; e 3) o sistema revela-se como uma ferramenta capaz de extrapolar as telas, em que associado à baixa tecnologia também possibilita um novo/outro modo de interagir e participar. A partir dessa experiência, entre uma narrativa e outra, é proporcionada uma reflexão sobre a importância do papel do professor para sustentar as várias formas de "ser" e "estar" na escola. Os movimentos das crianças com TEA não são indícios de limitações deles, mas da limitação da compreensão do outro através de uma comunicação corporal. Verifica-se também a medicalização como um limitante do corpo, que influencia o processo de ensino e aprendizado. Por fim, evidencia-se que a mediação do sistema permite que todos os sujeitos envolvidos sejam agentes ativos de um percurso repleto de leituras do outro, do eu e do livro, que entre a imaginação e os significados fizeram-se presentes. Esses sujeitos são autônomos e cúmplices de um fabular permeados pelos signos e instrumentos que foram compartilhados pelas ações e invenções - uma apropriação intensa e significativa que potencializa e efetiva uma inclusão constituída por inúmeras leituras. / Participation and interaction of children with Autism Spectrum Disorders (ASDs) in Kindergarten enables their social, cognitive and cultural development as it is a period full of meanings that contribute to effective inclusion. Such period promotes learning and preparation for future schooling stages through engaging actions carried out in cooperation with other subjects and the environment. Participation and interaction are not solely built from spoken language, but communication understood by each other. This research is a qualitative case study involving three subjects with autism enrolled in a full time nursery school. This school joins the Municipal Network of Education of Porto Alegre in Rio Grande do Sul (Brazil) serving children from 0 to 6. Investigation aims to analyze the appropriation of visual narratives mediated by SCALA (System of Alternative Communication for Literacy in Autism) in the inclusion of children with ASDs in early childhood. Theoretical foundation lies on a sociohistorical perspective and its concepts of mediation and language. From the observations and analysis of the data generated, it is derived that 1) the mediation of the proposed system provides support for inclusion through participation and interaction by means of communication of gestures, restless movements, unclear words and staring looks; 2) the mediation of system allows to anticipate a learning process emerging from pictogram reading (Alternative Communication), which provides evidences of effectiveness through the details of the complex reading process - in the details and between the lines, it triggers them to become active and interactive subjects - agents; and 3) the system acts as a tool extrapolating the screen; when in association with low technology, it also enables a new and alternative way to interact and participate. The experience in the field, from narrative to narrative, evokes a reflection on the importance of the teacher's role in providing support to varied forms of "being" in school. The movements of students with ASD are not evidence of their limitations, but evidence of the limitation to understanding through body communication. Medicalization has been perceived as body limiting factor with impacts on teaching and learning processes. Finally, it becomes evident that the system's mediation allows all those involved to be active agents of a trajectory full of readings of others, the self and the book, all present amidst imagination and meanings. Those subjects are autonomous and accomplices of a fable permeated by the signs and tools that have been shared through actions and inventions - an intense meaningful and, yet, effective appropriation that consists of several readings and leverages inclusion.