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Children with autism spectrum disorder (ASD) commonly experience reading difficulties, especially in reading comprehension. Children with ASD also commonly experience deficits in cognitive processes, including attention, executive functions, inferencing, among other cognitive abilities. In particular, there is evidence that attention and EF abilities are important for reading proficiency and that such deficits in ASD may contribute to reading difficulties in this population, although this area is understudied. The Integrated Model of Reading Comprehension (IMREC) conceptualizes comprehension as the product (i.e., a coherent mental representation of text in the reader’s mind) of automatic (e.g., the availability of recently processed information in working memory) and strategic (e.g., effort for predicting and monitoring text for meaning) processes. As such, it outlines cognitive contributors to reading comprehension, thus making it potentially valuable in the conceptualization of reading comprehension in ASD. The aim of the current study was to investigate underlying cognitive components associated with reading comprehension in children with ASD, as informed by the IMREC model. A systematic review of the association between cognitive variables and reading comprehension in individuals with ASD was conducted. The review included articles published between 2000 and 2020. 1,430 articles were initially screened, and 22 articles met study inclusion criteria and were included in the final review. Results indicated that working memory, intelligence, and verbal memory are important for reading comprehension in ASD, though there is much research to be done in the area, especially around factors such as inference and attention allocation. Future research should utilize more clearly defined samples, theoretically-based cognitive variables, and theoretically-based study design. / Graduate

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Introduction: Implementing low-intensity interventions, such as group-based parent education and training (PET), is a cost and time effective way of providing early intervention for families and their children with autism spectrum disorder (ASD) in low- and middle-income countries (LMICs). Relatively little empirical research demonstrates the effectiveness of parent education and training in this context. Methods: The study aimed to develop and pilot a group-based parent education and training (PET) programme (COMPAS) and determine its appropriateness and acceptability. Secondly, it aimed to investigate the clinical effectiveness of the programme to improve the communication interaction skills and self-efficacy beliefs of parents of young children with autism. The study followed an exploratory sequential mixed methods research design and used the Replicating Effective Programs (REP) framework. Sixty-one participants took part in the study which consisted of 3 phases. In phase one we developed the programme and teaching materials and activities. In the pre-implementation phase, we collected qualitative and quantitative data via questionnaires from two stakeholder groups (25 parents and 5 autism experts). In the implementation phase, we used a single group pre-test post-test design with 31 parents of children with autism to determine changes in parent-child interaction and parenting self-efficacy. The primary outcome of the implementation phase, parent-child interaction, was measured using the Parenting Interactions with Children: Checklist of Observations Linked to Outcomes (PICCOLO), and the secondary outcome, parenting self-efficacy, was measured using the Parenting Sense of Competence Scale (PSOC) and the Parenting Self-Efficacy Measuring Instrument (P-SEMI). Results: In the pre-implementation phase, a panel of experts agreed the training content was comprehensive and relevant, and that the manual was user-friendly. After the pilot study parents felt confident that they could use at least one of the strategies taught during everyday routines or play with their child. Results from the implementation phase indicated significant improvement in parenting interactions (p < .05, d = 1.26) and self-efficacy (p < .05, d = 0.35) after the training. Conclusion: We developed and piloted a training programme in a LMIC setting which resulted in increased interaction skills and self-efficacy for parents of young children with autism. This study indicates that brief, group parent education and training in a LMIC is feasible and can be effective in improving parenting skills and feelings of competence.

京都大学 / 新制・課程博士 / 博士(人間健康科学) / 甲第23125号 / 人健博第87号 / 新制||人健||6(附属図書館) / 京都大学大学院医学研究科人間健康科学系専攻 / (主査)教授 林 悠, 教授 稲富 宏之, 教授 村井 俊哉 / 学位規則第4条第1項該当 / Doctor of Human Health Sciences / Kyoto University / DFAM

In this survey, a number of recent studies were reviewed to assess the impact of using assistive technology in teaching students diagnosed with Autism Spectrum Disorder. The survey investigates the possible beneficial effects of such technology in terms of academic learning as well as in terms of social integration of students in the years 4-6 (ages 9 -13). The role of Autism Spectrum Disorder in limiting the learning abilities and social skills of diagnosed students is covered, explaining the factors most relevant within this context. Recent studies were chosen as they dealt with more recent technological tools that are relevant today, with the exclusion of older forms of technology that are deemed obsolete. The different forms of technology used in these studies are taken into consideration, both simple and advanced forms were reviewed, and the results were examined critically. In addition, different sample sizes were also considered, ranging from single cases to relatively bigger samples. The findings do confirm that the use of assistive technology does help improve the social and academic performance of autistic students to varying degrees and that improvements are felt by the educators as well as parents and caregivers. Attention was given to the factors influencing the choice of the technological tools used in assisting autistic students. The survey further considers the limitations and setbacks that can occur with the use of technology

Autism spectrum disorder (ASD) is a neurodevelopmental disorder affecting social behaviors. ASD affects 1 in 59 children with males affected more frequently. ASD is postulated to result from excitatory and inhibitory neurotransmission imbalances. Brain-derived neurotrophic factor (BDNF) signaling affects ASD by influencing synaptogenesis, plasticity, and survival. Studying early in-utero neuropathological changes within ASD requires the use of animal models. Expression of BDNF-associated genes were analyzed within laser capture microdissected pyramidal neurons from the anterior cingulate cortex of male and female BTBR and valproic acid mouse models. No expression differences were found in any gene comparing the three groups. Gender comparisons did identify differences in NTRK2 and EFNB2. Significant correlations of gene expression were identified for male NTRK2 with EFNB2 and GRIN1 and EFNB2 with GRIN1 and female BDNF with GRIN1 expressions (p

Background: Some children with ASD have comprehension difficulties that affect their ability to follow directives that contain prepositions. Aided input has been known to facilitate improved comprehension skills when spoken language is used with graphic symbols. Aims: This study examined the effects that aided input presented at two levels (20% of aided input and 60% of aided input) has on children with ASD’s following of directives that contain prepositions. Methods: An experimental, within-subjects crossover design was utilised where all participants were exposed to each treatment condition at a different time period. Altogether 21 participants between 5.0 and 11.11 years of age were asked to follow 12 directives using aided input at two conditions. Participants first completed a pre-test task to confirm their noun knowledge, preposition knowledge and matching skills. Participants were described based on the CARS classification and their PPVT-4 scores. The effects of the aided input were measured and compared based on the accuracy of responses. Results: Descriptive statistics were used to describe the data, and multivariate analysis was used to analyse the data. Some children with ASD (n=9) who received a higher level of aided input (60%) were able to respond more accurately than those who received a lower level of aided input (20%). However, some children with ASD (n=4) responded more accurately to the lower level of aided input (20%) than the higher level of aided input (60%). Some children with ASD (n=5) responded in the same manner for both levels of aided input and some children with ASD (n=3) did not respond at all despite the level of aided input. The results showed no statistically significant difference between the higher (60%) and lower (20%) levels of aided input. Conclusion: It was concluded that the 60% aided input level yielded a higher accuracy of responses than the 20% aided input level in some children with ASD. In addition, the results suggest that augmenting spoken language was advantageous in some children with ASD. However, further research is needed to better describe the effects of aided input, using graphic symbols. Future research directions are suggested. / Dissertation (MA)--University of Pretoria, 2019. / Centre for Augmentative and Alternative Communication (CAAC) / MA / Unrestricted

Virtual learning has been used long before the COVID-19 pandemic for mental health care or acute conditions but was rarely used as a replacement for in-person visits. Additionally, virtual learning was primarily used for those earning graduate and undergraduate degrees. Virtual learning for individuals younger than eighteen is not typically researched, as it has not been a subject of importance or seen as a replacement for in-person learning. The current study worked with four male children under the age of eighteen from both the neurotypical and neurodiverse populations. Participants were paired into dyads to assess learning done both virtually and in-person when presented with a brainteaser puzzle using a multiple baseline across participants design. Two of the four participants engaged in both treatment conditions. Percent of independently completed steps of a brainteaser puzzle and percent of on-task behavior were measured across conditions. Implications of the current study suggest that individuals that are considered severely delayed may learn more proficiently when in-person, however, others with less severe developmental disabilities and those that are considered neurotypical may be able to learn across either condition.