The purpose of this study was to explore self-care strategies among parents with a child diagnosed with autism spectrum disorder. The study used a survey design to detect the extent to which respondents used self-care strategies to alleviate high stress levels associated with caring for an ASD child. The study was comprised of twenty eight respondents. The study found that the higher the level of education completed by the parent the greater the likelihood that self-care strategies were utilized. The study also found that the age of the ASD child was a factor in the level of physical self-care being incorporated among parents. Psychological self-care was also found to affect other categories of self-care. Both females and males listed lack of time as the greatest obstacle in implementing self-care. The study recommends that viewing self-care as important and finding small ways to incorporate self-care strategies might well improve other areas of parent well-being.

Autism Spectrum Disorder (Autism Spectrum Disorder) is a neurodevelopmental syndrome characterized by impairment to social communication adjoined by the presence of rigidity, restricted interests, and/or repetitive behaviors. Diagnosis of Autism Spectrum Disorder recently shifted from a series of pervasive developmental disorders recognized in the 4th edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM-IV-TR; American Psychiatric Association, 2000) to a single, comprehensive diagnosis in the 5th edition of the same manual (DSM-5; APA, 2013). To evaluate the appropriateness in this shift in diagnostic practice, the current study evaluates the consistency in symptom presentation amongst the previous DSM-IV-TR diagnoses. Additionally, this study identifies several novel considerations for Autism Spectrum Disorder symptom presentation in high ability youth. Thus, the current study addresses broad considerations for discrete versus continuous symptom presentation in Autism Spectrum Disorder, as well as contributes to the limited literature addressing Autism Spectrum Disorder symptom presentation features in high ability youth. A review of literature on theory, conceptualization, and assessment of Autism Spectrum Disorder is provided, as well as a review of relevant literature for high ability youth diagnosed with Autism Spectrum Disorder. Progression of Autism Spectrum Disorder diagnosis is discussed, with emphasis upon the current debate regarding shifts from utilization of many diagnoses to a single, comprehensive diagnosis. Next, unique challenges associated with Autism Spectrum Disorder in high ability youth are identified, including current conceptualization, assessment, and treatment considerations. Due to identified gaps in consistent understanding of Autism Spectrum Disorder presentation, including Autism Spectrum Disorder in high ability youth, the author conducted two complementary studies. The first of these studies evaluated consistency in parent ratings on Autism Spectrum Disorder screening tools across previously used diagnostic labels (i.e., Autistic Disorder (AD), Asperger's Syndrome (AS), and Pervasive Developmental Disorder, Not Otherwise Specified (PDD-NOS)) now subsumed under Autism Spectrum Disorder diagnostic criteria in the DSM-5. The second study analyzed Autism Spectrum Disorder symptoms reported by parents of high ability youth. Data collection for this latter study included a novel research measure intended for identifying symptoms associated with high ability Autism Spectrum Disorder. Items on this form were derived through a card sort of items included in current symptom screening tools completed by content area experts. Additionally, this novel research measure included an open-ended item for parents of high ability youth to report additional symptoms. Results from the first study suggest that parents of children diagnosed with AD, AS, and Pervasive Developmental Disorder, Not Otherwise Specified do not differentially report symptoms on two current Autism Spectrum Disorder screening tools: (1) The Social Responsiveness Scale (SRS; Constantino & Gruber, 2005) and (2) the Autism Spectrum Screening Questionnaire (ASSQ; Ehlers, Gillberg, & Wing, 1999). Results from the second study provide evidence of parental perceptions of several nuances in symptom presentation associated with high ability youth with Autism Spectrum Disorder. Specifically, parents frequently endorsed impairment in development and maintenance of social relationships; however, insight into these weaknesses was not consistently reported as impaired. Additionally, restricted interests were acknowledged, with some parents identifying academic or pseudo-academic subjects as common areas of interest. The collective findings from these studies provide evidence of broad consistency in Autism Spectrum Disorder symptom presentation across previously used diagnoses, yet also unique symptom features for high ability youth. Implications for education, clinical practice, and research in both Autism Spectrum Disorder and twice-exceptionality are discussed.

Significant symptoms of anxiety in individuals with autism spectrum disorder (ASD) may arise due to impaired emotion recognition. In light of reports showing ASD-specific developmental changes in amygdala volumes, we expanded a previous study of recognition of music-evoked emotions in ASD versus typical controls (CON). We explicitly compared both behavioral and psychophysiological response to music-evoked emotions of children (ages 8-11) and older adolescents (ages 16-18). A total of 91 participants (42 ASD) listened to segments of instrumental music that had been previously validated to evoke happy, sad, or scary emotional valence. We measured accuracy and reaction time while also collecting skin conductance response. The ASD group demonstrated reduced skin conductance response to the emotional music stimuli overall, compared to controls. The younger child groups, regardless of diagnosis showed greater physiological reactivity to scary stimuli than to the other emotions. Analysis of behavioral data demonstrated an interaction of age group and diagnostic group: for scary music, the older control group was more accurate than the younger control group while the opposite pattern was observed for the ASD group. These data suggest disrupted developmental trajectories for integrating physiological and cognitive cues in ASD. This lack of integration may underlie increased feelings of uncertainty and anxiety that are associated with more difficult and less adaptive decision making in ASD.

The discovery of mirror neurons and the mirror neuron system is one of the most interesting breakthroughs in the field of neuroscience in recent years. The topic stretches over a wide spectrum of research fields but one of the more prominent areas is concerned with the role of mirror neurons in autism spectrum disorder. It is hypothesized that an impaired mirror neuron system may be one of the main causes underlying the deficits seen in autistic individuals. Parallel to the broken mirror theory of autism there are critical voices claiming there is not enough empirical evidence to support such a theory. Research carried out in the area seems to offer support for both contradictory approaches making it hard to conclude the definite role of mirror neurons in this developmental disorder. Future research may offer conclusive answers concerning the role of the mirror neuron system in autism spectrum disorder as well as other important questions regarding the functional properties of the brain areas under question.

Det uppskattas att ca 2 barn av 1000 har autism (AST) i Sverige idag, vilket innebär genomgripande störningar i utvecklingen. Barn som drabbas av denna störning har ofta ett stort hjälpbehov från sin omgivning och att som förälder få ett barn med denna diagnos innebär stora förändringar i det dagliga livet. Syftet med denna studie var att beskriva föräldrars erfarenheter och upplevelser av att leva med barn med autismspektrumtillstånd. För att besvara studiens syfte har en litteraturöversikt genomförts, där sammanlagt 9 artiklar har analyserats. Vid analysen framkom 5 olika områden: outtalad ansvarsfördelning, att känna sig isolerad, oro, stress och depression, strategier för att kunna hantera situationen och vikten av socialt och professionellt stöd. Det framkom av resultatet att de föräldrar som lever med ett barn med AST upplever att de bär en tung börda som är relaterad till barnets problem och svårighetsgrad. Det är därför viktigt att som sjuksköterska känna till föräldrars upplevelser och erfarenheter för att på bästa sätt kunna möta dessa familjer och ge så god omvårdnad som möjligt. / It is estimated that approximately 2 children by 1000 has autism (AST) in Sweden today, which means major disruption in the development. Children who suffer from this disorder often have a large need of help from their surroundings and parents who have a child with this diagnosis experience major changes in daily life. The purpose of this study is to describe parents' experiences of living with a child with autism spectrum disorder. To answer the purpose of the study, a literature review was made where nine articles were analyzed. The analysis revealed five different areas: unspoken responsibilities, to feel isolated, anxiety, stress and depression, strategies to cope with the situation and the importance of social and professional support. The result of the analysis showed that parents living with a child with ASD experience a though burden which is related to the child's problems and severity of the disorder. It is there for important as a nurse to know parents' experiences, to be able to meet these families and give as good care as possible.

Abstract In 2013, the diagnosis of Asperger’s syndrome will be eliminated as a stand-alone diagnosis, to be subsumed into the existing diagnosis of Autism Spectrum Disorder. In this paper, a study with the objective of emphasizing current opinions regarding the change in diagnosis is performed. Another objective is to examine the connection between identity and diagnosis. The study therefore targets people with a diagnosis, in this case Asperger’s syndrome. The empirical material of the study has been collected through a quantitative web-based survey. It has thereafter been studied and analyzed using findings from previous research and theoretical concepts. The study concludes that a majority of the respondents have a negative attitude towards the change in diagnosis. The result also suggests that, in this study, there is a correlation between the attitude regarding the change in diagnosis, and the view that the own diagnosis is an important part of one’s identity.

Humans and dogs have lived among each other in mutually beneficial relationships for thousands of years. In recent years, this human-animal bond has emerged as a catalyst for animal-assisted activities and therapies that may benefit those with disabilities, including children with autism spectrum disorders (ASD). ASD are characterized by qualitative impairments in social interaction and communication and restricted repetitive and stereotyped patterns of behavior, interests, and activities. The nonverbal and nonjudgmental nature of dogs may be non-threatening and easier for children with ASD to decode, which may decrease anxiety and facilitate social bonding. Further, with their roles as social lubricants/transitional objects and natural foci of interest, dogs may facilitate social interaction between children with ASD and other people. Using a single case, multiple baseline design across participants, this study investigated whether multiple semi-structured interactions with dogs would increase social and communicative behaviors and decrease restricted repetitive and stereotyped patterns of behavior in children. Although only two had statistically significant results, all three participants showed responses to intervention in the hypothesized directions. This study supports the position that children with ASD may benefit from participating in animal-assisted activities with dogs.

<p>Det uppskattas att ca 2 barn av 1000 har autism (AST) i Sverige idag, vilket innebär</p><p>genomgripande störningar i utvecklingen. Barn som drabbas av denna störning har ofta ett</p><p>stort hjälpbehov från sin omgivning och att som förälder få ett barn med denna diagnos</p><p>innebär stora förändringar i det dagliga livet. Syftet med denna studie var att beskriva</p><p>föräldrars erfarenheter och upplevelser av att leva med barn med autismspektrumtillstånd.</p><p>För att besvara studiens syfte har en litteraturöversikt genomförts, där sammanlagt 9</p><p>artiklar har analyserats. Vid analysen framkom 5 olika områden: outtalad</p><p>ansvarsfördelning, att känna sig isolerad, oro, stress och depression, strategier för att kunna</p><p>hantera situationen och vikten av socialt och professionellt stöd. Det framkom av resultatet</p><p>att de föräldrar som lever med ett barn med AST upplever att de bär en tung börda som är</p><p>relaterad till barnets problem och svårighetsgrad. Det är därför viktigt att som</p><p>sjuksköterska känna till föräldrars upplevelser och erfarenheter för att på bästa sätt kunna</p><p>möta dessa familjer och ge så god omvårdnad som möjligt.</p> / <p>It is estimated that approximately 2 children by 1000 has autism (AST) in Sweden today,</p><p>which means major disruption in the development. Children who suffer from this disorder</p><p>often have a large need of help from their surroundings and parents who have a child with</p><p>this diagnosis experience major changes in daily life. The purpose of this study is to</p><p>describe parents' experiences of living with a child with autism spectrum disorder. To</p><p>answer the purpose of the study, a literature review was made where nine articles were</p><p>analyzed. The analysis revealed five different areas: unspoken responsibilities, to feel</p><p>isolated, anxiety, stress and depression, strategies to cope with the situation and the</p><p>importance of social and professional support. The result of the analysis showed that</p><p>parents living with a child with ASD experience a though burden which is related to the</p><p>child's problems and severity of the disorder. It is there for important as a nurse to know</p><p>parents' experiences, to be able to meet these families and give as good care as possible.</p>

<p>The discovery of mirror neurons and the mirror neuron system is one of the most interesting breakthroughs in the field of neuroscience in recent years. The topic stretches over a wide spectrum of research fields but one of the more prominent areas is concerned with the role of mirror neurons in autism spectrum disorder. It is hypothesized that an impaired mirror neuron system may be one of the main causes underlying the deficits seen in autistic individuals. Parallel to the broken mirror theory of autism there are critical voices claiming there is not enough empirical evidence to support such a theory. Research carried out in the area seems to offer support for both contradictory approaches making it hard to conclude the definite role of mirror neurons in this developmental disorder. Future research may offer conclusive answers concerning the role of the mirror neuron system in autism spectrum disorder as well as other important questions regarding the functional properties of the brain areas under question.</p>

Background: The skill to attribute mental states to the self and others, or Theory of Mind (ToM), is a problem seen universally amongst children with autism spectrum disorders (ASD) and may also affect the ability to make inferences about characters while reading narrative text. Aim: The aim of this study was to teach four male participants with ASD an explicit cognitive strategy to answer inferential questions and provide feedback regarding their answers to improve their reading comprehension and ToM. Method: A single case study ABC design was used to assess the effect of the intervention. The participants read five short narrative passages each session for 20 sessions, and answered one factual and one inferential question following each passage. Specific feedback was used to respond to the answers of each question in the intervention phase. Pre- and post-intervention levels of reading comprehension and ToM were measured. Results: All four participants improved their reading comprehension in a pre and post-intervention test and three of the four participants improved their ToM understanding, although their ability to answer inferential questions involving ToM did not improve greatly. Limitations: Limitations of the study include not asking enough inferential questions involving ToM each session. During post-hoc analysis of the results it became clear that the participants could have benefited from more practice of using the strategy. Individual reading ability should have been assessed before the intervention began to determine the appropriate reading level at the beginning of the intervention. Conclusions: The explicit cognitive strategy had limited effect on participant’s ability to answer inferential questions involving ToM; however the participants improved their scores on pre and post-intervention tests of reading comprehension and ToM. These results suggest that making inferences in text may involve ToM and that the problems seen in the reading comprehension profiles of children with ASD may be attributed to their limited ToM skills.