,Document Title,Abstract,Year,PDF Link,label
0,Subject-adaptive Integration of Multiple SICE Brain Networks with Different Sparsity,"As a principled method for partial correlation estimation, sparse inverse covariance estimation (SICE) has been employed to model brain connectivity networks, which holds great promise for brain disease diagnosis. For each subject, the SICE method naturally leads to a set of connectivity networks with various sparsity. However, existing methods usually select a single network from them for classification and the discriminative power of this set of networks has not been fully exploited. This paper argues that the connectivity networks at different sparsity levels present complementary connectivity patterns and therefore they should be jointly considered to achieve high classification performance. In this paper, we propose a subject-adaptive method to integrate multiple SICE networks as a unified representation for classification. The integration weight is learned adaptively for each subject in order to endow the method with the flexibility in dealing with subject variations. Furthermore, to respect the manifold geometry of SICE networks, Stein kernel is employed to embed the manifold structure into a kernel-induced feature space, which allows a linear integration of SICE networks to be designed. The optimization of the integration weight and the classification of the integrated networks are performed via a sparse representation framework. Through our method, we provide a unified and effective network representation that is transparent to the sparsity level of SICE networks, and can be readily utilized for further medical analysis. Experimental study on ADHD and ADNI data sets demonstrates that the proposed integration method achieves notable improvement of classification performance in comparison with methods using a single sparsity level of SICE networks and other commonly used integration methods, such as Multiple Kernel Learning. © 2016 Elsevier Ltd",2019,https://scholar.google.com.br/,no
1,The multi-component anature of statistical learning,"The central argument presented in this paper is that statistical learning (SL) is an ability comprised of multiple components that operate largely implicitly. Components relating to the stimulus encoding, retention and abstraction required for SL may include, but are not limited to, certain types of attention, processing speed and memory. It is likely that individuals vary in terms of the efficiency of these underlying components, and in patterns of connectivity among these components, and that SL tasks differ from one another in how they draw on certain underlying components more than others. This theoretical framework is of value because it can assist in gaining a clearer understanding of how SL is linked with individual differences in complex mental activities such as language processing. Variability in language processing across individuals is of central concern to researchers interested in child development, including those interested in neurodevelopmental disorders where language can be affected such as autism spectrum disorders (ASD). This paper discusses the link between SL and individual differences in language processing in the context of age-related changes in SL during infancy and childhood, and whether SL is affected in ASD. Viewing SL as a multicomponent ability may help to explain divergent findings from previous empirical research in these areas and guide the design of future studies. © 2016 The Author(s) Published by the Royal Society. All rights reserved.",2019,https://scholar.google.com.br/,no
2,Wellbeing of mothers of children with “A-U-T-I-S-M” in Malaysia: An interpretative phenomenological analysis study,"Background This qualitative study aimed to explore how mothers gave meaning to their experiences of raising a child with autism spectrum disorder (ASD) in Malaysia. Methods Using interpretative phenomenological analysis, semistructured interviews were conducted with 8 Malaysian mothers from different ethnic backgrounds (4 Chinese, 3 Malays, and 1 Indian). Results Three themes for the mothers' adaptation and wellbeing development were identified, including Problem realisation within the context: Learning to spell A-U-T-I-S-M in Malaysia, WE are living with autism, and Resilient overcoming: Climbing Mount Kinabalu. The mothers viewed their child's ASD symptoms and behaviour problems (e.g., hyperactivity and sleep difficulties) as taking a toll on wellbeing. However, coping strategies, including acceptance, proactive mindset, character growth, spirituality, and parent support networks, fostered wellbeing. Conclusion Both intrapersonal and interpersonal protective processes were important. The findings suggested that Seligman's (2011) PERMA framework may be applicable to understanding parental wellbeing. Clinical, policy, and research suggestions were discussed. © 2016 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.",2019,https://scholar.google.com.br/,no
3,My drama: Story-based game for understanding emotions in context,"This paper presents My Drama, a story-based game application that helps to understand emotions in context. The game was developed for young people with autism, who usually have trouble understanding the non-verbal expression of emotions. We combined elements of drama therapy and mobile game design to let players experience taking perspectives by assuming the role of the cartoon character and practice context-dependent recognition of expressed emotions in the story, and collecting of related to the story emotional expression photographs n in a known environment. The outcomes of a pilot test indicate that My Drama is a promising and engaging training tool for emotion understanding while collecting of emotional expression photographs increased the communication. Long-term research on its effectiveness is needed. © ICST Institute for Computer Sciences, Social Informatics and Telecommunications Engineering 2017.",2019,https://scholar.google.com.br/,no
4,Understanding carers' lived experience of stigma: the voice of families with a child on the autism spectrum,"Existing research suggests that there are several unique challenges associated with caring for a child on the autism spectrum. Despite a growing evidence base regarding autism spectrum disorders and their increasing prevalence, children on the autism spectrum and their families continue to perceive stigmatisation from various sources throughout the community. These perceptions of stigma can profoundly impact the quality of life of these children and their carers alike. This exploratory study sought to investigate carers' perceptions of stigma in caring for a child with high functioning autism. Fifteen carers from Sydney and the South Coast regions of New South Wales, Australia, participated in semi-structured interviews regarding their caring experiences and any perceived encounters with stigma. Four domains of stigmatising experiences were identified: (i) lack of knowledge, (ii) judgement, (iii) rejection and (iv) lack of support. These domains were each reported to exist in four main contexts: (i) school, (ii) public, (iii) family and (iv) friends. These domains and contexts established a framework which provided a detailed account of how and where carers felt stigmatised, including the suggestion of a stigmatising pathway through the four domains. The main contexts in which stigma was perceived also appeared to be related, with those carers who experienced stigma in one context being more likely to report similar experiences in other contexts. Any attempts to empower carers in the face of stigmatisation should therefore consider each of these domains, the pathway that connects them and the relationship between different social contexts. Through identifying this pathway, supportive services can be acutely aware of how carers may perceive potentially stigmatising experiences and therefore provide appropriate interventions or support for the relevant stage of the pathway. © 2015 John Wiley & Sons Ltd",2019,https://scholar.google.com.br/,no
5,Effects of neurofeedback training on sustain attention and planning in students with attention deficit disorder,"Introduction: Neurofeedback training is a new therapeutic method with the ability to improve the sustain attention and planning in students with attention deficit disorder through amending electroencephalographic abnormalities. The aim of this study was to investigate the effects of neurofeedback training on sustain attention and planning ability in students with attention deficit disorder. Materials and Methods: This was a semi-experimental study with a pre-test and post-test design along with a control group. The statistical population included the elementary school students with attention deficit disorder who referred to Gharchak city counseling center in 2013. Totally, 30 students were selected through available sampling method and randomly assigned into two groups. The experimental group received 12 sessions of 60 minutes neurofeedback training. The computer-based test of Continuous Performance Test and computer-based test of Tower of London were used to measure the sustain attention and planning, respectively. Results: Our findings showed that the neurofeedback training led to a significant increase in sustain attention and planning ability in students with attention deficit disorder (P<0.05). Conclusion: Our results showed that neurofeedback training method can improve sustain attention and planning in students with attention deficit disorder. Therefore, it is highly suggested that counselors and therapists to use this method for treating students with attention deficit disorder. © 2015, Singapore Medical Association. All rights reserved.",2019,https://scholar.google.com.br/,no
6,A Review of Factors that Promote Resilience in Youth with ADHD and ADHD Symptoms,"The vast majority of research on youth with ADHD has focused on risk factors and describing the types of impairment individuals with ADHD experience. However, functional outcomes associated with ADHD are heterogeneous, and although many youth with ADHD experience significant negative outcomes (e.g., school dropout), some are successful in multiple domains of functioning (e.g., pursue and graduate college). There is a growing body of literature supporting the existence of factors that protect youth with ADHD from experiencing negative outcomes, but there is no published synthesis of this literature. Accordingly, the goals of this review are to conceptualize risk–resilience in the context of ADHD using a developmental psychopathology framework and to systematically review and critique evidence for promotive and protective factors in the context of ADHD. The literature search focused specifically on resilience in the context of ADHD symptoms or an ADHD diagnosis and identified 21 studies, including clinic, school, and community samples. Findings of promotive and/or protective factors are summarized across individual, family, and social–community systems. Overall, we know very little of the buffering processes for these youth, given that the study of promotive and protective factors in ADHD is in its infancy. The strongest evidence to date was found for social- and family-level systems. Specifically, multiple longitudinal studies support social acceptance as a protective factor, buffering against negative outcomes such as poor academic performance and comorbid depressive symptoms for youth with ADHD. There was also compelling evidence supporting positive parenting as a promotive factor. In terms of individual-level factors, positive or modest self-perceptions of competence were identified as a promotive factor in multiple studies. Future directions for research that will catalyze the study of resilience with ADHD are provided, and the potential for targeting protective mechanisms with intervention and prevention is discussed. © 2016, Springer Science+Business Media New York.",2019,https://scholar.google.com.br/,no
7,Using robot animation to promote gestural skills in children with autism spectrum disorders,"School-aged children with autism spectrum disorders (ASDs) have delayed gestural development, in comparison with age-matched typically developing children. In this study, an intervention program taught children with low-functioning ASD gestural comprehension and production using video modelling (VM) by a computer-generated robot animation. Six to 12-year-old children with ASD (N = 20, IQ < 70) were taught to recognize 20 gestures produced by the robot animation (phase I), to imitate these gestures (phase II) and to produce them in appropriate social contexts (phase III). Across the three phases, significant differences were found between the results of the pretest and the immediate and follow-up posttests, the results of both posttests were comparable, after controlling for the children's motor and visual memory skills. The children generalized their acquired gestural skills to a novel setting with a human researcher. These results suggest that VM by a robot animation is effective in teaching children with low-functioning ASD to recognize and produce gestures. Lay Description: What is already known about this topic: Children with autism spectrum disorders (ASDs) have difficulties with nonverbal communication. Children with ASD have difficulties in recognizing and producing gestures. What this paper adds: A multiphase therapeutic intervention program using video modelling (VM) of robot animation is effective to promoting the gestural communication skills, both recognition and production, in children with low-functioning ASD. Children with ASD have improved their skills to recognize the taught gestures (phase I), imitate them (phase II) and produce them in appropriate social contexts (phase III). Children with ASD are able to generalize the acquired skills to human-to-human interactions after the intervention program. Implications for practice and/or policy: VM of a robot animation is effective in teaching children with low-functioning ASD both gesture recognition and gesture production. The multiphase therapeutic intervention protocol can be recommended for clinicians or teachers in special schools to teach children with low-functioning ASD gestural communication skills. © 2016 John Wiley & Sons Ltd",2019,https://scholar.google.com.br/,no
8,Using Video Models to Teach Students with Disabilities to Play the Wii,"This study investigated effects of video modeling (VM) when teaching recreation and leisure skills to three high school students with moderate intellectual disabilities and autism spectrum disorder. Results, evaluated via a multiple probe across participants design, indicated that VM was effective for teaching all students to play the Wii. Students were able to maintain high levels of accuracy in follow-up probes. Study limitations and implications for future research are discussed. © Hammill Institute on Disabilities 2014.",2019,https://scholar.google.com.br/,no
9,Diagnosing autism/autism spectrum disorders,"Awareness of autism spectrum disorder (ASD) within public and medical domains has increased. Demand on services is high as children and young people are being presented for earlier advice, assessment and diagnosis. To maximise detection and minimise harm it is essential for all clinicians working with children including primary care teams, allied healthcare professionals, educational and social care staff to have a sound knowledge of the presentation and assessment of autism spectrum disorders (ASD) and an understanding of the co-morbidities. Whilst routes of entry for referrals can vary due to a diversity of presentation and local service provision, there are standards in the recognition, referral and diagnosis of autism. Early identification is advantageous in order to maximize the child's potential, provide appropriate support and targeted intervention for ASD and co-occurring conditions with the aim of improving outcomes. This review addresses the diagnosis of ASD and provides an assessment framework for professionals who encounter a child with a suspected autism spectrum disorder. © 2016",2019,https://scholar.google.com.br/,no
10,Transitions for Students with Intellectual Disability and/or Autism Spectrum Disorder: Carer and Teacher Perspectives,"Schooling transitions are often challenging experiences for students with intellectual disability and/or autism spectrum disorder (ID/ASD), their families, and their teachers. Transition processes, particularly planning, can facilitate successful transitions from primary to secondary schools, and to postschool settings. Bronfenbrenner's ecological model served as a theoretical framework to examine parents' and teachers' experiences with transitions for students with ID/ASD attending special schools. The authors interviewed 14 carers and 13 teachers of students with ID/ASD attending special government schools in New South Wales. The interviews were analysed using content analysis. The findings of this small-scale Australian study indicate that although transition practices varied widely by school, both parents and teachers perceived that more can be done to support students with ID/ASD during these times. School-home collaboration and access to information about postschool settings were areas that were emphasised by both groups. Furthermore, the lack of student involvement in transition meetings was of great concern, given that student-focused planning is a well-established evidence-based transition practice. The processes that are implemented to support students with ID/ASD require closer scrutiny, as results revealed inconsistencies in transition planning across schools, and both parents and teachers suggested ways to strengthen transition processes. Copyright © The Author(s) 2016.",2019,https://scholar.google.com.br/,no
11,Applied Cliplets-based half-dynamic videos as intervention learning materials to attract the attention of adolescents with autism spectrum disorder to improve their perceptions and judgments of the facial expressions and emotions of others,"Background: Autism spectrum disorders (ASD) are characterized by a reduced ability to understand the emotional expressions on other people's faces. Increasing evidence indicates that children with ASD might not recognize or understand crucial nonverbal behaviors, which likely causes them to ignore nonverbal gestures and social cues, like facial expressions, that usually aid social interaction. Objective: In this study, we used software technology to create half-static and dynamic video materials to teach adolescents with ASD how to become aware of six basic facial expressions observed in real situations. Methods: This intervention system provides a half-way point via a dynamic video of a specific element within a static-surrounding frame to strengthen the ability of the six adolescents with ASD to attract their attention on the relevant dynamic facial expressions and ignore irrelevant ones. Results: Using a multiple baseline design across participants, we found that the intervention learning system provided a simple yet effective way for adolescents with ASD to attract their attention on the nonverbal facial cues, the intervention helped them better understand and judge others' facial emotions. Conclusion: We conclude that the limited amount of information with structured and specific close-up visual social cues helped the participants improve judgments of the emotional meaning of the facial expressions of others. © 2016, The Author(s).",2019,https://scholar.google.com.br/,no
12,Speech-generating devices: effectiveness of interface design—a comparative study of autism spectrum disorders,"Background: We analyzed the efficacy of the interface design of speech generating devices on three non-verbal adolescents with autism spectrum disorder (ASD), in hopes of improving their on-campus communication and cognitive disability. The intervention program was created based on their social and communication needs in school. Two operating interfaces were designed and compared: the Hierarchical Relating Menu and the Pie Abbreviation-Expansion Menu. Methods: The experiment used the ABCACB multiple-treatment reversal design. The test items included: (1) accuracy of operating identification, (2) interface operation in response to questions, (3) degree of independent completion. Each of these three items improved with both intervention interfaces. Results: The children were able to operate the interfaces skillfully and respond to questions accurately, which evidenced the effectiveness of the interfaces. Conclusions: We conclude that both interfaces are efficacious enough to help nonverbal children with ASD at different levels. © 2016, The Author(s).",2019,https://scholar.google.com.br/,yes
13,A longitudinal (3 years) study of the development of four children with autism without mental retardation after 90 sessions of social skills training [Suivi longitudinal (3 ans) et développement de 4 enfants avec autisme sans retard mental après 90 séances d'entraînement aux habiletés sociales],"Introduction Few studies on social skills training essentially based on ABA techniques are dedicated to children with autism aged 5 to 10 years whereas autistic disorders can be diagnosed in very early childhood. Generally, the main criticisms about these social skills training are: shortness of programs (around 20 sessions), no manual with precise descriptions of sessions and used techniques, and a lack of generalization of the learned skills in everyday life. Objectives To describe the evolution (before/after) of symptoms and sociocommunicative skills of 7 children with autism and no mental retardation (mean age = 7.08) who participated in 90 sessions (during 3 years) in a learning group of communication and socialization (or LGCS). Method To develop these sessions, we referred to intellectual and verbal levels obtained by the children on The Wechsler Intelligence Scales. We proposed activities such as open discussion, telling about events or vacations, learning of and communicative social rules, social games, outdoor exercises at home or in parks/shops/supermarkets/restaurants with known/unknown children/adults/sellers. To target the social and communicative skills, we also referred to their intellectual level and to Assessment of basic language and learning skills (ABBLS). To practice these sessions, we referred to: (1) TEACCH cognitive ergonomics principles (Treatment and education of autistic and related communication handicapped children developed by Schopler), and especially (2) ABA techniques (Applied behavior analysis) which are rarely mentioned as such. In particular, we used techniques such as: (a) concrete reinforcements which were frequently evaluated, (b) precise levels of verbal incentives and (c) error corrections. To measure the changes, we assessed children with psychometric tests before and after 90 sessions (ADOS and VABS). Results The scores show significant improvements in autistic symptoms related to communication (ADOS, P = 0.03) and significant improvements in both socialization and communication domains (VABS, P = 0.00). From a symptomatic point of view (ADOS), we clinically observe better conversation skills and more social initiatives. About socialization and communication behaviors, parents reported (VABS): better listening, better verbal expression, more social relationships and a start of friendship for most of the children. Conclusion This three-year longitudinal follow-up is the first known study about the evolution of children with autistic disorders after a great number of sessions of social skills training. It shows that it is possible to adapt social skills training to young children. In addition, our program and our results (VABS) show clear examples of generalization which is targeted as a weakness in the specialized studies. However, the absence of a control group and of a base line strongly limit our results in terms of effectiveness. © 2016 L'Encéphale, Paris",2019,https://scholar.google.com.br/,no
14,ADHD and present hedonism: Time perspective as a potential diagnostic and therapeutic tool,"The article draws primarily from the behavioral findings (mainly psychiatric and psychological observations) and points out the important relationships between attention-deficit/hyperactivity disorder (ADHD) symptoms and time orientation. Specifically, the authors argue that there is a significant overlap between the symptoms of ADHD and Present Hedonism. Present Hedonism is defined by Zimbardo's time perspective theory and assessed by Zimbardo Time Perspective Inventory. Developmental data on Present Hedonism of males and females in the Czech population sample (N=2201) are also presented. The hypothesis of relationship between ADHD and Present Hedonism is mainly derived from the prevalence of addictive behavior (mainly excessive Internet use, alcohol abuse, craving for sweets, fatty foods, and fast foods), deficits in social learning, and increased aggressiveness both in ADHD and in the population scoring high on Present Hedonism in the Zimbardo Time Perspective Inventory. We conclude that Zimbardo's time perspective offers both: 1) a potential diagnostic tool-the Zimbardo Time Perspective Inventory, particularly its Present Hedonism scale, and 2) a promising preventive and/or therapeutic approach by the Time Perspective Therapy. Time Perspective Therapy has so far been used mainly to treat past negative trauma (most notably, posttraumatic stress disorder), however, it also has value as a potential therapeutic tool for possible behavioral compensation of ADHD. © 2016 Weissenberger et al.",2019,https://scholar.google.com.br/,no
15,Development of a graphical user interface for a socially interactive robot: A case study evaluation,"In this paper, we present the development of a graphical user interface for a commercially available humanoid robot to study its interaction with children. The interface has been designed to facilitate the overall operation of the robot, and ultimately improve the interaction with children. Four pilot cases are studied to investigate overall effectiveness of the developed robotic setup in interacting and educating children. Case studies included communication with children in university environment, a day nursery, a junior high school, and at the Winnipeg Children's Hospital. Children and their parents/staffs were asked to provide feedback on how they/their children felt about interacting with the robot. Responses were then translated into quantitative measures. The measures received by each group of children and parents/staffs were compared using the ANOVA test. Results failed to reject the null hypothesis of equality in means of all measures. Therefore, the feedback, provided by both groups using questionnaires, was considered very close to each other. In other words, results indicated that children and parents/staffs expressed great interest in use of the developed system, and believed that such a robot could be a helpful tool in child therapy like autism. © 2016 IEEE.",2019,https://scholar.google.com.br/,no
16,Robot-based therapeutic protocol for training children with Autism,"Robots are commonly used artificial agents with powerful capabilities in navigation, perception and execution in the physical world. One interesting question is how well robots can assist and engage individuals with social and behavioral deficits (such as autism) to acquire new skills? Preliminary studies in autism research demonstrate that in many cases individuals with Autism Spectrum Disorder (ASD) interact more actively and engagingly with robots than humans. As there are limited investigations for utilizing robots in social and behavioral treatments of individuals with ASD, we designed and evaluated a robot-based intervention protocol using a social robot (NAO) to deliver behavioral training mechanism for children with ASD. Results of our pilot study on seven verbal children with high functioning autism show behavioral response improvement, including pointing and facial expression recognition in the majority of the participants as a consequence of the behavioral intervention delivered directly through the robot. Results also show that individuals were able to engage in these learned skills during human-human follow-up sessions. © 2016 IEEE.",2019,https://scholar.google.com.br/,no
17,Robotic behavioral intervention to facilitate eye contact and reading emotions of children with autism spectrum disorders,"Social skills training of children with autism spectrum disorders (ASD) is not an easy problem enough to typically spend a lot of time and repetitive efforts. As means of assistance, we propose and examine the feasibility of a robotic behavioral intervention system to facilitate social development of the children with ASD and relieve operational burden during training process. To this end, based on well-known behavioral treatment protocols, the robot system incorporates robotic stimulation design, recognition modules for human activities, and reinforcement procedure in the interaction scheme design. Using these configuration, it repeatedly perform a role of training eye contact and reading emotions targeted at preschoolers with a high functioning level in the planned training process. Through showing an advantage in a comparative analysis with control group taught by humans, we verified that the proposed system can contribute to evoke positive response of children with ASD and provide labor-saving effect on the clinical environment. © 2016 IEEE.",2019,https://scholar.google.com.br/,no
18,School Experiences of Adolescents With Attention-Deficit/Hyperactivity Disorder,"This article reports on a qualitative study of the school experiences of adolescents with attention-deficit/hyperactivity disorder (ADHD) in the context of quantitative research on teacher attitudes and practices, adolescent self-appraisals, and social and family relationships. Twelve adolescents with ADHD participated in in-depth, semistructured interviews addressing major aspects of school life. Using a modified grounded theory framework, researchers coded these interviews. Three themes emerged: (a) support for a performance deficit, (b) academic and social engagement, and (c) moving from dependence to independence. What is most striking is the low level of agency students demonstrated, that is, rather than acting with purpose on their environments, they seemed to react to things that happened to them. These findings suggest that teachers of adolescents with ADHD know about the nature of the disorder, understand that students' difficulties with organization and academic performance are not typically intentional, use evidence-based interventions to support students, and provide the monitoring and scaffolding needed for academic achievement. The students also provide specific suggestions for parents and peers regarding the supports they need to be successful. © 2015, © Hammill Institute on Disabilities 2015.",2019,https://scholar.google.com.br/,no
19,Assistive technology evaluations: Remote-microphone technology for children with Autism Spectrum Disorder,"The goal of this study was to conduct assistive technology evaluations on 12 children diagnosed with Autism Spectrum Disorder (ASD) to evaluate the potential benefits of remote-microphone (RM) technology. A single group, within-subjects design was utilized to explore individual and group data from functional questionnaires and behavioral test measures administered, designed to assess school- and home-based listening abilities, once with and once without RM technology. Because some of the children were unable to complete the behavioral test measures, particular focus was given to the functional questionnaires completed by primary teachers, participants, and parents. Behavioral test measures with and without the RM technology included speech recognition in noise, auditory comprehension, and acceptable noise levels. The individual and group teacher (n = 8–9), parent (n = 8–9), and participant (n = 9) questionnaire ratings revealed substantially less listening difficulty when RM technology was used compared to the no-device ratings. On the behavioral measures, individual data revealed varied findings, which will be discussed in detail in the results section. However, on average, the use of the RM technology resulted in improvements in speech recognition in noise (4.6 dB improvement) in eight children, higher auditory working memory and comprehension scores (12–13 point improvement) in seven children, and acceptance of poorer signal-to-noise ratios (8.6 dB improvement) in five children. The individual and group data from this study suggest that RM technology may improve auditory function in children with ASD in the classroom, at home, and in social situations. However, variability in the data and the inability of some children to complete the behavioral measures indicates that individualized assistive technology evaluations including functional questionnaires will be necessary to determine if the RM technology will be of benefit to a particular child who has ASD. © 2016 Elsevier Inc.",2019,https://scholar.google.com.br/,no
20,The Schooling Experience of Adolescent Boys with AD/HD: An Australian Case Study,"This study explored the experience of schooling of six adolescent boys diagnosed with AD/HD from the perspectives of the boys, their mothers and their teachers. The study utilised social constructionism as the theoretical orientation and the Dynamic Developmental Theory (DDT) of AD/HD as the explanatory framework. Utilising a multiple, instrumental case-study, data were collected by means of semi-structured individual and focus group interviews as well as a review of school reports across a two year period. Findings of the study suggest that taking medication as prescribed together with supporting the students to make and manage friendships, utilising classroom strategies that support learning, and providing an engaging classroom environment are important considerations to promote a positive schooling experience for adolescents with AD/HD. © 2016 Informa UK Limited, trading as Taylor & Francis Group.",2019,https://scholar.google.com.br/,no
21,Preschoolers' self-regulation moderates relations between mothers' representations and children's adjustment to school,"Consistent with models of environmental sensitivity (Pluess, 2015), research suggests that the effects of parents' behaviors on child adjustment are stronger among children who struggle to regulate their thoughts, feelings, and behaviors compared with children with better self-regulation. This study extended prior research by assessing maternal representations of the child, which presumably underlie mothers' parenting behaviors, to evaluate the moderating influence of preschoolers' self-regulation on relations between mothers' representations and changes in children's negative and positive developmental adjustment outcomes from preschool to first grade. Participants were 187 mothers and their preschoolers. Mothers' representations were assessed via the coherence of their verbal narratives regarding their preschooler and teachers reported on preschoolers' self-regulation. In preschool and first grade, examiners rated children's externalizing behavior problems and ego-resilience, and teachers rated children's externalizing behavior problems and peer acceptance. Consistent with the environmental sensitivity framework, the coherence of mothers' narratives predicted changes in adjustment among children with self-regulation difficulties, but not among children with better self-regulation. Preschoolers with selfregulation difficulties whose mothers produced incoherent narratives showed increased externalizing behavior problems, decreased ego-resilience, and lower peer acceptance across the transition to school. In contrast, preschoolers with better self-regulation did not evidence such effects when their mothers produced incoherent narratives. The implications of these findings for understanding and supporting children's adjustment during the early school years are discussed. © 2016 American Psychological Association.",2019,https://scholar.google.com.br/,no
22,Friendship: Operationalizing the intangible to improve friendship-based outcomes for individuals with autism spectrum disorder,"Purpose: Individuals with autism spectrum disorder (ASD) have social deficits that affect making and maintaining friends. Many empirically tested methods to address these social deficits are available, yet difficulties related to the establishment and maintenance of authentic friendships persist. Method: This viewpoint article (a) briefly reviews the current state of the science relative to social and friendship skills training for individuals with ASD, (b) considers the potential links (or lack thereof) between current social and friendship skill interventions for individuals with ASD and outcomes related to making and maintaining friends, (c) examines how friendship-related outcomes might be maximized, and (d) proposes a framework for intervention planning that may promote these valued outcomes. Results: There are several key concepts to consider in planning intervention targeting friendship as an outcome. These concepts include (a) equal status, (b) mutually motivating and authentic opportunities for interaction, and (c) frequent opportunities for interaction. Conclusions: There are many aspects about friendship development that cannot be controlled or contrived. Much is still to be learned about the achievement of better friendships for individuals with ASD. Reconceptualizing the way we design intervention may promote better outcomes for individuals on the autism spectrum. © 2016 American Speech-Language-Hearing Association.",2019,https://scholar.google.com.br/,no
23,Authenticity in Virtual Reality for assessment and intervention in autism: A conceptual review,"Virtual Reality (VR) technologies have shown potential for learning and assessment for children, adolescents, and adults with autism. Much of the research in this area has taken a conceptual stance of veridicality, that is, that VR offers promise because it can provide authenticity and levels of realism alongside stimulus or environmental control, or both, which may first facilitate learning and the generalization of skills to the real world, and secondly can provide experimental contexts with strong ecological validity for assessment. This conceptual review raises questions about the assumption of veridicality of VR for autism research by examining research literature that has used VR to support learning and to investigate social responding. In so doing, it provides a framework for examining the assumed relationship between virtual and real contexts in order to highlight particular features of design and interaction, as well as background characteristics of participants, that may help or hinder learning and understanding in virtual environments. The conclusions suggest there is a need for the field to systematically examine the different factors that influence responding in VR in order to understand when, and under what circumstances, the responses of individuals with autism can be considered appropriately authentic. There are also opportunities for thinking more radically about research directions by focusing on the strengths and preferences of people with autism, and promoting more participatory and inclusive approaches to research. © 2016 Elsevier Ltd",2019,https://scholar.google.com.br/,no
24,Parent Perceptions of Sexual Education Needs for Their Children With Autism,"Primary responsibility for sexual education for adolescents with autism spectrum disorder falls on parents who have reported a lack of professional and material support. The purpose of this study was to 1) describe parent perceptions of sexual education needs of their children aged 14–20 with an autism spectrum disorder diagnosis and 2) determine parent-preferred mechanisms of delivery for tailored educational intervention strategies. Design and methods The study aims were accomplished by a qualitative research design using focus groups and telephone interviews assisted by a structured interview guide. Study methods and analysis were guided by social marketing principles. Results A total of 15 parents (5 participated in 1 focus group and 10 completed individual interviews) acknowledged their primary role in providing sexual education for their children and confirmed a need for resources to assist them in this role. All parents in this study found that some level of sexual education was necessary and important and that all children had been introduced to sexual information but in varying degrees. Topic preferences included those that would increase the recognition of healthy relationships, provide a measure of self-protection, and ameliorate undesirable consequences of sexual activity. Parents were knowledgeable about how their children best learned and suggested future interventions use technology interfaces with engaging displays and allow for individualized content. Conclusion and Implications These findings highlight a need for additional research and enhanced clinical services to ensure that adolescents with autism spectrum disorder have their informational needs met, are able to avoid risks, and have the greatest capacity for a healthy sexuality as they transition to adulthood. © 2016 Elsevier Inc.",2019,https://scholar.google.com.br/,no
25,Calming cycle theory: the role of visceral/autonomic learning in early mother and infant/child behaviour and development,"Results from a randomised controlled trial of Family Nurture Intervention (FNI) showed significantly improved maternal behaviours and infant neurodevelopment and behaviour through 18 months, including a significantly reduced risk for autism. Preliminary results from a pilot study of FNI in preschool children found significant reduction in adverse behaviour. Conclusion: Calming cycle theory proposes that early emotional behaviour is shaped by subcortical visceral/autonomic co-conditioning between mother and infant. Two new constructs, emotional connection and visceral/autonomic co-regulation, are defined within a functional Pavlovian conditioning framework and are theorised to be part of an evolutionarily conserved mammalian phenomenon first identified by Pavlov. ©2016 The Authors. Acta Pædiatrica published by John Wiley & Sons Ltd on behalf of Foundation Acta Pædiatrica",2019,https://scholar.google.com.br/,no
26,Effective word count estimation for long duration daily naturalistic audio recordings,"The ability to count words in extended audio sequences allows researchers to explore characteristics of speakers (i.e., leading, following, task responsibility, personal engagement), as well as the dynamics of two-way or multi-subject conversation scenarios. As such, counting the number of words spoken by a person, offers a rich information source for several applications such as health monitoring (e.g., Autism, Parkinson's, Alzheimer's and etc), second language learning, or language development studies. However, developing robust word count systems that can achieve high performance with low computational cost is very challenging due to the uncertain and dynamic behavior experienced in audio recordings. In this study, we address the problem for large-scale naturalistic audio recordings based on a 100-day audio collection entitled (i.e., Prof-Life-Log). This corpus contains continuously recorded audio from one person using a mobile LENA audio recording device (LENA, 2015). The device captures audio for an entire workday which can last up to 16 hours. Our proposed framework to address word count consists of five main components, (i) Speech Activity Detection(SAD) to remove non-speech parts of the signal, (ii) Speech Enhancement to suppress the effects of background noise, (iii) Primary vs. Secondary Speaker Detection to remove secondary speaker segments, (iv) Syllable Rate Estimation to estimate the syllable rate for the primary speaker, and (v) Linear Minimum Mean Square Error Estimation (LMMSE) to find the linear mapping between syllable rate and word rate in spontaneous speech. In spite of the simplicity of the framework, it shows to be very effective in real scenarios with good performance on various datasets. As an indication of performance, the error of the framework for an entire 16 h day audio file can be as low as 1% in terms of cumulative Word Count Error. © 2016 Elsevier B.V.",2019,https://scholar.google.com.br/,no
27,Neuropsychological analysis of an idiot savant: A case study,"Although biological etiologies and diffuse anatomical changes have been provided as plausible explanations for the unusual behaviors observed in idiot savants, no neuropsychological case studies or explanations for these behaviors are found in the literature. We present a case in which the “diagnosis” of idiot savant was based on historical, clinical, and test data. To assess his calendar abilities, this individual was subsequently tested over a period of six months on his ability to determine the day of the week across approximately 1,000 years. For a period of approximately 100 years he was 100% accurate. The neuropsychological tests revealed marked deficits in all areas with performance generally in the lower 1–5th percentile of the population (e.g., Full Scale Intelligence Quotient [FSIQ] = 54). Tests of attention yielded the best scores although still deficient. General learning, coding, and executive function tests proved to be challenging. In contrast, tests of visuo-motor abilities were only of moderate difficulty for the individual. These findings are considered within the theoretical framework of Rimland (autism) and Squyres (memory). © 2016, Copyright © Taylor & Francis Group, LLC.",2019,https://scholar.google.com.br/,no
28,Randomised controlled trial of an iPad based early intervention for autism: TOBY playpad study protocol,"Background: Evidence for early intensive behavioural interventions (EIBI) by therapists as an effective treatment for children with an Autism Spectrum Disorder (ASD) is growing. High-intensity and sustained delivery of quality EIBI is expensive. The TOBY (Therapy Outcomes by You) Playpad is an App-based platform delivering EIBI to facilitate learning for young children with ASD, while enabling parents to become co-therapists. Intervention targets include increasing joint attention, imitation and communication of children with ASD. The primary aim of the study presented in this protocol is to determine the effectiveness of the TOBY App in reducing ASD symptoms when used as a complement to conventional EIBI. The secondary aim is to examine parental attributes as a result of TOBY App use. Methods and design: Children aged less than 4,3 years diagnosed with ASD and parents will be recruited into this single-blind, randomised controlled trial using a pragmatic approach. Eligible participants will be randomised to the treatment group 'TOBY therapy + therapy as usual' or, the control group 'therapy as usual' for six months. The treatment will be provided by the TOBY App and parent where a combination of learning environments such as on-iPad child only (solo), partner (with parent) and off-iPad - Natural Environment (with parent) Tasks will be implemented. Parents in the treatment group will participate in a TOBY training workshop. Treatment fidelity will be monitored via an App-based reporting system and parent diaries. The primary outcome measure is the Autism Treatment Evaluation Checklist. The secondary outcome measures involve diagnostics, functional and developmental assessments, including parent questionnaires at baseline (T0), three months (T1) and six months (T2). Discussion: This trial will determine the effectiveness of the TOBY App as a therapeutic complement to other early interventions children with ASD receive. The trial will also determine the feasibility of a parent delivered early intervention using the iPad as an educational platform, and assess the impact of the TOBY App on parents' self-efficacy and empowerment in an effort to reduce children's ASD symptoms. The outcomes of this trial may have EIBI services implications for newly diagnosed children with ASD and parents. Trial registration:ACTRN12614000738628retrospectively registered on 1st of July, 2014. UTN: U1111-1158-6423. © 2016 The Author(s).",2019,https://scholar.google.com.br/,no
29,Proposed conceptual model of mobile numerical application for children with autism,"Basic literacy and numeracy proficiency are two important skills which prepare and shape students for lifelong learning. This study focuses on numeracy skills for children with autism. It is crucial to conduct this study due to the increasing number of children with autism based on statistics data from the Malaysia Social Welfare Department. Children with autism have a neurological disorder that affects the functioning of the brain and causes problems with thinking, feeling, and language. Thus, a lot of studies have been conducted related to the social and literacy skills of the children with autism. However, numeracy skills are also important to the children and the advancement in mobile technology creates new methods to equip the children with numeracy skills. In order to develop a mobile numerical application that is able to fulfil the needs of these children, a proposed conceptual model will be constructed. The proposed conceptual model consists of learning theories, learning principles, multimedia elements together with colour psychology, number skills, language, gestures and contents. © 2015 IEEE.",2019,https://scholar.google.com.br/,no
30,Adapting a robotics program to enhance participation and interest in STEM among children with disabilities: a pilot study,"Purpose: Youth with disabilities are under-represented in science, technology, engineering, and math (STEM) in school and in the workforce. One encouraging approach to engage youth's interest in STEM is through robotics, however, such programs are mostly for typically developing youth. The purpose of this study was to understand the development and implementation of an adapted robotics program for children and youth with disabilities and their experiences within it. Method: Our mixed methods pilot study (pre- and post-workshop surveys, observations, and interviews) involved 41 participants including: 18 youth (aged 6–13), 12 parents and 11?key informants. The robotics program involved 6, two-hour workshops held at a paediatric hospital. Results: Our findings showed that several adaptations made to the robotics program helped to enhance the participation of children with disabilities. Adaptations addressed the educational/curriculum, cognitive and learning, physical and social needs of the children. In regards to experiences within the adapted hospital program, our findings highlight that children enjoyed the program and learned about computer programming and building robots. Conclusions: Clinicians and educators should consider engaging youth with disabilities in robotics to enhance learning and interest in STEM. Implications for RehabilitationClinicians and educators should consider adapting curriculum content and mode of delivery of LEGO® robotics programs to include youth with disabilities.Appropriate staffing including clinicians and educators who are knowledgeable about youth with disabilities and LEGO® robotics are needed.Clinicians should consider engaging youth with disabilities in LEGO® to enhance learning and interest in STEM. © 2016 Informa UK Limited, trading as Taylor & Francis Group",2019,https://scholar.google.com.br/,no
31,"Corrigendum: ADHD rehabilitation through video gaming: A systematic review using prisma guidelines of the current findings and the associated risk of bias [Front Psychiatry, 6, 151, (2015)] doi: 10.3389/fpsyt.2015.00151","Modifications on the original paper are presented below. They were made to address the requests of the researchers whose papers were evaluated in our systematic review. Some corrections refer to mistakes made when data were transferred from tables to text (tables were correct, but some data were mistyped on the text). Other modifications can be classified as more detailed explanations, and they should clarify misunderstandings about the bias analysis or technical video game characteristics. The present corrections does not affect the scientific validity of the results, mainly those associated with the outcomes of the several regimens of videogames training and the possible research bias found throughout the studies that were analyzed. However, we do exalt the importance to associate the article reading with the corrigendum reading, to so fully understand the present findings. Page 4, Operationalization of Cognitive Treatment Targets This should read ""Five studies had their video game built focusing on working memory (9, 34, 35, 38, 39). One study aimed at inhibitory control abilities (32). Some studies reports combined training. One of them (31) reports a combined working memory and inhibitory control training approach and another study (27) aimed to 3 cognitive targets, working memory, inhibition and cognitive flexibility."" Page 4, Operationalization of Video Games Genre This should read ""Six studies (27, 29-31, 34, 35) employed 2D or 3D adventure games, this games employs elements of puzzles, exploring, discovering, and other games mechanics related to brain challenges and cognitive skills training. One study employed a gamified WM-task (9). These are the elements that these games employed. It should be clear that the cited works aimed to deal with the process that was the training targets."" Page 4, Methodological Features of Studies, 2 paragraph This should read ""Ten studies used rating scales for collecting data, but three of them used rating scales only (27, 35, 36), one study (37) associated rating scales and formal education evaluation, four studies (31, 32, 38) used rating scales and cognitive tests methods, one study employed the three above cited tools (29) to assess participants and one study collected rating scale results and also EEG data (30)."" Page 4, Study Selection and Data Collection Processes This should read ""(ii) measurement bias is due to inappropriate use of scales or tests to measure ADHD symptoms and cognitive impairment mainly related to non-validated criteria or inconsistent use (i.e., employing only behavioral scales to measure cognitive change or employed only cognitive tests to measure behavioral changes)."" Page 10, Limitations Assessments This should read ""For example, regarding the difficulties about the study design and method, two mentioned the need for well-designed RCTs (30, 36), two other studies did not adopt a wait-list, a placebo and a control training condition (29, 34) and one did not control game elements, difficulty level and medication (9)."" Final line ""Moreover, variability on some outcome measures (30) and low power differences in teachers' ratings (27) were also discussed."" Page 10, Methodological Features of Studies, 3 paragraph This should read ""With respect to rating scales employed in the outcome, one study employed parent evaluation only (37), seven studies used Parent and Teacher rating (27, 29, 30, 32, 35, 36, 38), one study (31) employed parents and other significant adult and one study associated ratings from parents, teachers, clinicians, and the participants (28)."" Page 10, Limitations Assessments, final line This should read Page 10, Transfer and Generalization Effects This should read ""Six studies did not evaluate transfer effects (9, 27, 31, 34, 35, 37). Four studies related transfer to non-trained skills such as flexibility (33) and working memory (29, 34, 38, 39). Two studies used reports from parents (32) and participants (28) account for improvements on attentional, organizational, and study skills. Two studies (30, 36) used mathematics and English exercise worksheets as a measure of skill transfer. However, the results were not presented in the studies."" Page 10, Video Game Protocols Characteristics and Effects of Video Game Intervention on ADHD Participants This should read ""The minimum number of training weeks was 3 (9). Six studies trained their participants during 5-6 weeks (27, 29, 31, 35, 38, 39), five studies employed an 8-week regimen of training (28, 30, 33, 37), one study used 6-10 weeks regimen (34), one study used 10 weeks training (36), while another had 16 weeks of intervention (32)."" Table 1, line 1 (study 27), Cognitive function intervention target, This should read ""Inhibition, cognitive flexibility and visualspatial WM"" Table 2, line 1 (study 27), column 4 (Video Game Type) This should read 2D Adventure Table 2, line 8, column 4 (Video Game Type) This should read Gamified cognitive task Page 11, Risk of Bias in Individual Studies This should read ""In terms of selection bias, two studies (9, 35) were rated as high risk due to increased likelihood of bias resulting (...)"" ""Detection bias potentially posed high risk in seven studies (27, 28, 30, 32, 35, 36, 37) due to knowledge of the allocated interventions by outcome assessors."" ""Regarding attrition bias, only two studies (31, 32) were rated as high risk for potential attrition bias due to the amount or unclear nature of handling of the missing data. "" ""Reporting bias was rated high risk in two studies (36, 37) as some key variables that would have been expected to be reported were not."" ""In addition, measurement bias was judged as high risk in the vast majority of studies (9, 27, 30, 33, 34, 35, 36, 37, 39) due to (i) inconsistent conceptualization of cognitive target, (ii) inconsistent measurement of the outcomes, and/or (iii) inconsistent selection of tools and instruments to evaluate outcome. This kind of bias is related to the lack of an operational definition of a specific cognitive function and its consequent misadministration of an independent evaluation of cognitive targets with tasks recognized by the specialized literature."" Page 11, line 5 (study 31), column 2, (Selection bias) This should read unclear risk of bias (?) and not high risk of bias (+) Page 11, line 5 (study 31), column 6, (Reporting bias) This should read low risk of bias (-) and not high risk of bias Conflict of Interest Statement The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest. Funding TR has received a research grant from FAPESP (Fundação de Amparo a Pesquisa do Estado de São Paulo) and from AFIP (Associação do Fundo de Incentivo a Pesquisa). © 2016 Rivero, Herrera Núñez, Pires and Amodeo Bueno.",2019,https://scholar.google.com.br/,no
32,Using positive or negative reinforcement in Neurofeedback games for training self-regulation,"Neurofeedback training can reduce symptoms related to epileptic seizures, attention deficits, and Asperger's Syndrome, and often uses games to motivate participation over the long term needed to see improvements. Most neurofeedback games use negative reinforcement to guide players - i.e., a barrier to progressing in the game is removed when players achieve a desirable state - which is considered to be less effective than reinforcing behaviour through positive feedback when players do well. We investigate whether using positive reinforcement is more successful than negative reinforcement through the design and evaluation of the experience and efficacy of a custom neurofeedback training game. We showed that positive reinforcement was more effective in encouraging players to keep their brain activity regulated. Furthermore it generated more positive affect and motivated more investment of effort in players, suggesting that positive reinforcement in neurofeedback games may provide a better and more effective neurofeedback training experience. © 2016 ACM.",2019,https://scholar.google.com.br/,no
33,Locomotion in Virtual reality for individuals with autism spectrum disorder,"Virtual reality (VR) has been used as an effective tool for training individuals with autism spectrum disorder (ASD). Recently there have been an increase in the number of applications developed for this purpose. One of the most important aspects of these applications is locomotion, which is an essential form of human computer interaction. Locomotion in VR has a direct effect on many aspects of user experience such as enjoyment, frustration, tiredness, motion sickness and presence. There have been many locomotion techniques proposed for VR. Most of them were designed and evaluated for neurotypical users. On the other hand, for individuals with ASD there isn't any study to our knowledge that focuses on locomotion techniques and their evaluation. In this study, eight locomotion techniques were implemented in an immersive virtual reality test environment. These eight VR locomotion techniques may be categorized as follows: three commonly used locomotion techniques (redirected walking, walkin-place and joystick controller), two unexplored locomotion techniques (stepper machine and point & teleport) and three locomotion techniques that were selected and designed for individuals with ASD based on their common characteristics (flying, flapping and trackball controller). A user study was performed with 12 high functioning individuals with ASD. Results indicated that joystick and point & teleport techniques provided the most comfortable use for individuals with ASD, followed by walk in place and trackball. On the other hand, flying and hand flapping did not provide comfortable use for individuals with ASD. © 2016 ACM.",2019,https://scholar.google.com.br/,no
34,A mixed methods study of individual and organizational factors that affect implementation of interventions for children with autism in public schools,"Background: The significant lifelong impairments associated with autism spectrum disorder (ASD), combined with the growing number of children diagnosed with ASD, have created urgency in improving school-based quality of care. Although many interventions have shown efficacy in university-based research, few have been effectively implemented and sustained in schools, the primary setting in which children with ASD receive services. Individual- and organizational-level factors have been shown to predict the implementation of evidence-based interventions (EBIs) for the prevention and treatment of other mental disorders in schools, and may be potential targets for implementation strategies in the successful use of autism EBIs in schools. The purpose of this study is to examine the individual- and organizational-level factors associated with the implementation of EBIs for children with ASD in public schools. Methods: We will apply the Domitrovich and colleagues (2008) framework that examines the influence of contextual factors (i.e., individual- and organizational-level factors) on intervention implementation in schools. We utilize mixed methods to quantitatively test whether the factors identified in the Domitrovich and colleagues (2008) framework are associated with the implementation of autism EBIs, and use qualitative methods to provide a more comprehensive understanding of the factors associated with successful implementation and sustainment of these interventions with the goal of tailoring implementation strategies. Discussion: The results of this study will provide an in-depth understanding of individual- and organizational-level factors that influence the successful implementation of EBIs for children with ASD in public schools. These data will inform potential implementation targets and tailoring of strategies that will help schools overcome barriers to implementation and ultimately improve the services and outcomes for children with ASD. © 2016 The Author(s).",2019,https://scholar.google.com.br/,no
35,EMot-iCan: Design of an assessment game for emotion recognition in players with Autism,"We present an emotion recognition game, eMot-iCan, that is designed to assess and possibly remediate social accessibility in individuals with Autism Spectrum Disorders (ASDs). The game tests the theory that atypical attention patterns are at the root of several of the features that characterize ASD. These features include impaired social and communicative skills, difficulty in adapting to changing environments, and academic underachievement. Our framework applies trials designed by domain experts that allow for standard repeatable measures across sessions and players. The game is designed to go beyond drilling skills, instead it aims to assess and customize learning. We are currently piloting the game with administrators of the game and with players with a wide range of skills and abilities for the assessment and possible treatment of autism spectrum disorders (ASD). © 2016 IEEE.",2019,https://scholar.google.com.br/,no
36,Improving perspective taking and empathy in children with autism spectrum disorder,"This paper discusses the design, implementation, and evaluation of a serious game intended to reinforce applied behavior analysis (ABA) techniques used with children with autism spectrum disorder (ASD) by providing a low cost and easily accessible supplement to traditional methods. The goal is develop a safe environment for social exploration and learning that boosts the child's confidence while providing calming mechanisms. Games increase children's motivation and thus increase the rate of learning in computer mediated environments. Furthermore, children with ASD are able to understand basic emotions and facial expressions in avatars more easily than in real-world interactions. © 2016 IEEE.",2019,https://scholar.google.com.br/,no
37,Assisstive technology application for enhancing social and language skills of young children with autism,"In this paper we present an assistive system designed for supporting young children affected by autism in their process of learning pronunciation and meaning of new words. The system is built-up of a mobile application and objects identifiers which in our case were Estimote Beacon sensors. The system requires active participation of a parent who selects words to learn, records pronunciation of object names, selects illustrations, and activates and turns off the application. The entire process is designed to extend parents' care and to support autistic children with an instant repetition of pronounced object's names when those items are met during playing or moving around the house. An experimental part of our project consists of a report where we compare collected results of two autistic children using our application installed on a smart watch and on a smart phone. In both reported cases autistic children made a visible progress in speed of learning new words when compared to an equivalent period of time without assistive application support. © 2016 The Author(s)",2019,https://scholar.google.com.br/,yes
38,"A Parent-Implemented, Technology-Mediated Approach to Increasing Self-Management Homework Skills in Middle School Students with Autism","Students with Autism Spectrum Disorder (ASD) in secondary school settings (i.e., grades 6-12) typically struggle with multiple academic challenges. Critics have noted that secondary schools traditionally have not been particularly effective in helping students with ASD develop self-determination (e.g., self-management) skills, which are considered pre-requisites to success in academics. Thus, there is a significant need for increased parent-professional collaboration in secondary schools. This study examined the effectiveness of coaching parents to implement a technology-mediated (e.g., iPad) approach to increasing the homework-related self-management skills for mathematics of five middle school students with ASD. Results indicate that these five students significantly increased their math homework self-management skills as a consequence of effectively using iPad applications when coached by their parents. © 2016 Taylor & Francis",2019,https://scholar.google.com.br/,no
39,Designing an iPad app to monitor and improve classroom behavior for children with ADHD: ISelfControl feasibility and pilot studies,"Children with Attention Deficit/Hyperactivity Disorder (ADHD) receive approximately 80% of instruction in the general education classroom, where individualized behavioral management strategies may be difficult for teachers to consistently deliver. Mobile device apps provide promising platforms to manage behavior. This pilot study evaluated the utility of a webbased application (iSelfControl) designed to support classroom behavior management. iSelfControl prompted students every 'Center' (30-minutes) to self-evaluate using a universal token-economy classroom management system focused on compliance, productivity, and positive relationships. Simultaneously, the teacher evaluated each student on a separate iPad. Using Multi Level Modeling, we examined 13 days of data gathered from implementation with 5th grade students (N = 12) at a school for children with ADHD and related executive function difficulties. First, an unconditional growth model evaluated the overall amount of change in aggregated scores over time as well as the degree of systematic variation in scores within and across teacher-student dyads. Second, separate intercepts and slopes were estimated for teacher and student to estimate degree of congruency between trajectories. Finally, differences between teacher and student scores were tested at each time-point in separate models to examine unique 'Center' effects. 51% of the total variance in scores was attributed to differences between dyads. Trajectories of student and teacher scores remained relatively stable across seven time-points each day and did not statistically differ from each other. On any given day, students tended to evaluate their behaviors more positively (entered higher scores for themselves) compared to corresponding teacher scores. In summary, iSelfControl provides a platform for self and teacher evaluation that is an important adjunct to conventional classroom management strategies. The application captured teacher/student discrepancies and significant variations across the day. Future research with a larger, clinically diagnosed sample in multiple classrooms is needed to assess generalizability to a wider variety of classroom settings. © 2016 Schuck et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.",2019,https://scholar.google.com.br/,no
40,The role of parental expectations in understanding social and academic well-being among children with disabilities in Ireland,"This paper draws on longitudinal data to examine the extent to which parents' educational expectations shape academic development and changes in self-concept among young people with different types of disability. The analysis is based on the Growing Up in Ireland longitudinal study, which tracked 7423 children between the primary to secondary school years, 21% of whom were identified with one of four main disability types. Our conceptual framework assumes that parental expectations at age 9 will be influenced by both the child's disability and child's academic achievement at that stage, as well as being influenced by other factors such as parent's own education, family economic vulnerability, family relationships and family structure. Therefore, we take these factors into account in tracing the consequences of parental expectations at age 9, on academic and social outcomes at age 13 after the transition to secondary education. Among young people with a disability, poorer self-concept at age 13 is partly explained by lower parental expectations, particularly for those with general learning and emotional/behavioural disabilities. Similarly, parental expectations are a significant influence on children's academic outcomes and partly explain the effects of disability status on academic development. Parents' beliefs about their children's abilities have a strong influence on achievement and self-concept, raising important issues around the need to promote equality of opportunity, raising awareness of the educational opportunities available, promoting positive expectations and engagement with school and the importance of promoting a range of opportunities for achievement. © 2016 Informa UK Limited, trading as Taylor & Francis Group.",2019,https://scholar.google.com.br/,no
41,Comparing Teacher and Student Use and Preference of Two Methods of Augmentative and Alternative Communication: Picture Exchange and a Speech-Generating Device,"Handheld computing technologies such as the iPad®, which can be adapted to function as a speech-generating device, has led to an influx of evolutions comparing modalities of Augmentative and Alternative Communication systems (AAC) in the acquisition of a mand (i.e., request) repertoire in children with autism and related developmental disabilities. While these studies have consistently yielded results indicating equal acquisition across picture-based systems (PE) and the SGD, they have demonstrated a primary preference for the SGD. The purpose of this study was to extend such research by comparing not only student acquisition and preference, but also stakeholder fidelity of use and preference. Using an alternating treatment design, teachers and paraprofessionals were instructed to conduct mand training trials using both a PE system and an iPad® Mini with the application Proloqu2Go™ as a SGD, with seven school aged children with a diagnosis of autism or downs syndrome. Following 10-weeks of data collection, the student participants were exposed to a device preference assessment and teachers completed a social validity questionnaire to assess preference. The results were consistent with previous research indicating equal acquisition and fidelity of use across both devices, but a general preference for the iPad® based SGD. © 2016, Springer Science+Business Media New York.",2019,https://scholar.google.com.br/,no
42,A Preliminary Investigation Examining the Use of Minor Discipline Referral Data to Identify Students at Risk for Behavioral Difficulties: Observations Within Systems of Schoolwide Positive Behavior Interventions and Supports,"Within multitiered behavioral frameworks such as schoolwide positive behavior interventions and supports (SWPBIS), it is recommended that schools use multiple sources of data to identify students at risk who may benefit from additional intervention. To date, much of the research in this area has focused on examining either systematic screening data or major office discipline referrals. This study adds to the literature on this topic by examining the extent to which data collected on minor behavior problems may make useful contributions towards identifying students at risk. Using a sample of 597 elementary school students, descriptive and inferential statistical data indicate that minor discipline data may be a useful additional piece of information for schools to consider when screening students for behavioral risk. Additional research is needed to confirm this finding. Implications for practice and research are discussed. © 2016 Taylor & Francis Group, LLC.",2019,https://scholar.google.com.br/,no
43,The effects of video modeling in teaching functional living skills to persons with ASD: A meta-analysis of single-case studies,"Background Many individuals with autism spectrum disorders (ASD) show deficits in functional living skills, leading to low independence, limited community involvement, and poor quality of life. With development of mobile devices, utilizing video modeling has become more feasible for educators to promote functional living skills of individuals with ASD. Aims This article aims to review the single-case experimental literature and aggregate results across studies involving the use of video modeling to improve functional living skills of individuals with ASD. Methods and procedures The authors extracted data from single-case experimental studies and evaluated them using the Tau-U effect size measure. Effects were also differentiated by categories of potential moderators and other variables, including age of participants, concomitant diagnoses, types of video modeling, and outcome measures. Outcomes and results Results indicate that video modeling interventions are overall moderately effective with this population and dependent measures. While significant differences were not found between categories of moderators and other variables, effects were found to be at least moderate for most of them. Conclusions and implications It is apparent that more single-case experiments are needed in this area, particularly with preschool and secondary-school aged participants, participants with ASD-only and those with high-functioning ASD, and for video modeling interventions addressing community access skills. © 2016 Elsevier Ltd",2019,https://scholar.google.com.br/,no
44,The Experiences of Late-diagnosed Women with Autism Spectrum Conditions: An Investigation of the Female Autism Phenotype,"We used Framework Analysis to investigate the female autism phenotype and its impact upon the under-recognition of autism spectrum conditions (ASC) in girls and women. Fourteen women with ASC (aged 22–30 years) diagnosed in late adolescence or adulthood gave in-depth accounts of: ‘pretending to be normal', of how their gender led various professionals to miss their ASC, and of conflicts between ASC and a traditional feminine identity. Experiences of sexual abuse were widespread in this sample, partially reflecting specific vulnerabilities from being a female with undiagnosed ASC. Training would improve teachers' and clinicians' recognition of ASC in females, so that timely identification can mitigate risks and promote wellbeing of girls and women on the autism spectrum. © 2016, The Author(s).",2019,https://scholar.google.com.br/,no
45,Intersections of Critical Systems Thinking and Community Based Participatory Research: A Learning Organization Example with the Autistic Community,"Critical systems thinking (CST) and community based participatory research (CBPR) are distinct approaches to inquiry which share a primary commitment to holism and human emancipation, as well as common grounding in critical theory and emancipatory and pragmatic philosophy. This paper explores their intersections and complements on a historical, philosophical, and theoretical level, and then proposes a hybrid approach achieved by applying CBPR's principles and considerations for operationalizing emancipatory practice to traditional systems thinking frameworks and practices. This hybrid approach is illustrated in practice with examples drawn from of the implementation of the learning organization model in an action research setting with the Autistic community. Our experience of being able to actively attend to, and continuously equalize, power relations within an organizational framework that otherwise has great potential for reinforcing power inequity suggests CBPR's principles and considerations for operationalizing emancipatory practice could be useful in CST settings, and CST's vocabulary, methods, and clarity around systems thinking concepts could be valuable to CBPR practitioners. © 2016, Springer Science+Business Media New York.",2019,https://scholar.google.com.br/,no
46,Parent and teacher perspectives in collaborative concepts of therapeutic programs for students with ADHD,"The purpose of this study was to explore parents' and teachers' perspectives in collaborative concepts of therapeutic programs for students with ADHD. The qualitative data was collected from three focus group discussions based on Future Search Conference (FSC) method, and was analyzed for themes. Participants in the separate groups—the parent group and the teacher group—identified problems in the past and current situation. Then, the mixed group created collaborative concepts of concrete action plans in the future. The core problem in the past was lack of knowledge about ADHD. At home, the parents confronted the child's academic problems and unwanted behaviors, as well as the conflict between the parents and the grandparents in the child's behavior modification. The teachers also stated many responsibilities at work and lack of collaboration between home and school were problems. For current situation, both parents and teachers informed nature of ADHD and committed to support the children more closely, although the students had not overcome academic problems yet. Finally, four themes emerged in collaborative concepts of therapeutic programs, using computer software program, a buddy system, knowledge for people relating to the students, and collaboration amongst the teachers, the parents, and the therapist. © 2016 Taylor & Francis.",2019,https://scholar.google.com.br/,no
47,Positive family relationships: Longitudinal network of relations,"The construct of positive family relationships (PFR), defined as family members getting along well and supporting each other, was investigated in a long-term prospective study. A newly constructed scale of positive family relationships developed using the nominal response model of item-response theory, was subject to a longitudinal network of relations analysis. The conceptualization for this research was founded on a positive psychology framework. Data derived from the Fullerton Longitudinal Study and spanned 20 years from middle childhood (age 9 years) to early adulthood (age 29 years). Evidence indicated both stability and change in PFR across time. Moderate to high stability of individual differences among families across 9 annual assessments was found from ages 9-17 years. Concomitantly across these years, there was a progressive decline in PFR. PFR proved to be independent of socioeconomic status. Specific conceptually based directional hypotheses were tested using structural equation modeling. Multiple sources of information included intra- and cross-informant, as well as objective and ecologically valid data. The network of relations involved concurrent and predictive criterion-related variables. PFR had a pervasive relation to a variety of psychological domains across time. As predicted, PFR related (a) positively to family cohesion and inversely to family conflict, (b) positively to parental social support, (c) positively to children's self-concept, (d) positively to children's academic performance and educational attainment, and (e) inversely to children's behavior problems. The theoretical importance of the findings and the applicability of the PFR Scale for both researchers and practitioners in the field of family psychology are discussed. © 2016 American Psychological Association.",2019,https://scholar.google.com.br/,no
48,Automatic Schaeffer's gestures recognition system,"Schaeffer's sign language consists of a reduced set of gestures designed to help children with autism or cognitive learning disabilities to develop adequate communication skills. Our automatic recognition system for Schaeffer's gesture language uses the information provided by an RGB-D camera to capture body motion and recognize gestures using dynamic time warping combined with k-nearest neighbors methods. The learning process is reinforced by the interaction with the proposed system that accelerates learning itself thus helping both children and educators. To demonstrate the validity of the system, a set of qualitative experiments with children were carried out. As a result, a system which is able to recognize a subset of 11 gestures of Schaeffer's sign language online was achieved. © 2016 Wiley Publishing Ltd",2019,https://scholar.google.com.br/,no
49,Recognizing voice: the child with autism spectrum disorder,"Purpose: This paper assesses the ability of the minimally verbal child with autism to recognise their own voice. The rationale for this study rests in recent advances in technology aimed at making the voice of speech generating devices (SGDs) sound more like the child using them (van Santen and Black, 2009). The purpose of this paper is to investigate the child's ability to actually recognise the sound of their own voice in a series of short experiments using computer-based methodology. Design/methodology/approach: Using a voice-face matching computerised paradigm, the performance of 33 children with autism was compared to that of 27 children with developmental delay (DD), and 33 typically developing (TD) children. The children were matched for verbal and non-verbal ability and a training period was conducted prior to the main test to ensure children's understanding of what was expected of them. Findings: The findings of this study suggest that the child with autism recognise the sound of their own voice at test, but with much greater difficulty than age-and-ability matched comparison groups. The implications of this finding are useful for researchers in the field of speech mimicry technology and manufacturers of SGD software packages. The paper also provides empirical insights about how the child with autism may process voice in their everyday social interactions. Research limitations/implications: Some limitations to this study exist, for instance, there were only a small number of presentations involving self-voice in this task. This may have over simplified the process for the young TD children and the children with DD. Nevertheless, it is striking that despite being matched for non-verbal mental age, the children with autism performed significantly less well than either of the other two groups of children. However, future studies would benefit from adjusting the number of presentations of voice and face accordingly. It is also important to note that for some children with autism the simultaneous presentation of faces and voices may act more as an interference effect (Cook and Wilding, 1997, Joassin et al., 2004) than a facilitation effect (Molholm et al., 2002). Future studies may wish to test a subgroup on voice recognition without the aid of visual prompts. Practical implications: The paper includes implications for the type of voice children with autism may prefer to use when communicating via a SGD. The authors suggest that if the child does not recognise or prefer the sound of their own natural voice on such devices, partial or complete abandonment of the SGD may occur. Originality/value: This paper fulfils an identified need to research how children's abilities and preferences can be taken into account at the point of decision making for particular communication tools. © 2016, Emerald Group Publishing Limited.",2019,https://scholar.google.com.br/,no
50,Superpower Glass: Delivering unobtrusive eal-Time social cues in wearable systems,"We have developed a system for automatic facial expression recognition, which runs on Google Glass and delivers real-Time social cues to the wearer. We evaluate the system as a behavioral aid for children with Autism Spectrum Disorder (ASD), who can greatly benefit from real-Time non-invasive emotional cues and are more sensitive to sensory input than neurotypically developing children. In addition, we present a mobile application that enables users of the wearable aid to review their videos along with auto-curated emotional information on the video playback bar. This integrates our learning aid into the context of behavioral therapy. Expanding on our previous work describing in-lab trials, this paper presents our system and application-level design decisions in depth as well as the interface learnings gathered during the use of the system by multiple children with ASD in an at-home iterative trial. © 2016 ACM.",2019,https://scholar.google.com.br/,no
51,Automatic 3D liver location and segmentation via convolutional neural network and graph cut,"Purpose: Segmentation of the liver from abdominal computed tomography (CT) images is an essential step in some computer-assisted clinical interventions, such as surgery planning for living donor liver transplant, radiotherapy and volume measurement. In this work, we develop a deep learning algorithm with graph cut refinement to automatically segment the liver in CT scans. Methods: The proposed method consists of two main steps: (i) simultaneously liver detection and probabilistic segmentation using 3D convolutional neural network, (ii) accuracy refinement of the initial segmentation with graph cut and the previously learned probability map. Results: The proposed approach was validated on forty CT volumes taken from two public databases MICCAI-Sliver07 and 3Dircadb1. For the MICCAI-Sliver07 test dataset, the calculated mean ratios of volumetric overlap error (VOE), relative volume difference (RVD), average symmetric surface distance (ASD), root-mean-square symmetric surface distance (RMSD) and maximum symmetric surface distance (MSD) are 5.9, 2.7 %, 0.91, 1.88 and 18.94 mm, respectively. For the 3Dircadb1 dataset, the calculated mean ratios of VOE, RVD, ASD, RMSD and MSD are 9.36, 0.97 %, 1.89, 4.15 and 33.14 mm, respectively. Conclusions: The proposed method is fully automatic without any user interaction. Quantitative results reveal that the proposed approach is efficient and accurate for hepatic volume estimation in a clinical setup. The high correlation between the automatic and manual references shows that the proposed method can be good enough to replace the time-consuming and nonreproducible manual segmentation method. © 2016 CARS",2019,https://scholar.google.com.br/,no
52,Effects of memory strategy training on performance and event-related brain potentials of children with ADHD in an episodic memory task,"Evidence for memory problems in children with attention deficit hyperactivity disorder (ADHD) is accumulating. Attempting to counter such problems, in the present study children with ADHD aged 8–12 years underwent a six-week metacognitive memory strategy training (MST) or one of two other active trainings, either a metacognitive attention-perceptual-motor training (APM) or placebo training consisting of playing board games (PLA). Effects of the training on episodic memory and underlying brain processes were investigated by comparing performance and event-related brain potentials (ERPs) on pre- and post-training sessions in an old/new recognition task between the three training groups. Potential far transfer effects of the memory strategy training were investigated by measuring performance on neuropsychological attention and memory-span tasks and parent-rated ADHD symptoms. The metacognitive memory strategy training led to significantly improved memory performance and enhanced amplitude of left parietal P600 activity associated with the process of memory recollection when compared to PLA, but APM training evoked similar improvements. Memory performance gains were significantly correlated with the memory-related ERP effects. Preliminary far transfer effects of MST training were found on attention and working memory performance and on parent-rated ADHD symptoms, although these results need replication with larger and better IQ-matched groups. © 2015 Informa UK Limited, trading as Taylor & Francis Group.",2019,https://scholar.google.com.br/,no
53,Current State and Model for Development of Technology-Based Care for Attention Deficit Hyperactivity Disorder,"Introduction: Care (i.e., evaluation and intervention) delivered through technology is used in many areas of mental health services, including for persons with attention deficit hyperactivity disorder (ADHD). Technology can facilitate care for individuals with ADHD, their parents, and their care providers. The adoption of technological tools for ADHD care requires evidence-based studies to support the transition from development to integration into use in the home, school, or work for persons with the disorder. The initial phase, which is development of technological tools, has begun in earnest, however, the evidence base for many of these tools is lacking. In some instances, the uptake of a piece of technology into home use or clinical practice may be further along than the research to support its use. Methods: In this study, we review the current evidence regarding technology for ADHD and also propose a model to evaluate the support for other tools that have yet to be tested. Results: We propose using the Research Domain Criteria as a framework for evaluating the tools' relationships to dimensions related to ADHD. Conclusion: This article concludes with recommendations for testing new tools that may have promise in improving the evaluation or treatment of persons with ADHD. Copyright © 2016, Mary Ann Liebert, Inc.",2019,https://scholar.google.com.br/,no
54,Breaking through: Using educational technology for children with special needs,"Barbara Albers Hill markets the book, Breaking Through: Using Educational Technology for Children with Special Needs, as a tool providing assistance with use of educational technology as it relates to children with special needs. The mention of specific special needs, such as children with Autism and Attention Deficit Hyperactivity Disorder (ADHD), leads readers to believe the book will provide detailed information on how educational technology will assist a child according to each specific need. Hill organizes the book in two parts. The first part provides an overview of tablet technology and how to use it to enhance learning for children with special needs. Part two of the book provides the reader with information that will assist a consumer with purchasing the right tablet for the special need. Upon review of the content, the book is less about detail and more about a shopping guide for the consumer as to the best tablet to select for children with special needs. © 2015, Springer Science+Business Media New York.",2019,https://scholar.google.com.br/,no
55,Video Modeling and Observational Learning to Teach Gaming Access to Students with ASD,"The purpose of this study was to evaluate both video modeling and observational learning to teach age-appropriate recreation and leisure skills (i.e., accessing video games) to students with autism spectrum disorder. Effects of video modeling were evaluated via a multiple probe design across participants and criteria for mastery were based on these results. Secondary measures were collected on observational learning across participants and behaviors. Participants included 4 children with autism, ages 8–11, who were served in self-contained special education classrooms. Results indicated a functional relation between video modeling and increased independence in gaming, observational learning occurred for at least some steps across students. Results, implications for practitioners, limitations, and ideas for future research are discussed. © 2016, Springer Science+Business Media New York.",2019,https://scholar.google.com.br/,no
56,Attribute Development Using Continuous Stakeholder Engagement to Prioritize Treatment Decisions: A Framework for Patient-Centered Research,"Objectives To develop a methodological approach for selecting, validating, and prioritizing attributes for health care decision making. Methods Participants (n = 48) were recruited from community support groups if they had a child aged 26 years or younger diagnosed with a coexisting mental health condition and cognitive impairment. Six in-depth interviews eliciting care management experiences were transcribed and coded into themes following the principles of grounded theory and the constant comparative method. Six focus groups involving 42 participants assessed the relevance, priority, and meaning and inter-relationship among the themes. The positive predictive value and sensitivity assessed agreement on thematic meaning. A final list was selected from the top priorities with good agreement as candidate attributes. Attribute levels reflecting the range of experiences in care management decisions emerged from the verbatim passages within each coded theme. Results Participants were the child's mother (73%), white (77%), married (69%), and on average 48 years old. The children were on average 14 years old, 44% had an intellectual disability, 25% had autism, and more than half had anxiety or attention-deficit/hyperactivity disorder. All 14 attributes identified from the in-depth interviews were deemed relevant. The positive predictive value exceeded 90%, and the sensitivity ranged from 64% to 89%. The final set of attributes formed the framework for care management decisions consisting of six attributes (medication, behavior, services, social, treatment effects, and school) each with three levels. Conclusions A systematic approach grounded in qualitative methods produced a framework of relevant, important, and actionable attributes representing competing alternatives in clinical decisions. © 2016",2019,https://scholar.google.com.br/,no
57,Toward an interdisciplinary approach to understanding sensory function in autism spectrum disorder,"Heightened interest in sensory function in persons with autism spectrum disorder (ASD) presents an unprecedented opportunity for impactful, interdisciplinary work between neuroscientists and clinical practitioners for whom sensory processing is a focus. In spite of this promise, and a number of overlapping perspectives on sensory function in persons with ASD, neuroscientists and clinical practitioners are faced with significant practical barriers to transcending disciplinary silos. These barriers include divergent goals, values, and approaches that shape each discipline, as well as different lexical conventions. This commentary is itself an interdisciplinary effort to describe the shared perspectives, and to conceptualize a framework that may guide future investigation in this area. We summarize progress to date and issue a call for clinical practitioners and neuroscientists to expand cross-disciplinary dialogue and to capitalize on the complementary strengths of each field to unveil the links between neural and behavioral manifestations of sensory differences in persons with ASD. Joining forces to face these challenges in a truly interdisciplinary way will lead to more clinically informed neuroscientific investigation of sensory function, and better translation of those findings to clinical practice. Likewise, a more coordinated effort may shed light not only on how current approaches to treating sensory processing differences affect brain and behavioral responses to sensory stimuli in individuals with ASD, but also on whether such approaches translate to gains in broader characteristics associated with ASD. It is our hope that such interdisciplinary undertakings will ultimately converge to improve assessment and interventions for persons with ASD. Autism Res 2016, 9: 920–925. © 2016 International Society for Autism Research, Wiley Periodicals, Inc. © 2016 International Society for Autism Research, Wiley Periodicals, Inc.",2019,https://scholar.google.com.br/,no
58,Cognitive robots in the development and rehabilitation of children with developmental disorders,"Cognitive robots constitute a highly interdisciplinary approach to the issue of therapy of children with developmental disorders. Cognitive robots become more popular, especially in action and language integration areas, joining the experience of psychologists, neuroscientists, philosophers, and even engineers. The concept of a robot as a cognitive companion for humans may be very useful. The interaction between humans and cognitive robots may be a mediator of movement patterns, learning behaviors from demonstrations, group activities, and social behaviors, as far as higher-order concepts such as symbol manipulation capabilities, words acquisition, and sensorimotor knowledge organization. Moreover there is an occupation to check many theories, such as transferring the knowledge and skills between humans and robots. Although several robotic solutions for children have been proposed the diffusion of aforementioned ideas is still limited. The review summarizes the current and future role of cognitive robots in the development and rehabilitation of children with developmental disorders. © 2016 Walter de Gruyter GmbH, Berlin/Boston.",2019,https://scholar.google.com.br/,no
59,The Risks of Agile Software Development: Learning from Adopters,"Agile software development (ASD) resulted from widespread professional discontent with traditional approaches, development projects' high failure rates, and, most important, the need for speedy, responsive delivery of software for Internet businesses. Many practitioners have embraced ASD, which commentators often extol as a faster, better, and cheaper development approach. However, a recent high-profile failure of an ASD project and the discontinued use of ASD in a software company have drawn attention to ASD's possible risks. Before we can manage such risks, we must identify them and understand why they arise. Researchers conducted interviews with 112 people in 28 organizations and with 25 ASD contractors and consultants. The interviews revealed key ASD risks that require careful management to achieve the desired project outcomes. © 2016 IEEE.",2019,https://scholar.google.com.br/,no
60,Applied Examples of Screening Students At Risk of Emotional and Behavioral Disabilities,"Early identification of student behavioral needs allows educators the opportunity to apply appropriate interventions before negative behaviors become more intensive and persistent. A variety of screening tools are available to identify which students are at risk for persistent behavior problems in school. This article provides two examples in which the Emotional and Behavioral Screener (EBS) was used to identify students at risk of emotional or behavioral problems. Example 1 demonstrates how the EBS can be used within a schoolwide positive behavioral interventions and supports framework to inform decision making. Example 2 demonstrates how the EBS can be used to inform behavioral intervention decisions in an individual teacher's classroom. Finally, suggestions for using the EBS across various school formats are provided. © 2016, © Hammill Institute on Disabilities 2016.",2019,https://scholar.google.com.br/,no
61,"A study protocol testing the implementation, efficacy, and cost effectiveness of the ezParent program in pediatric primary care","Introduction Up to 20% of children demonstrate behavior problems that interfere with relationship development and academic achievement. Parent participation in behavioral parent training programs has been shown to decrease child problem behaviors and promote positive parent-child relationships. However, attendance and parent involvement in face-to-face parent training remain low. Testing the implementation, efficacy, and cost of alternative delivery models is needed to (a) increase the reach and sustainability of parent training interventions and (b) address the barriers to parent participation and implementation of such programs, specifically in primary health care settings. The purpose of this paper is to describe the study protocol evaluating the implementation, efficacy, and cost-effectiveness of delivering the tablet-based ezParent program in pediatric primary care sites. Methods The implementation of the ezParent in four pediatric primary care sites will be evaluated using a descriptive design and cost-effectiveness analysis. The efficacy of the ezParent will be tested using a randomized controlled trial design with 312 parents of 2 to 5 year old children from pediatric primary care settings. Data on parenting and child behavior outcomes will be obtained from all participants at baseline, and 3, 6, and 12 months post baseline. Discussion Integrating and evaluating the implementation of the ezParent in pediatric primary care is an innovative opportunity to promote positive parenting with potential for universal access to the preschool population and for low cost by building on existing infrastructure in pediatric primary care. © 2016",2019,https://scholar.google.com.br/,no
62,Pivotal response treatment prompts a functional rewiring of the brain among individuals with autism spectrum disorder,"Behavioral interventions for autism have gained prominence in recent years, however, the neural-systems-level targets of these interventions remain poorly understood. We use a novel Bayesian framework to extract network-based differences before and after a 16-week pivotal response treatment (PRT) regimen. Our results suggest that the functional changes induced by PRT localize to the posterior cingulate and are marked by a shift in connectivity from the orbitofrontal cortex to the occipital-temporal cortex. Our results illuminate a potential PRT-induced learning mechanism, whereby the neural circuits involved during social perception shift from sensory and attentional systems to higher-level object and face processing areas. Copyright © 2016 Wolters Kluwer Health, Inc. All rights reserved.",2019,https://scholar.google.com.br/,no
63,Words are not enough: Providing the context for social communication and interaction,"This article elucidates the unfolding of 3 phases of cognitive development through which typical children move during the first 2 years of life to illuminate the interrelationships among early cognition, communicative intention, and word-learning strategies. The resulting theoretical framework makes clear the developmental prerequisites for social communication and sheds light on how some children with autism spectrum disorder can learn words and phrases but fail to develop true social language. This framework is then applied to a case example of a child called Henry, using data from 10-min videos of clinician-child interaction that were collected each week to evaluate the child's progress in social communication while working with his graduate-student clinician. Eye-tracking data also were collected as an indirect measure of eye contact. The data showed that Henry made progress in social engagement, reciprocal verbal interactions, and diversity of communicative intentions. In addition, eye-tracking data suggested an increase in eye contact commensurate with a typical age mate. Implications for social communication intervention are discussed. © 2016 Wolters Kluwer Health, Inc.",2019,https://scholar.google.com.br/,no
64,Investigating the performance on comprehending 3D social emotion through a mobile learning system for individuals with autistic spectrum disorder,"Difficulty in understanding emotions is one of the core characteristics in individuals with individuals with autism spectrum disorder (ASD). This study adopted the features of mobile learning system to develop 3D complex facial expression recognition system (3CFER), which was based on a client-server solution. The system contained a 3D humanoid character with animated emotions and various social events. The participants in the system could learn a social event caused an emotion. The study used a pretest & posttest method in 18 participants for examining learning effects for each participant. Thus, the main question was to explore how children with ASD performed realizing facial expression using the 3CFER system, and find out the impacts of using a mobile learning system. The primary results of this study indicated that the 3CFER system was beneficial for children with ASD to learn emotions, and they performed outstanding well (e.g., shared with other people) when using this system. The advantage of using this mobile-emotion learning system was to promote realizing emotions, and at least, provided the opportunity of engaging other people for individual of ASD. © 2016 IEEE.",2019,https://scholar.google.com.br/,no
65,"iPads and the use of ""apps"" by children with autism spectrum disorder: Do they promote learning?","The advent of electronic tablets, such as Apple's iPad, has opened up the field of learning via technology, and the use of electronic applications (""apps"") on these devices continues to dramatically rise. Children with communication and social impairment, specifically those with Autism Spectrum Disorder (ASD), often use educational and recreational apps within the context of their home and school settings. Here we examine in which contexts learning via this medium may be beneficial, and outline recommendations for the use of electronic tablets and the design features for apps to promote learning in this population that is characterized by a unique profile of needs and heterogeneous ability levels. © 2016 Allen, Hartley and Cain.",2019,https://scholar.google.com.br/,yes
66,Gambling and attention deficit hyperactivity disorders (ADHD) in adolescents [Jeux d'argent et de hasard et troubles attentionnels chez des jeunes],"Attention Deficit Disorder with or without Hyperactivity (ADHD) is a neuro-developmental disorder associated with comorbidities such as depression, anxiety or addictive disorders. Many studies confirm that problematic gambling is associated with ADHD and particularly with the severity of positive symptoms. This study had two aims: (I) to test if the presence of ADHD had a significant association with problematic gambling and (II) to observe the impact of the presence of ADHD associated with problematic gambling on self-esteem and academic performance. A total of 719 students (445 males and 274 females) were recruited from six high schools and two higher educational institutions of Île-de-France. Data included their scores on the ICJE, UPPS, WURS, ASRS and Rosenberg scales, along with their demographic data. We found that 37.5% had high scores on the problematic gambling scale as well as on the WURS and the ASRS scales, as against 14.55% with no gambling addiction. The results also indicated that ADHD among young people was also associated with problematic gambling. Significant associations were observed between ADHD and impulsivity, academic difficulties and problematic gambling. Also, men are significantly more likely to develop problematic gambling when they have ADHD. However, results didn't show that self-esteem was significantly impacted when an individual had high scores on both ADHD and problematic gambling.",2019,https://scholar.google.com.br/,no
67,Biomusic: An auditory interface for detecting physiological indicators of anxiety in children,"For children with profound disabilities affecting communication, it can be extremely challenging to identify salient emotions such as anxiety. If left unmanaged, anxiety can lead to hypertension, cardiovascular disease, and other psychological diagnoses. Physiological signals of the autonomic nervous system are indicative of anxiety, but can be difficult to interpret for non-specialist caregivers. This paper evaluates an auditory interface for intuitive detection of anxiety from physiological signals. The interface, called ""Biomusic,"" maps physiological signals to music (i.e., electrodermal activity to melody, skin temperature to musical key, heart rate to drum beat, respiration to a ""whooshing"" embellishment resembling the sound of an exhalation). The Biomusic interface was tested in two experiments. Biomusic samples were generated from physiological recordings of typically developing children (n = 10) and children with autism spectrum disorders (n = 5) during relaxing and anxiety-provoking conditions. Adult participants (n = 16) were then asked to identify ""anxious"" or ""relaxed"" states by listening to the samples. In a classification task with 30 Biomusic samples (1 relaxed state, 1 anxious state per child), classification accuracy, sensitivity, and specificity were 80.8% [standard error (SE) = 2.3], 84.9% (SE = 3.0), and 76.8% (SE = 3.9), respectively. Participants were able to form an early and accurate impression of the anxiety state within 12.1 (SE = 0.7) seconds of hearing the Biomusic with very little training (i.e., < 10 min) and no contextual information. Biomusic holds promise for monitoring, communication, and biofeedback systems for anxiety management. © 2016 Cheung, Han, Kushki, Anagnostou and Biddiss.",2019,https://scholar.google.com.br/,no
68,Toward the Autism Motor Signature: Gesture patterns during smart tablet gameplay identify children with autism,"Autism is a developmental disorder evident from infancy. Yet, its clinical identification requires expert diagnostic training. New evidence indicates disruption to motor timing and integration may underpin the disorder, providing a potential new computational marker for its early identification. In this study, we employed smart tablet computers with touch-sensitive screens and embedded inertial movement sensors to record the movement kinematics and gesture forces made by 37 children 3-6 years old with autism and 45 age- and gender-matched children developing typically. Machine learning analysis of the children's motor patterns identified autism with up to 93% accuracy. Analysis revealed these patterns consisted of greater forces at contact and with a different distribution of forces within a gesture, and gesture kinematics were faster and larger, with more distal use of space. These data support the notion disruption to movement is core feature of autism, and demonstrate autism can be computationally assessed by fun, smart device gameplay.",2019,https://scholar.google.com.br/,no
69,Perceptions of friendship among adolescents with autism spectrum conditions in a mainstream high school resource provision,"Establishing and maintaining friendships is frequently challenging for young people with autism spectrum conditions (ASC). However, few studies have explored influences on friendship development, meaning that knowledge of friendship formation processes remains limited at a critical point in social development. As friendship can impact on well-being and the success of educational inclusion, addressing this issue is important and timely. This study explores friendship among adolescents with ASC, and in particular the meaning and nature of friendship, including perceived influences on its development. Semi-structured interviews were conducted with nine participants: three adolescent students with ASC, a parent of each student and key teachers. Students were found to have an understanding of friendship, although parents often felt it was theoretical and did not correlate with their own experiences. All of the students expressed a desire for friendship and reported having experienced loneliness. Friendships tended to centre on structured activities such as computer games, which provided both support and obstacles for friendship development. Further individual and contextual influences included levels of maturity, understanding of social rules, school environment and peer acceptance. The implications of these findings are discussed in relation to research and practice in educational settings. © 2016 Informa UK Limited, trading as Taylor & Francis Group",2019,https://scholar.google.com.br/,no
70,Temporal order-based first-take-all hashing for fast attention-deficit-hyperactive-disorder detection,"Attention Deficit Hyperactive Disorder (ADHD) is one of the most common childhood disorders and can continue through adolescence and adulthood. Although the root cause of the problem still remains unknown, recent advancements in brain imaging technology reveal there exists differences between neural activities of Typically Developing Children (TDC) and ADHD subjects. Inspired by this, we propose a novel First-Take-All (FTA) hashing framework to investigate the problem of fast ADHD subjects detection through the fMRI time-series of neuron activities. By hashing time courses from regions of interests (ROIs) in the brain into fixed-size hash codes, FTA can compactly encode the temporal order differences between the neural activity patterns that are key to distinguish TDC and ADHD subjects. Such patterns can be directly learned via minimizing the training loss incurred by the generated FTA codes. By conducting similarity search on the resultant FTA codes, data-driven ADHD detection can be achieved in an efficient fashion. The experiments' results on real-world ADHD detection benchmarks demonstrate the FTA can outperform the state-of the-art baselines using only neural activity time series without any phenotypic information. © 2016 ACM.",2019,https://scholar.google.com.br/,no
71,The design principles of edutainment system for autistic children with communication difficulties,"Approximately 50% of all individuals with Autism have difficulties in developing functional language owing to communication deterioration. Mobile devices with installed educational games help these individuals feel more comfortable and relaxed doing such activities. Although numerous mobile applications are available for individuals with Autism, they are difficult to use, particularly in terms of user-interface design. From the analysis of existing apps for autistic children, an app design principles are proposed based on interaction design (IxD), that would fulfil the users' requirements in a better manner. Five applications were involved in this analysis. The analysis identified fifteen suggestions for the design principles. These recommendations are offered by this paper towards designing and developing a prototype app for autistic children. This paper introduces an edutainment-system design principle formulated to help develop the communication skills of children with Autism-spectrum disorders. © 2016 Author(s).",2019,https://scholar.google.com.br/,yes
72,Intelligent robotic applied to social development assistant teaching system of autistic children,"The system is provided with humanized user interface and the function of facial recognition, which was completed through the cooperation with the Department of Special Education. In order to design and produce Jacky, this system (Figure 3), by ourselves, we actually found out the situation and needs of children with special education. The main function of Jacky (intelligent robot) is to track the face of subject target and then rating how much the subject pay attention to class. we had already finished the commissioning of the system on 9 subject respectively belong to 4 elementary schools, and this research had won the first place of Bio-Medical Electronics Education Consortium 2016 competition. Hope that this research would provide positive effects to autistic children, and help special education teachers on teaching further. © 2016 IEEE.",2019,https://scholar.google.com.br/,no
73,Cyborg and autism: exploring new social articulations via posthuman connections,"This paper explores the connections a young man with autism spectrum (AS) made using cyborg imagery having attended school in Nova Scotia, Canada. Cyborg is applied as a conceptual approach to explore the young man's connections to human and nonhuman elements. We also make use of rhizomes as a methodological framework to support the exploration of the young man's multiplicity of experiences with cyborg configurations. Data are drawn from a semi-structured interview with the young man where he demonstrated his capacity to employ cyborg imagery as a means to rearticulate his social identity when experiencing school on the periphery. A diffractive reading of the data produced alternative understandings outside contemporary thought on his schooling experiences. Findings challenge educators in applying cyborg to cut across static social categories and theorize new social knowledge on the experiences of students with AS. © 2016 Informa UK Limited, trading as Taylor & Francis Group.",2019,https://scholar.google.com.br/,no
74,Investigating mobile emotional learning for children with autistic spectrum disorders,"Realizing facial expression is likely to be one of the earliest facilitators of social engagement, and it is a core deficit for individuals with autism spectrum disorder (ASD) to build social relationship. Mobile learning creates the possibility of a learning environment and visual stimuli that can adapt its informal learning contexts to improve recognizing emotions for people with ASD. This study adopted features of mobile learning to help the realization of facial expression for the ASD. The proposed 3D Complex Facial Expression Recognition (3CFER) system was developed to help the deficit in facial expressions for this population. This study therefore, explored how children with ASD performed realizing facial expression using the 3CFER system, and how the phenomena of using the learning system for people with ASD performs. Participants (n = 24, 16 males and 8 females, m = 11.3 years old) were randomly assigned to either a control or an experimental group, and were involved with the pre-and post-test sessions. The control was not engaged in the system-treatment, and the experimental undertook the system-operation. The result showed that the experimental had great improvement in realizing facial expression compared with control, and surprise and shyness were mostly easy to be identified for them. The performance of using mobile learning system was promising well. However, the informal experience of recognizing facial expression in different social contexts was meaningful learning for this population. © 2016 The British Society of Developmental Disabilities",2019,https://scholar.google.com.br/,no
75,An interactive training system of motor learning by imitation and speech instructions for children with autism,"This paper presents an interactive training platform of motor learning using movement imitation and synchronous speech instruction. This platform enables a child with autism spectrum disorder (ASD) and a robot to imitate each other. A robot can ask a child to copy its action and instruct human how to adjust his/her action to match its action. A robot can also ask a child to coach it, which is able to elicit children's response to increase their communication. The platform is built up by a NAO humanoid robot that demonstrates actions, and a depth camera that captures child's actions. We scaled the skeleton tracking data in order to evaluate the consistence of actions between human and robot. The pilot tests on both children with and without ASD have shown that our framework is flexible and convenient for assisting intervention, and that the synchronous speech instructions to some extend facilitate children with ASD to perform their actions for motor learning. © 2016 IEEE.",2019,https://scholar.google.com.br/,no
76,Transcriptomic signatures of neuronal differentiation and their association with risk genes for autism spectrum and related neuropsychiatric disorders,"Genes for autism spectrum disorders (ASDs) are also implicated in fragile X syndrome (FXS), intellectual disabilities (ID) or schizophrenia (SCZ), and converge on neuronal function and differentiation. The SH-SY5Y neuroblastoma cell line, the most widely used system to study neurodevelopment, is currently discussed for its applicability to model cortical development. We implemented an optimal neuronal differentiation protocol of this system and evaluated neurodevelopment at the transcriptomic level using the CoNTeXT framework, a machine-learning algorithm based on human post-mortem brain data estimating developmental stage and regional identity of transcriptomic signatures. Our improved model in contrast to currently used SH-SY5Y models does capture early neurodevelopmental processes with high fidelity. We applied regression modelling, dynamic time warping analysis, parallel independent component analysis and weighted gene co-expression network analysis to identify activated gene sets and networks. Finally, we tested and compared these sets for enrichment of risk genes for neuropsychiatric disorders. We confirm a significant overlap of genes implicated in ASD with FXS, ID and SCZ. However, counterintuitive to this observation, we report that risk genes affect pathways specific for each disorder during early neurodevelopment. Genes implicated in ASD, ID, FXS and SCZ were enriched among the positive regulators, but only ID-implicated genes were also negative regulators of neuronal differentiation. ASD and ID genes were involved in dendritic branching modules, but only ASD risk genes were implicated in histone modification or axonal guidance. Only ID genes were over-represented among cell cycle modules. We conclude that the underlying signatures are disorder-specific and that the shared genetic architecture results in overlaps across disorders such as ID in ASD. Thus, adding developmental network context to genetic analyses will aid differentiating the pathophysiology of neuropsychiatric disorders. © The Author(s) 2016.",2019,https://scholar.google.com.br/,no
77,A Feasibility Study on the Effectiveness of a Full-Body Videogame Intervention for Decreasing Attention Deficit Hyperactivity Disorder Symptoms,"Objective: The current study assessed the feasibility and effectiveness of a full-body-driven intervention videogame targeted at decreasing attention deficit hyperactivity disorder (ADHD) symptoms, specifically inattention, hyperactivity, impulsivity, and motor deficiency. Materials and Methods: The game was tested in a Dutch sample (N = 73) of school-aged children with elevated ADHD symptoms. Children assigned to the intervention condition played ""Adventurous Dreaming Highflying Dragon,"" and those in the control condition played a comparable full-body-driven game without ADHD-focused training components. Games were played during six 15-minute sessions. Outcomes were teacher-rated ADHD symptoms and scores on neuropsychological tasks assessing motor skills, impulsivity, and sustained attention. Results: There was some indication of greater improvement in the intervention group in comparison to the control group in terms of teacher-rated ADHD symptoms. Both groups showed equal indication of improvement in fine motor skills, but no change was found in gross motor skills. Additionally, both groups showed a deterioration in number of hits (assessing sustained attention) on the go/no-go task. Last, the intervention group showed a greater increase in false alarms (assessing impulsivity) than the control group. Conclusion: Dragon seems promising as a game-based intervention for children with ADHD. Children who played Dragon improved in several areas with only a short amount of gameplay (1.5 hours in total), and their satisfaction with the game was high. For future research, it is recommended to further inspect Dragon's influence on impulsivity and gross motor skills. Furthermore, it is recommended to disentangle, examine, and evaluate specific properties of videogames that might lead to positive behavioral change. © Copyright 2016, Mary Ann Liebert, Inc. 2016.",2019,https://scholar.google.com.br/,no
78,Matching Robot KASPAR to Autism Spectrum Disorder (ASD) Therapy and Educational Goals,"The aim of this study was to identify the potential contribution of therapy robot KASPAR to the therapy and/or educational goals for children with autism spectrum disorder (ASD) according to professionals and practitioners in the field. An online questionnaire and focus groups were applied to elicit the expectations of a group of 54 multidisciplinary ASD practitioners about therapy and/or educational goals KASPAR can contribute to. Findings indicate that professionals expect KASPAR to be of added value to ASD objectives in domains such as ‘communication', ‘social/interpersonal interaction and relations', and ‘play', but also in objectives related to ‘emotional wellbeing' and ‘preschool skills'. A top 10 is created of professionals' expectations of potential added value for robot KASPAR for working on therapy and educational goals for children with ASD. Professionals are convinced that KASPAR can be useful in interventions for a broad range of therapy and education goals for children with autism spectrum disorder. © 2016, Springer Science+Business Media Dordrecht.",2019,https://scholar.google.com.br/,no
79,"Neural, electrophysiological and anatomical basis of brain-network variability and its characteristic changes in mental disorders","Functional brain networks demonstrate significant temporal variability and dynamic reconfiguration even in the resting state. Currently, most studies investigate temporal variability of brain networks at the scale of single (micro) or whole-brain (macro) connectivity. However, the mechanism underlying time-varying properties remains unclear, as the coupling between brain network variability and neural activity is not readily apparent when analysed at either micro or macroscales. We propose an intermediate (meso) scale analysis and characterize temporal variability of the functional architecture associated with a particular region. This yields a topography of variability that reflects the whole-brain and, most importantly, creates an analytical framework to establish the fundamental relationship between variability of regional functional architecture and its neural activity or structural connectivity. We find that temporal variability reflects the dynamical reconfiguration of a brain region into distinct functional modules at different times and may be indicative of brain flexibility and adaptability. Primary and unimodal sensory-motor cortices demonstrate low temporal variability, while transmodal areas, including heteromodal association areas and limbic system, demonstrate the high variability. In particular, regions with highest variability such as hippocampus/parahippocampus, inferior and middle temporal gyrus, olfactory gyrus and caudate are all related to learning, suggesting that the temporal variability may indicate the level of brain adaptability. With simultaneously recorded electroencephalography/functional magnetic resonance imaging and functional magnetic resonance imaging/diffusion tensor imaging data, we also find that variability of regional functional architecture is modulated by local blood oxygen level-dependent activity and ?-band oscillation, and is governed by the ratio of intra- to inter-community structural connectivity. Application of the mesoscale variability measure to multicentre datasets of three mental disorders and matched controls involving 1180 subjects reveals that those regions demonstrating extreme, i.e. highest/lowest variability in controls are most liable to change in mental disorders. Specifically, we draw attention to the identification of diametrically opposing patterns of variability changes between schizophrenia and attention deficit hyperactivity disorder/autism. Regions of the default-mode network demonstrate lower variability in patients with schizophrenia, but high variability in patients with autism/attention deficit hyperactivity disorder, compared with respective controls. In contrast, subcortical regions, especially the thalamus, show higher variability in schizophrenia patients, but lower variability in patients with attention deficit hyperactivity disorder. The changes in variability of these regions are also closely related to symptom scores. Our work provides insights into the dynamic organization of the resting brain and how it changes in brain disorders. The nodal variability measure may also be potentially useful as a predictor for learning and neural rehabilitation. © 2016 The Author (2016). Published by Oxford University Press on behalf of the Guarantors of Brain. All rights reserved.",2019,https://scholar.google.com.br/,no
80,Identifying children with autism spectrum disorder based on their face processing abnormality: A machine learning framework,"The atypical face scanning patterns in individuals with Autism Spectrum Disorder (ASD) has been repeatedly discovered by previous research. The present study examined whether their face scanning patterns could be potentially useful to identify children with ASD by adopting the machine learning algorithm for the classification purpose. Particularly, we applied the machine learning method to analyze an eye movement dataset from a face recognition task [Yi et al., 2016], to classify children with and without ASD. We evaluated the performance of our model in terms of its accuracy, sensitivity, and specificity of classifying ASD. Results indicated promising evidence for applying the machine learning algorithm based on the face scanning patterns to identify children with ASD, with a maximum classification accuracy of 88.51%. Nevertheless, our study is still preliminary with some constraints that may apply in the clinical practice. Future research should shed light on further valuation of our method and contribute to the development of a multitask and multimodel approach to aid the process of early detection and diagnosis of ASD. Autism Res 2016, 9: 888–898. © 2016 International Society for Autism Research, Wiley Periodicals, Inc. © 2016 International Society for Autism Research, Wiley Periodicals, Inc.",2019,https://scholar.google.com.br/,no
81,EMOTIONAL READINESS AND MUSIC THERAPEUTIC ACTIVITIES,"The purpose of this study is to understand the children's expression with verbal and nonverbal communication in the Autistic spectrum. We study the emotional readiness and the music therapeutic activities which exploit the elements of music. The method followed focused on the research field of special needs education. Assumptions on the parameters investigated in relation to communication: (a) the spontaneous interest to the other and (b) facilitating the access to music and games – cooperation activities with others in the classroom, in the school yard and with extension to family members. In the results, we found that communication in Accession elementary special education school can be significantly improved while the music therapeutic activities and the pedagogical practice recording high levels of interest in musical dance games. The conclusions showed that the content of personalised music therapist activities aimed Emotional Organisation can support communication techniques in children have little verbal communication. © 2016 NASEN",2019,https://scholar.google.com.br/,no
82,Examining playground engagement between elementary school children with and without autism spectrum disorder,"Little is known about the social behavior of children with and without autism spectrum disorder during recess. This study documented the naturally occurring recess engagement and peer interaction behaviors of children with and without autism spectrum disorder in inclusive school settings. Participants included 51 children with autism spectrum disorder and 51 classmates without autism spectrum disorder who served as peer models matched on gender, classroom, grade, age, and ethnicity. Using a timed-interval behavior-coding system, children with autism spectrum disorder spent approximately 30% of their recess time engaged in solitary activities, whereas their classmates only spent approximately 9% of recess unengaged. In addition, children with autism spectrum disorder spent about 40% of the recess period jointly engaged with peers in a reciprocal activity, conversation, or game as compared to 70% for matched classmates. These findings provide a context for which to interpret intervention outcomes and gains for children with autism spectrum disorder in inclusive settings. © 2015 The Author(s).",2019,https://scholar.google.com.br/,no
83,Defining Resilience in Families Living with Neurodevelopmental Disorder: A Preliminary Examination of Walsh's Framework,"Family interaction and support play a critical role in raising a child with a neurodevelopmental disorder (NDD) of brain function and growth. Although the negative effects of NDD on the family, including parental distress, have been widely studied less is known about the structure of resilience in these families, or their capacity to cope. The current study attempts to quantitatively define this complex construct, with reference to Walsh's (2003) Family Resilience Framework. Results from an online survey of 155 female caregivers of children diagnosed with an autism spectrum disorder, intellectual disability, specific learning or communication difficulty highlighted the individual and combined contribution of three family processes—belief systems, organisational patterns and communication skills—to resilience. Regression analysis revealed that parental distress, directly associated with problematic communication patterns, was a significant (p <.01) impediment to family resilience. Facilitators of resilience included positive belief systems (i.e. positive perceptions of a child's disability and general outlook) along with a parental organisational style characterised by high nurturing. However, the combined contribution of these variables accounted for only 35 % of the variance in resilience scores, suggesting that further work is needed to operationalise the resilience process. Large-scale and longitudinal data will also help to determine resilience trajectories over time and in different family contexts. © 2016, Springer Science+Business Media New York.",2019,https://scholar.google.com.br/,no
84,Design of emotional educational system mobile games for autistic children,"The rise and popularization of smartphones resulted in an obvious transition from personal computing to smartphones computing, all while guarding interactivity. Consequently, intelligent instruments can possess a Facial Emotion Detection (FED) system and an Automatic Speech Recognition (ASR) process. Such performances give new opportunities to develop a variability of software's that would otherwise be impossible. One group that would strongly benefit from the aforementioned applications concerns kids with Autism Spectrum Disorder (ASD). Although most recent educational mobile games targeting autistic children are not emotion-aware, our research laboratory inspects how portable technologies, facial expression recognition, and voice recognition algorithms can help autistic kids learn and improve their academic skills. We have designed a computerized system, World of Kids which facilitates the development of behaviour detection software's in portable devices. We aim to identify the mobile user's emotions via facial detection in order to extract the best appropriate and favourable game(s), which may even be a learning game(s). This paper describes the process in designing World of Kids and discusses the given results after testing the facial expression recognition application to detect emotion. © 2016 IEEE.",2019,https://scholar.google.com.br/,no
85,Narratives and sensor driven cognitive behavior training game platform,"This research introduces the narratives and sensor driven behavior treatment framework in the form of a serious game. For this, well-known fairy tale, the Fisherman and the Genie from the Book of the Thousand Nights and a Night, also known as the Arabian Nights, is refined to be used as the narrative storytelling source of the game platform. In addition, the platform is interfaced with brain-computer interface (BCI) and motion sensing assistive devices. This game platform is built on top of the Unity3D engine to provide children with Attention-Deficit/Hyperactivity Disorder (ADHD) with a serious game which helps them improve their behavior with dynamically adaptive intervention scheme. Moreover, their brainwaves and motions are captured and identified by the game platform in real-time. The monitored sensing data is stored in the Elasticsearch cloud search engine for real-time and post-performance evaluation of players' behavior and the effectiveness of this behavior treatment mechanism. The main idea of the behavior treatment is to make the narrative contents drive a player and help a cyber character, the fisherman. The real-world player accomplishes the given narrative quests, resulting in helping the fisherman reach his goal. The degree of the player's attention level and his/her fidelity to the given quests directly influence the flow of the game, by enforcing the fisherman to proceed to go fishing or be prohibited from continuing his job. This adaptive intervention affects the entire paths of the game and significantly delays the clearing time of game sessions. As a result, this platform is expected to help children with ADHD improve their level of attention, control their hyperactive behavior, and develop their social skills as they learn how to behave according to the presented narrative game contents. In addition, this behavior treatment approach is evaluated by analyzing the attention and meditation levels, the number of recognized motions, and the completion ratio of the given narrative quests in combination with the recognized sensing data and the associated narrative contents. © 2016 IEEE.",2019,https://scholar.google.com.br/,no
86,Pre-vocational skills laboratory: designing interventions to improve employment skills for students with autism spectrum disorders,"The use of information and communication technologies in educating children with autism spectrum disorders (ASD) is a dynamic field linking both special education and learning technologies research areas. This paper reports on the development of pre-vocational skills laboratory (PVS-Lab), a Web-based learning environment aiming to support students with ASD towards developing pre-vocational and employment skills. The first section addresses theoretical foundations and the design framework of PVS-Lab, as well as the structure and the functionality of the system. Following a particular intervention is presented including the analysis of the engagement of an autistic student with PVS-Lab and his tutors' monitoring, based on a psychophysiological signal recording system. The paper concludes with the need to advance future research towards new learning environments that can help (a) students with autism to acquire pre-vocational skills, and (b) tutors to harness the potential of multiple forms of information (PVS-Lab system log files, psychophysiological data, video records and observation notes) towards designing effective individualized interventions. © 2016 Springer-Verlag Berlin Heidelberg",2019,https://scholar.google.com.br/,yes
87,Teaching a Student With Autism Spectrum Disorder On-Topic Conversational Responses With an iPad: A Pilot Study*,"Scripts in written or auditory form have been used to teach conversational skills to individuals with autism spectrum disorder (ASD), but with the proliferation of handheld tablet devices the scope to combine these 2 formats has broadened. The aim of this pilot study was to investigate if a script-based intervention, presented on an iPad conversational app, would be effective in teaching basic conversation skills within a school setting. A multiple baseline with probe design across scripts was employed to teach a student with ASD on-topic responses. Experimental control was demonstrated across 2 of the 3 baselines. Surprisingly, a substantial degree of generalisation was evident, which may have compromised demonstration of experimental control. This app may be a practical and effective tool for teaching on-topic responses to an individual with ASD, and further research is warranted. Copyright © The Author(s) 2016",2019,https://scholar.google.com.br/,yes
88,Multimodal adaptive social interaction in virtual environment (MASI-VR) for children with Autism spectrum disorders (ASD),"Difficulties in social interaction, verbal and non-verbal communications as well as repetitive and atypical patterns of behavior, characterizes Autism spectrum disorders (ASD). A number of studies indicated that many children with ASD prefer technology and this preference can be explored to develop systems that may alleviate several challenges of traditional treatment and intervention. As a result, recent advances in computer and robotic technology are ushering in innovative assistive technologies for ASD intervention. The current work presents design, development and a usability study of an adaptive multimodal virtual reality-based social interaction platform for children with ASD. It is hypothesized that endowing a technological system that can detect the processing pattern and mental state of the child using implicit cues from eye tracking and electrophysiological, including peripheral physiological and electroencephalography (EEG), signals and adapt its interaction accordingly is of great importance in assisting and individualizing traditional intervention approaches. The presented VR system is based on a virtual reality based social environment, a school cafeteria, where an individual with ASD interacts with virtual characters. An eye tracker, an EEG monitor and biosensors to measure peripheral electrophysiological signals are integrated with the VR task environment to obtain gaze, EEG signals and several peripheral physiological signals in real-time. In the current work, we show how eye gaze and task performance can be used in real-time to adapt intervention in VR. The other signals are collected for offline analysis. The results from a usability study with 12 subjects with ASD are presented to demonstrate the viability of the proposed concepts within the VR system. © 2016 IEEE.",2019,https://scholar.google.com.br/,no
89,Occupational therapy and video modeling for children with autism,"This review explores the evidence in support of using video modeling for teaching children with autism. The process of implementing video modeling, the use of various perspectives, and a wide range of target skills are addressed. Additionally, several helpful clinician resources including handheld device applications, books, and websites are reviewed. Video modeling is an evidence-based strategy for teaching children with autism and its use can be an asset for any therapist or educator. © 2016 Taylor & Francis.",2019,https://scholar.google.com.br/,no
90,Attention deficit/hyperactivity disorder case (Adhd) and the medicalization of education: An analysis from parents and teachers' reports. interface (botucatu) [O caso transtorno do déficit de atenção e hiperatividade (Tdah) e a medicalização da educação: Uma análise a partir do relato de pais e professors] [El caso del transtorno do déficit de atención e hiperactividad (Tdah) y la medicalización de la educación: Un análisis a partir de la narración de padres y profesores. interface (botucatu)],"Difficult behaviors in childhood are the center of frequent discussions in the medical and educational areas in the last years. Two interrelated phenomena stand out in this debate: the medicalization and pathologization of childhood. Medicine and psychiatry are known as producers of these processes creating and recreating diagnostic categories to justify innumerable problems in the complex relationships in the school environment. From this perspective, we intend to bring the narratives of parents and teachers from a public school in the state of São Paulo about students, aged between seven and 11 years old, diagnosed with Attention Deficit/Hyperactivity Disorder (ADHD) that link with discussions about the medicalization process in the present society. It is considered that children who have shown difficulties in learning or behaving are categorized as biological ahistorical bodies lacking social and affective life. © 2016, Fundacao UNI Botucatu/UNESP. All rights reserved.",2019,https://scholar.google.com.br/,no
91,ADHD in context: Young adults' reports of the impact of occupational environment on the manifestation of ADHD,"Does changing context play a role in the decline in ADHD symptoms in adulthood? Insufficient research has explored the functioning of adults with ADHD. As adults, individuals with ADHD have significantly more latitude to control aspects of their day-to-day environments. Do the new contexts young adults find themselves in alter their experience of ADHD? Are there particular occupational or educational contexts in which young adults report functioning better than others?To examine this issue, we conducted semi-structured interviews at four North American sites in 2010-11 with 125 young adults, originally diagnosed with ADHD as children, regarding their work and post-secondary educational environments. Many subjects describe their symptoms as context-dependent. In some contexts, participants report feeling better able to focus, in others, their symptoms-such as high energy levels-become strengths rather than liabilities. Modal descriptions included tasks that were stressful and challenging, novel and required multitasking, busy and fast-paced, physically demanding or hands-on, and/or intrinsically interesting. Consistent with a developmental psychopathology framework, ADHD is experienced as arising from an interaction between our subjects and their environments. These findings demonstrate the need to account for the role of context in our understanding of ADHD as a psychiatric disorder, especially as it manifests in young adulthood. © 2016 Elsevier Ltd.",2019,https://scholar.google.com.br/,no
92,Using touchscreen technology to support basic numeracy learning process for high functioning children with autism,"Touch-screen technology has gained state-of-the-art research interests as brain impairment becomes critical issues globally and locally. However, research on touch-screen assistive learning as intervention approach for children with autism spectrum disorder (ASD) is still at its experimental level. Research showed that it is essential for children with ASD to obtain fundamental skills in order to achieve certain level of independence. In spite of gigantic enhancements in early diagnosis and interventions, most children diagnosed with ASD are implausible to live independently when they grow up. With the emergence of touch-screen technology, the researchers saw the need to conduct research on touch-screen technology based interventions with the aim of disseminating numeracy learning skill among children with ASD as basic numeracy skill is essential for them to gain self-independence when they grow up. This research also looked into the behaviour, engagement and motivation of children with ASD towards the touch-screen application. Twenty high functioning children with ASD and their respective teachers from two primary integrated schools and two from Autism centres in the Klang Valley, Selangor, Malaysia participated in this research. A basic numeracy learning application was developed that operates on touch-screen technology such as tablets, smartphones and laptops. Based on the experiment and direct observation, the children with ASD showed enthusiasm and positive attitude towards the application. Therefore, it is hoped that this basic numeracy learning application will be able to foster a better quality of life for children with ASD in the future. © The Turkish Online Journal of Educational Technology.",2019,https://scholar.google.com.br/,yes
93,Atypical asymmetry for processing human and robot faces in autism revealed by fNIRS,"Deficits in the visual processing of faces in autism spectrum disorder (ASD) individuals may be due to atypical brain organization and function. Studies assessing asymmetric brain function in ASD individuals have suggested that facial processing, which is known to be lateralized in neurotypical (NT) individuals, may be less lateralized in ASD. Here we used functional near-infrared spectroscopy (fNIRS) to first test this theory by comparing patterns of lateralized brain activity in homologous temporal-occipital facial processing regions during observation of faces in an ASD group and an NT group. As expected, the ASD participants showed reduced right hemisphere asymmetry for human faces, compared to the NT participants. Based on recent behavioral reports suggesting that robots can facilitate increased verbal interaction over human counterparts in ASD, we also measured responses to faces of robots to determine if these patterns of activation were lateralized in each group. In this exploratory test, both groups showed similar asymmetry patterns for the robot faces. Our findings confirm existing literature suggesting reduced asymmetry for human faces in ASD and provide a preliminary foundation for future testing of how the use of categorically different social stimuli in the clinical setting may be beneficial in this population. © 2016 Jung et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.",2019,https://scholar.google.com.br/,no
94,The effects of embodied rhythm and robotic interventions on the spontaneous and responsive social attention patterns of children with autism spectrum disorder (ASD): A pilot randomized controlled trial,"We compared the effects of 8-weeks of rhythm and robotic interventions with those of a comparison, standard-of-care intervention, on the spontaneous and responsive social attention patterns of school-age children with autism spectrum disorder. Attention patterns were examined within a standardized pretest/posttest measure of joint attention (JA) and a training-specific social attention measure during early, mid, and late training sessions. The rhythm and comparison groups demonstrated improvements in JA. Social attention was greater in the rhythm followed by the robot and lastly the comparison group. The robot and comparison groups spent maximum time fixating on the robot and objects, respectively. Across sessions, the robot group decreased attention to the robot and increased attention to elsewhere. Overall, rhythmic movement contexts afford sustained social monitoring in children with autism. © 2016 Elsevier Ltd. All rights reserved.",2019,https://scholar.google.com.br/,no
95,The effects of embodied rhythm and robotic interventions on the spontaneous and responsive verbal communication skills of children with Autism Spectrum Disorder (ASD): A further outcome of a pilot randomized controlled trial,"The current manuscript is the second in a mini-series of manuscripts reporting the effects of alternative, movement-based, rhythm and robotic interventions on the social communication skills of 36 school-age children with ASD. This pilot randomized controlled trial compared the effects of 8-weeks of rhythm and robotic interventions to those of a standard-of-care, comparison intervention. The first manuscript reported intervention effects on the spontaneous and responsive social attention skills of children. In this manuscript, we report intervention effects on the spontaneous and responsive verbal communication skills of children. Communication skills were assessed within a standardized test of responsive communication during the pretest and posttest as well as using training-specific measures of social verbalization during early, mid, and late training sessions. The rhythm and comparison groups improved on the standardized test in the posttest compared to the pretest. The rhythm and robot groups increased levels of social verbalization across training sessions. Movement-based and stationary contexts afford different types and amounts of communication in children with ASD. Overall, movement-based interventions are a promising tool to enhance verbal and non-verbal communication skills in children with ASD. © 2016 Elsevier Ltd. All rights reserved.",2019,https://scholar.google.com.br/,no
96,Perception of dental visit pictures in children with autism spectrum disorder and their caretakers: A qualitative study,"Objectives: One of the most common ways to communicate to children with autism spectrum disorder (ASD) is by using pictures. This study was conducted to identify the easiest perception of dental visit by children with ASD when using pictures as printed photographs. Materials and Methods: Purposive sampling was used to recruit participants from a school for children with special needs in south Jakarta. Semi-structured interviews were conducted with 10 autistic children aged 13-17 years, 2 parents, and 2 teachers. Open-ended questions were asked to participants regarding pictures of dental clinic personnel and activity. Conversations were noted, tape recorded, and then categorized to extract a theme. The data were analyzed using Dedoose mixed methods software. Results: Most respondents showed a positive perception of the dental visit pictures. Many of the pictures were easily recognized by children with ASD, but some failed to be understood. Caretakers not only gave their perception but also recommendations for improvement of the pictures. Conclusions: Dental visit pictures could be used as useful communication tools for children with ASD. Based on the results, the pictures related to dental visit were generally easy to understand, however, some needed correction to be comprehensible. © 2016 Journal of International Society of Preventive and Community Dentistry | Published by Wolters Kluwer - Medknow.",2019,https://scholar.google.com.br/,no
97,Educational and digital inclusion for subjects with autism spectrum disorders in 1:1 technological configuration,"Focused on inclusive public policies, the relationship between students with Autism Spectrum Disorders and mobile devices was examined for discussing the limits and possibilities of the 1:1 technological configuration for supporting educational and digital inclusion programs in the Brazilian public schools. This was a qualitative research, with exploratory and explanatory approaches. Data collection was carried out through direct observation and document analysis, interviews and focus groups. From the data collected, we could observe the flaws and the potential of the interaction of three research subjects, all attending the first years of Elementary School, with mobile devices. The laptop is not user-friendly and not easy to understand, due to the complexity of the operational system, with its multiple choices and configurations. The interaction with the tablet showed a more friendly and intuitive use, since it is used more naturally, using fingers to touch the screen. The tablet can be used anywhere and in any position, which is good for students who are hyperactive and can quality strategies for pedagogical mediations. © 2016 Elsevier Ltd. All rights reserved.",2019,https://scholar.google.com.br/,yes
98,Brief Report: Coaching Adolescents with Autism Spectrum Disorder in a School-Based Multi-Sport Program,"While physical activity (PA) is often overwhelming for people with ASD, appropriate engagement strategies can result in increased motivation to participate and associated physical and psychosocial benefits. In this framework, the multi-sport Supporting Success program aims to inform good-practice coaching strategies for community coaches to engage with adolescents with ASD in order to foster socialisation. The project employs a community development approach and a Participatory Action Research (PAR) design. Methods include ongoing consultation, focus groups, briefing/debriefing sessions and questionnaire surveys. Preliminary findings indicate that coaching strategies and program design are fundamental variables in the use of sport/PA to help adolescents with ASD to develop social skills and share positive experiences with peers, coaches, educators and local community members. © 2016, Springer Science+Business Media New York.",2019,https://scholar.google.com.br/,no
99,Comparative study on the engagement of students with autism towards learning through the use of mobile technology based visual schedule,"Visual schedule module has been developed by researchers in order to lessen children with autism's reliance to adults. Children with autism have problems in self-management due to the executive dysfunction they were facing. However, conventional activity schedule consumes time and efforts to be prepared despite needing storage for the large quantity of image analogs. As computer instructions have shown positive effects in educating the children with autism, digital visual schedules seem like a good way to ease the use of visual activity schedule. Thus, this study aims to investigate the potential of digital visual schedule applications to Malaysian autistic users and will be significant in designing appropriate instructional program for the development of children with autism. A total of 20 samples participated in the field experiment to determine their motivation and engagement towards a visual activity schedule application. © The Turkish Online Journal of Educational Technology.",2019,https://scholar.google.com.br/,no
100,Self-Monitoring for High School Students With Disabilities: A Cross-Categorical Investigation of I-Connect,"Self-monitoring interventions are well supported within the empirical literature as improving classroom engagement for students with disabilities. However, studies implementing self-monitoring interventions in high school settings are rarely conducted despite their potential to improve student academic and behavioral outcomes. In an investigation of an unobtrusive, self-monitoring application loaded on a handheld device, classroom engagement and perceived academic benefits were assessed in a withdrawal design for three high school students with different disabilities (specific learning disability, autism, and intellectual disability) in varied instructional arrangements. Direct observation data supported the intervention as effective in improving classroom engagement for all three students during intervention and maintenance phases. © 2015, © Hammill Institute on Disabilities 2015.",2019,https://scholar.google.com.br/,no
101,Wireless Computing in Medicine: From Nano to Cloud with Ethical and Legal Implications,"Provides a comprehensive overview of wireless computing in medicine, with technological, medical, and legal advances. This book brings together the latest work of leading scientists in the disciplines of Computing, Medicine, and Law, in the field of Wireless Health. The book is organized into three main sections. The first section discusses the use of distributed computing in medicine. It concentrates on methods for treating chronic diseases and cognitive disabilities like Alzheimer's, Autism, etc. It also discusses how to improve portability and accuracy of monitoring instruments and reduce the redundancy of data. It emphasizes the privacy and security of using such devices. The role of mobile sensing, wireless power and Markov decision process in distributed computing is also examined. The second section covers nanomedicine and discusses how the drug delivery strategies for chronic diseases can be efficiently improved by Nanotechnology enabled materials and devices such as MENs and Nanorobots. The authors will also explain how to use DNA computation in medicine, model brain disorders and detect bio-markers using nanotechnology. The third section will focus on the legal and privacy issues, and how to implement these technologies in a way that is a safe and ethical. Defines the technologies of distributed wireless health, from software that runs cloud computing data centers, to the technologies that allow new sensors to work. Explains the applications of nanotechnologies to prevent, diagnose and cure disease. Includes case studies on how the technologies covered in the book are being implemented in the medical field, through both the creation of new medical applications and their integration into current systems. Discusses pervasive computing's organizational benefits to hospitals and health care organizations, and their ethical and legal challenges. © 2016 by John Wiley & Sons, Inc. All rights reserved.",2019,https://scholar.google.com.br/,no
102,Adult Spinal Deformity Surgeons Are Unable to Accurately Predict Postoperative Spinal Alignment Using Clinical Judgment Alone,"Object Adult spinal deformity (ASD) surgery seeks to reduce disability and improve quality of life through restoration of spinal alignment. In particular, correction of sagittal malalignment is correlated with patient outcome. Inadequate correction of sagittal deformity is not infrequent. The present study assessed surgeons' ability to accurately predict postoperative alignment. Methods Seventeen cases were presented with preoperative radiographic measurements, and a summary of the operation as performed by the treating physician. Surgeon training, practice characteristics, and use of surgical planning software was assessed. Participants predicted if the surgical plan would lead to adequate deformity correction and attempted to predict postoperative radiographic parameters including sagittal vertical axis (SVA), pelvic tilt (PT), pelvic incidence to lumbar lordosis mismatch (PI-LL), thoracic kyphosis (TK). Results Seventeen surgeons participated: 71% within 0 to 10 years of practice, 88% devote >25% of their practice to deformity surgery. Surgeons accurately judged adequacy of the surgical plan to achieve correction to specific thresholds of SVA 69% ± 8%, PT 68% ± 9%, and PI-LL 68% ± 11% of the time. However, surgeons correctly predicted the actual postoperative radiographic parameters only 42% ± 6% of the time. They were more successful at predicting PT (61% ± 10%) than SVA (45% ± 8%), PI-LL (26% ± 11%), or TK change (35% ± 21%, p <.05). Improved performance correlated with greater focus on deformity but not number of years in practice or number of three-column osteotomies performed per year. Conclusion Surgeons failed to correctly predict the adequacy of the proposed surgical plan in approximately one third of presented cases. They were better at determining whether a surgical plan would achieve adequate correction than predicting specific postoperative alignment parameters. Pelvic tilt and SVA were predicted with the greatest accuracy. © 2016 Scoliosis Research Society.",2019,https://scholar.google.com.br/,no
103,Technological aids for the rehabilitation of memory and executive functioning in children and adolescents with acquired brain injury,"Background: The use of technology in healthcare settings is on the increase and may represent a cost-effective means of delivering rehabilitation. Reductions in treatment time, and delivery in the home, are also thought to be benefits of this approach. Children and adolescents with brain injury often experience deficits in memory and executive functioning that can negatively affect their school work, social lives, and future occupations. Effective interventions that can be delivered at home, without the need for high-cost clinical involvement, could provide a means to address a current lack of provision. We have systematically reviewed studies examining the effects of technology-based interventions for the rehabilitation of deficits in memory and executive functioning in children and adolescents with acquired brain injury. Objectives: To assess the effects of technology-based interventions compared to placebo intervention, no treatment, or other types of intervention, on the executive functioning and memory of children and adolescents with acquired brain injury. Search methods: We ran the search on the 30 September 2015. We searched the Cochrane Injuries Group Specialised Register, the Cochrane Central Register of Controlled Trials (CENTRAL), Ovid MEDLINE(R), Ovid MEDLINE(R) In-Process &amp, Other Non-Indexed Citations, Ovid MEDLINE(R) Daily and Ovid OLDMEDLINE(R), EMBASE Classic + EMBASE (OvidSP), ISI Web of Science (SCI-EXPANDED, SSCI, CPCI-S, and CPSI-SSH), CINAHL Plus (EBSCO), two other databases, and clinical trials registers. We also searched the internet, screened reference lists, and contacted authors of included studies. Selection criteria: Randomised controlled trials comparing the use of a technological aid for the rehabilitation of children and adolescents with memory or executive-functioning deficits with placebo, no treatment, or another intervention. Data collection and analysis: Two review authors independently reviewed titles and abstracts identified by the search strategy. Following retrieval of full-text manuscripts, two review authors independently performed data extraction and assessed the risk of bias. Main results: Four studies (involving 206 participants) met the inclusion criteria for this review. Three studies, involving 194 participants, assessed the effects of online interventions to target executive functioning (that is monitoring and changing behaviour, problem solving, planning, etc.). These studies, which were all conducted by the same research team, compared online interventions against a 'placebo' (participants were given internet resources on brain injury). The interventions were delivered in the family home with additional support or training, or both, from a psychologist or doctoral student. The fourth study investigated the use of a computer program to target memory in addition to components of executive functioning (that is attention, organisation, and problem solving). No information on the study setting was provided, however a speech-language pathologist, teacher, or occupational therapist accompanied participants. Two studies assessed adolescents and young adults with mild to severe traumatic brain injury (TBI), while the remaining two studies assessed children and adolescents with moderate to severe TBI. Risk of bias We assessed the risk of selection bias as low for three studies and unclear for one study. Allocation bias was high in two studies, unclear in one study, and low in one study. Only one study (n = 120) was able to conceal allocation from participants, therefore overall selection bias was assessed as high. One study took steps to conceal assessors from allocation (low risk of detection bias), while the other three did not do so (high risk of detection bias). Primary outcome 1: Executive functioning: Technology-based intervention versus placebo Results from meta-analysis of three studies (n = 194) comparing online interventions with a placebo for children and adolescents with TBI, favoured the intervention immediately post-treatment (standardised mean difference (SMD) -0.37, 95% confidence interval (CI) -0.66 to -0.09, P = 0.62, I2 = 0%). (As there is no 'gold standard' measure in the field, we have not translated the SMD back to any particular scale.) This result is thought to represent only a small to medium effect size (using Cohen's rule of thumb, where 0.2 is a small effect, 0.5 a medium one, and 0.8 or above is a large effect), this is unlikely to have a clinically important effect on the participant. The fourth study (n = 12) reported differences between the intervention and control groups on problem solving (an important component of executive functioning). No means or standard deviations were presented for this outcome, therefore an effect size could not be calculated. The quality of evidence for this outcome according to GRADE was very low. This means future research is highly likely to change the estimate of effect. Primary outcome 2: Memory One small study (n = 12) reported a statistically significant difference in improvement in sentence recall between the intervention and control group following an eight-week remediation programme. No means or standard deviations were presented for this outcome, therefore an effect size could not be calculated. Secondary outcomes Two studies (n = 158) reported on anxiety/depression as measured by the Child Behavior Checklist (CBCL) and were included in a meta-analysis. We found no evidence of an effect with the intervention (mean difference -5.59, 95% CI -11.46 to 0.28, I2 = 53%). The GRADE quality of evidence for this outcome was very low, meaning future research is likely to change the estimate of effect. A single study sought to record adverse events and reported none. Two studies reported on use of the intervention (range 0 to 13 and 1 to 24 sessions). One study reported on social functioning/social competence and found no effect. The included studies reported no data for other secondary outcomes (that is quality of life and academic achievement). Authors' conclusions: This review provides low-quality evidence for the use of technology-based interventions in the rehabilitation of executive functions and memory for children and adolescents with TBI. As all of the included studies contained relatively small numbers of participants (12 to 120), our findings should be interpreted with caution. The involvement of a clinician or therapist, rather than use of the technology, may have led to the success of these interventions. Future research should seek to replicate these findings with larger samples, in other regions, using ecologically valid outcome measures, and reduced clinician involvement. © 2016 The Cochrane Collaboration.",2019,https://scholar.google.com.br/,no
104,Student proposals for design projects to aid children with severe disabilities,"Children with severe disabilities have unique individual needs. Technology-based designs intended to quantify the well-being of these children or assist them with learning or activities of daily living are often by nature ""one of"" designs tightly matched to these needs. For children with severe autism, such designs must be incorporated into their environments in unobtrusive ways to avoid upsetting or distracting these children. This design space and its affiliated challenges offer a rich environment for engineering students to exercise their design creativity. This paper presents an end-of-semester exercise for a Kansas State University Introduction to Biomedical Engineering class, where students propose senior-design projects geared toward children with severe disabilities. The goal of the exercise is to integrate concepts related to biomedical devices, design factors, care delivery environments, and assistive technology into a proposed design with clear practical benefit that can be implemented in prototype form by a senior design team over the span of about two semesters. The deliverable for the design exercise is a four-page paper in two-column IEEE format that adheres to a pre-specified structure. To focus these design-project ideas, students are asked to offer their thoughts within the framework of needs specified by clinical staff at Heartspring in Wichita, KS, a facility that serves severely disabled children, where nearly all of the full-time residents are autistic, and most are nonverbal. In addition to the educational benefits offered by this experience, the author's intent is to help spur ideas for new senior design projects that can be supported with resources from existing NSF-funded grants which provide equipment and materials for such endeavors. Six semesters worth of design ideas are presented here, along with the results of assessment rubrics applied to the final papers. The class is populated by students from various departments within the Kansas State University College of Engineering, so design proposals are varied and incorporate low-level to system-level solutions. Some of these design ideas have been adopted by design teams, whereas others await attention. © American Society for Engineering Education, 2016.",2019,https://scholar.google.com.br/,no
105,I will help you pass the puzzle piece to your partner if this is what you want me to: The design of collaborative puzzle games to train Chinese children with autism spectrum disorder joint attention skills,"Children with ASD are usually facing social and communication challenges, for example avoiding faceto-face conversation or being reluctant to socialize and share with others. Previous collaborative games had implemented Enforced Collaboration (EC) pattern for players to share a single work space with highly coupled collaborative tasks, which thus could result in forced collaboration and reduce game payabilit. In addition, it is unclear whether the improved social attention and joint attention skills learned from playing these games are transferrable to real-life situations. We approach these issues by designing tablet and tabletopenabled games to support sharing in player's individual work space instead of a single workspace. In particular, giving/sharing virtual items to other players based on each other's joint attention skills. To the best of our knowledge, this is the first study conducted in mainland China. We report a pilot study involving young children at a private local autism educational center.",2019,https://scholar.google.com.br/,yes
106,Designing ReduCat: Audio-augmented paper drawings tangible interface in educational intervention for high-functioning autistic children,"This paper describes the design of ReduCat, an audioaugmented paper drawings tangible user interface (TUI) system intended to support educational intervention for high-functioning children diagnosed with autism spectrum disorder (ASD). The system records audio snippets on standard paper drawings using a tangible user interface that can be shared between the therapist and the child. ReduCat is designed as a tool for the therapist to engage the child in a collaborative storytelling activity. We used a progressive design method based on a dynamic process that merges concept generation, technology benchmarking and activity design into continuously enriching actions. The paper highlights the qualities and benefits of using tangible audioaugmented artefacts in educational intervention for children with ASD. Finally, we reflect on three main qualities of our system: exploring the qualities of children's written and oral narrative, framing children's attention, and supporting therapist appropriation and child differences. © 2016 ACM.",2019,https://scholar.google.com.br/,yes
107,Crescendo: Routine learning app for children with Autism spectrum disorders,"Crescendo is an ongoing project aimed to provide children with High Functioning Autism, their teachers and carers with a communication tool that bridges them. Crescendo guides carers in teaching and immersing their child in a virtual environment that mimics the real world, helping them to make sense of it and interact with objects and places in order to become self-reliant in atomized, step-by-step routines. Crescendo is a two-sided app design, one for carers and another for children. It provides both with tool for monitoring and incremental step-by-step learning.",2019,https://scholar.google.com.br/,no
108,Active machine learning framework for teaching object recognition skills to children with autism,"Active machine learning (AML) techniques enable a machine learning model to perform better with less labeled training data. In this study, we proposed an AML approach for teaching object recognition skills to children with autism spectrum disorders (ASD) and compared its effects with passive learning (PL). A web and touch-based application was developed for teaching object recognition where objects were grouped according to their categories and difficulty levels. The teaching procedure was based on Applied Behavioral Analysis principles. Five children with mild to moderate levels of ASD participated in the study. An alternating treatments design of single-subject research methods was used. The results indicated that AML was more effective than PL for four out of the five participants. Consequently, they can learn faster with fewer teaching trials that are required to reach a learning criterion. © 2016 The British Society of Developmental Disabilities",2019,https://scholar.google.com.br/,yes
109,Detection of white matter abnormalities in MR brain images for diagnosis of autism in children,"This paper introduces a novel computer-aided diagnosis (CAD) system for the diagnosis of autism from magnetic resonance (MR) brain images of children. The proposed framework has two main components. First, cerebral white matter (CWM) is segmented from the brain volume using an adaptive shape model that is built from a set of co-aligned training images. A higher-order Markov Gibbs random field (MGRF) spatial interaction model is then integrated with an intensity model to account for data in homogeneities. Secondly, CWM meshes are reconstructed and a curvature-based analysis is applied in order to differentiate between autistic and control brains. From the reconstructed CWM meshes, we estimated 3 shape features (curvedness, sharpness, and mean curvature) that could geometrically describe CWM folds. The statistical analysis conducted on 20 autistic and control brains using binomial regression on raw features as well as on their principal components reveals that the three curvature-based measures could be used as discriminatory features between autistic and control brains. Moreover, the accuracy of the diagnostic results using K-nearest neighbor (KNN) classifier is 95%. These results show the promise of the proposed technique as a supplement to current diagnostic instruments (e.g., Autism Diagnostic Interview, Revised (ADI-R)). © 2016 IEEE.",2019,https://scholar.google.com.br/,no
110,Wearable immersive storytelling for disabled children,"Our research aims at supporting existing therapies for children with intellectual and developmental disabilities (IDD) and with autism spectrum disorders (ASD). The personal and social autonomy is the desired end state to be achieved to enable a smooth integration in the real world. We developed and tested a framework for storytelling and learning activities that exploits an immersive virtual reality viewer to interact with target users. Our system uses Google Cardboard platform to enhance existing therapies for IDD and ASD children, enabling caregivers to supervise and personalize single therapeutic sessions. This way curative meetings can be adapted for each child's specific need accordingly to the severity of their disabilities. We co-designed our system with experts from the medical sector, identifying features that allow patients to stay focused on the task to perform. Our approach triggers a learning process for a seamless assimilation of common behavioral skills useful in every day's life. This paper highlights the technologic challenges in healthcare and discusses cutting-edge interaction paradigms. Among those challenges, we try to identify the best solution to support advanced visual interfaces for an interactive storytelling experience. Furthermore, this work reports our preliminary experimental results from a still ongoing evaluation with IDD and ASD children and discusses the benefits and flaws of our approach. On the one hand, we explore children reaction to - and acceptance of - the viewer, on the other hand, therapists' ease of use when interacting with our framework. We conclude this paper with few considerations on our approach. © 2016 Copyright held by the owner/author(s).",2019,https://scholar.google.com.br/,no
111,Mapping Robots to Therapy and Educational Objectives for Children with Autism Spectrum Disorder,"The aim of this study was to increase knowledge on therapy and educational objectives professionals work on with children with autism spectrum disorder (ASD) and to identify corresponding state of the art robots. Focus group sessions (n = 9) with ASD professionals (n = 53) from nine organisations were carried out to create an objectives overview, followed by a systematic literature study to identify state of the art robots matching these objectives. Professionals identified many ASD objectives (n = 74) in 9 different domains. State of the art robots addressed 24 of these objectives in 8 domains. Robots can potentially be applied to a large scope of objectives for children with ASD. This objectives overview functions as a base to guide development of robot interventions for these children. © 2016, The Author(s).",2019,https://scholar.google.com.br/,no
112,The ecocultural context and child behavior problems: A qualitative analysis in rural Nepal,"Commonly used paradigms for studying child psychopathology emphasize individual-level factors and often neglect the role of context in shaping risk and protective factors among children, families, and communities. To address this gap, we evaluated influences of ecocultural contextual factors on definitions, development of, and responses to child behavior problems and examined how contextual knowledge can inform culturally responsive interventions. We drew on Super and Harkness' ""developmental niche"" framework to evaluate the influences of physical and social settings, childcare customs and practices, and parental ethnotheories on the definitions, development of, and responses to child behavior problems in a community in rural Nepal. Data were collected between February and October 2014 through in-depth interviews with a purposive sampling strategy targeting parents (N = 10), teachers (N = 6), and community leaders (N = 8) familiar with child-rearing. Results were supplemented by focus group discussions with children (N = 9) and teachers (N = 8), pile-sort interviews with mothers (N = 8) of school-aged children, and direct observations in homes, schools, and community spaces. Behavior problems were largely defined in light of parents' socialization goals and role expectations for children. Certain physical settings and times were seen to carry greater risk for problematic behavior when children were unsupervised. Parents and other adults attempted to mitigate behavior problems by supervising them and their social interactions, providing for their physical needs, educating them, and through a shared verbal reminding strategy (samjhaune). The findings of our study illustrate the transactional nature of behavior problem development that involves context-specific goals, roles, and concerns that are likely to affect adults' interpretations and responses to children's behavior. Ultimately, employing a developmental niche framework will elucidate setting-specific risk and protective factors for culturally compelling intervention strategies. © 2016 Elsevier Ltd.",2019,https://scholar.google.com.br/,no
113,Robot-Mediated Imitation Skill Training for Children with Autism,"Autism spectrum disorder (ASD) impacts 1 in 68 children in the U.S., with tremendous individual and societal costs. Technology-Aided intervention, more specifically robotic intervention, has gained momentum in recent years due to the inherent affinity of many children with ASD towards technology. In this paper we present a novel robot-mediated intervention system for imitation skill learning, which is considered a core deficit area for children with ASD. The Robot-mediated Imitation Skill Training Architecture (RISTA) is designed in such a manner that it can operate either completely autonomously or in coordination with a human therapist depending on the intervention need. Experimental results are presented from small user studies validating system functionality, assessing user tolerance, and documenting subject performance. Preliminary results show that this novel robotic system draws more attention from the children with ASD and teaches gestures more effectively as compared to a human therapist. While no broad generalized conclusions can be made about the effectiveness of RISTA based on our small user studies, initial results are encouraging and justify further exploration in the future. © 2001-2011 IEEE.",2019,https://scholar.google.com.br/,no
114,Clinical Evaluation of a Novel and Mobile Autism Risk Assessment,"The Mobile Autism Risk Assessment (MARA) is a new, electronically administered, 7-question autism spectrum disorder (ASD) screen to triage those at highest risk for ASD. Children 16 months–17 years (N = 222) were screened during their first visit in a developmental-behavioral pediatric clinic. MARA scores were compared to diagnosis from the clinical encounter. Participant median age was 5.8 years, 76.1 % were male, and most participants had an intelligence/developmental quotient score >85, 69 of the participants (31 %) received a clinical diagnosis of ASD. The sensitivity of the MARA in detecting ASD was 89.9 % [95 % CI = 82.7–97], the specificity was 79.7 % [95 % CI = 73.4–86.1]. In a high-risk clinical setting, the MARA shows promise as a screen to distinguish ASD from other developmental/behavioral disorders. © 2016, The Author(s).",2019,https://scholar.google.com.br/,no
115,The effectiveness of parent management training (PMT) on anxiety and depression in parents of children with ADHD,"Background: Attention deficit hyperactivity disorder is one of the most common psychiatric problems in childhood and adolescence. Objectives: The aim of this study is to evaluate the effectiveness of parent management training (PMT) and a positive parenting program on children's behavioral problems and parents' anxiety and depression reduction. Patients and Methods: In this semi-experimental study, which was conducted in Zahedan 2011, 36 parents of ADHDchildren whose kids had been on medications from at least 8 weeks before the study participated. Data were collected by Conners questionnaires for parents and DASS questionnaires about anxiety and depression. We used paired t-tests, chi-square statistical procedures, and SPSS version 16 software for data analysis. The P < 0.05 was considered significant. Results: The mean Conners parents scale in the case group was (104.7 ± 11.04) before and (92.4 ± 8.72) after intervention. In the control group, it was (102.3±22.38) before and (102.2±19.94) after the intervention. The Conners scale changes in the case group before and after intervention was statistically significant (P-value = 0.0001) and in the control group there was no significant change in the Conners scale (P = 0.945). Conclusions: In general, this study showed that the parent behavioral management training could reduce ADHD symptoms in preschool children. One of the limitations of this study was the number of cases, therefore, a further survey with a larger group might be considered. © 2016, Shiraz University of Medical Sciences.",2019,https://scholar.google.com.br/,no
116,The Cooperative Research Centre for Living with Autism (Autism CRC) Conceptual Model to Promote Mental Health for Adolescents with ASD,"Despite an increased risk of mental health problems in adolescents with autism spectrum disorder (ASD), there is limited research on effective prevention approaches for this population. Funded by the Cooperative Research Centre for Living with Autism, a theoretically and empirically supported school-based preventative model has been developed to alter the negative trajectory and promote wellbeing and positive mental health in adolescents with ASD. This conceptual paper provides the rationale, theoretical, empirical and methodological framework of a multilayered intervention targeting the school, parents and adolescents on the spectrum. Two important interrelated protective factors have been identified in community adolescent samples, namely the sense of belonging (connectedness) to school and the capacity for self and affect regulation in the face of stress (i.e. resilience). We describe how a confluence of theories from social psychology, developmental psychology and family systems theory, along with empirical evidence (including emerging neurobiological evidence), supports the interrelationships between these protective factors and many indices of wellbeing. However, the characteristics of ASD (including social and communication difficulties, and frequently difficulties with changes and transitions, and diminished optimism and self-esteem) impair access to these vital protective factors. The paper describes how evidence-based interventions at the school level for promoting inclusive schools (using the Index for Inclusion) and interventions for adolescents and parents to promote resilience and belonging [using the Resourceful Adolescent Program (RAP)] are adapted and integrated for adolescents with ASD. This multisite proof-of-concept study will confirm whether this multilevel school-based intervention is promising, feasible and sustainable. © 2016, Springer Science+Business Media New York.",2019,https://scholar.google.com.br/,no
117,"Friendship in school-age boys with autism spectrum disorders: A meta-analytic summary and developmental, process-based model","Friendship-making is considered a well-established domain of deficit for children with autism spectrum disorders (ASD, American Psychiatric Association, 2013), with this population sometimes described as incapable of making friends. However, the majority of children with ASD indicate a desire for friends, and many report having friends. To what degree, then, do youth with ASD succeed in achieving friendships with peers? If and when they do succeed, by what means do these friendships emerge relative to models of typically developing (TD) youths' friendships? To address these questions, we first meta-analyzed the descriptive friendship literature (peer-reported sociometrics, self-report, parent-report) among school-age boys with ASD. Using random effects models, we found that youth with ASD do make friends according to peers and parents (Hedges's g > 2.84). However, self-reported friendship quality (Hedges's g = -1.09) and parent- and peer-reported quantity (Hedges's g < -0.63) were poorer than TD peers. We consider these findings in light of 2 conceptual frameworks for understanding social deficits in ASD (social cognition and social motivation theory) and in view of a leading model of friendship in TD youth (Hartup and Stevens, 1997). We then present a model that synthesizes these domains through the construct of social information processing speed, and thereby present the first developmental, process-based model of friendship development among youth with ASD. © 2016 American Psychological Association.",2019,https://scholar.google.com.br/,no
118,Robot Enhanced Therapy for Children with Autism Disorders: Measuring Ethical Acceptability,"Children with autism spectrum disorders (ASD) have persistent deficits in social communication and social interaction, as well as restricted, repetitive patterns of behavior, interests, or activities [1]. The prevalence of autism is estimated at 1-2 per 1000, and close to 6 per 1000 for ASD [23]. ASD is a lifelong disorder, and many individuals need high levels of support throughout their lives [28]. Even though no cure has been found, early intervention is critical for a positive long-term outcome. The interventions that have received the most empirical support are early behavioral interventions. They usually involve one-on-one training provided by a therapist, in which children are trained to respond to environmental changes, understand and use language, and interact appropriately with others in social settings [8]. © 2016 IEEE.",2019,https://scholar.google.com.br/,no
119,The Impact of a Computer-Based Activity Program on the Social Functioning of Children with Autistic Spectrum Disorder,"Background: Problems with social functioning are a major area of difficulty for children with autism. Such problems have the potential to exert a negative influence on several aspects of the children's functioning, including their ability to access education. This study looked to examine if a computer-based activity program could improve the social functioning of these children. Materials and Methods: Using a pooled subject design, 100 children with autistic spectrum disorder were randomly allocated, controlling where possible for age and gender, to either an intervention or a control group. The children in the intervention group were encouraged to use the Nintendo (Kyoto, Japan) Wii™ and the software package ""Mario & Sonic at the Olympics"" in addition to their routine school physical education classes over a 9-month period. The control group attended only the routine physical education classes. Results: After 1 year, analysis of the changes in the scores of teacher-completed measures of social functioning showed that boys in the intervention group had made statistically significant improvement in their functioning when compared with controls. The number of girls in the study was too small for any change to reach statistical significance. Conclusions: This type of intervention appears to have potential as a mechanism to produce improvement in the social functioning, at least of boys, as part of a physical education program. © Copyright 2016, Mary Ann Liebert, Inc. 2016.",2019,https://scholar.google.com.br/,yes
120,"Impact of sensory preferences of individuals with autism on the recognition of emotions expressed by two robots, an avatar, and a human","We design a personalized human-robot environment for social learning for individuals with autism spectrum disorders (ASD). In order to define an individual's profile, we posit that the individual's reliance on proprioceptive and kinematic visual cues should affect the way the individual suffering from ASD interacts with a social agent (human/robot/virtual agent). In this paper, we assess the potential link between recognition performances of body/facial expressions of emotion of increasing complexity, emotion recognition on platforms with different visual features (two mini-humanoid robots, a virtual agent, and a human), and proprioceptive and visual cues integration of an individual. First, we describe the design of the EMBODI-EMO database containing videos of controlled body/facial expressions of emotions from various platforms. We explain how we validated this database with typically developed (TD) individuals. Then, we investigate the relationship between emotion recognition and proprioceptive and visual profiles of TD individuals and individuals with ASD. For TD individuals, our results indicate a relationship between profiles and emotion recognition. As expected, we show that TD individuals that rely more heavily on visual cues yield better recognition scores. However, we found that TD individuals relying on proprioception have better recognition scores, going against our hypothesis. Finally, participants with ASD relying more heavily on proprioceptive cues have lower emotion recognition scores on all conditions than participants relying on visual cues. © 2016 Springer Science+Business Media New York",2019,https://scholar.google.com.br/,no
121,A pilot study: a computer game-based assessment of visual perspective taking of four children with autism with high support needs,"High support need and minimally verbal individuals with autism have received less attention in research in comparison to so-called higher functioning individuals with autism. As computers motivate individuals with autism, a game with a positive user experience was altered into a level 1 perspective-taking task in which advancement was contingent on eye contact. A case-controls design was used to see whether participants had impaired perspective taking and would they benefit from additional cues. Four high support need and minimally verbal children with autism played the game in their school environment. It was found that only one child with autism made more errors than controls using the eye cues. No child with autism benefitted from the additional cues, whereas the control group did. The results suggest that positive contexts may reveal more about individuals and their skills, and that individual level analysis can provide insights about autism and about the individuals with autism. © 2016 Nordic Network on Disability Research",2019,https://scholar.google.com.br/,no
122,Perspectives of Health Care Providers Regarding Emergency Department Care of Children and Youth with Autism Spectrum Disorder,"This study aimed to characterize the perspectives of health professionals who care for children with autism spectrum disorder (ASD) in the emergency department (ED) and to determine what strategies could optimize care. Ten physicians and twelve nurses were interviewed individually. Questions related to experiences, processes, clinical decision-making and outcomes of children with ASD recently seen in the ED. Interviews were audio recorded, transcribed, and analyzed using a qualitative framework. Participants identified factors that facilitated effective care, including communication strategies, parental involvement and teamwork. Barriers identified included child characteristics, the ED environment, and competing demands. Recommendations included additional staff training and stakeholder engagement. However, making accommodations was often described as being at odds with how the ED functioned, with implications for future service planning. © 2016, Springer Science+Business Media New York.",2019,https://scholar.google.com.br/,no
123,Tablet-based activity schedule in mainstream environment for children with autism and children with ID,"Including children with autism spectrum disorders (ASD) in mainstream environments creates a need for new interventions whose efficacy must be assessed in situ. This article presents a tablet-based application for activity schedules that has been designed following a participatory design approach involving mainstream teachers, special education teachers, and school aides. This application addresses two domains of activities: classroom routines and verbal communications. We assessed the efficiency of our application with two overlapping user studies in mainstream inclusion, sharing agroupof children with ASD. Thefirst experiment involved10children with ASD, where five children were equipped with our tabled-based application and five were not equipped. We show that (1) the use of the application is rapidly self-initiated (after 2 months for almost all the participants) and (2) the tabletsupported routines are better performed after 3 months of intervention. The second experiment involved 10 children equipped with our application, it shared the data collected for the five children with ASD and compared them with data collected for five children with intellectual disability (ID). We show that (1) children with ID are not autonomous in the use of the application at the end of the intervention, (2) both groups exhibited the same benefits on classroom routines, and (3) children with ID improve significantly less their performance on verbal communication routines. These results are discussed in relation with our design principles. Importantly, the inclusion of a group with another neurodevelopmental condition provided insights about the applicability of these principles beyond the target population of children with ASD. © 2016 ACM 1936-7228/2016/05-ART9 $15.00.",2019,https://scholar.google.com.br/,no
124,Emotional robot to examine different play patterns and affective responses of children with and without ASD,"Robots are often employed to proactively engage children with Autism Spectrum Disorder (ASD) in well-defined physical or social activities to promote specific educational or therapeutic outcomes. However, much can also be learned by leveraging a robot's unique ability to objectively deliver stimuli in a consistent, repeatable way and record child-robot interactions that may be indicative of developmental ability and autism severity in this population. In this study, we elicited affective responses with an emotion-simulating robot and recorded child-robot interactions and child-other interactions during robot emotion states. This research makes two key contributions. First, we analyzed child-robot interactions and affective responses to an emotion-simulating robot to explore differences between the responses of typically developing children and children with Autism Spectrum Disorder (ASD). Next, we characterized play and affective responsivity and its connection to severity of autism symptoms using the Autism Diagnostic Observation Schedule (ADOS) calibrated severity scores. This preliminary work delivers a novel and robust robot-enabled technique for (1) differentiating child-robot interactions of a group of very young children with ASD (n=12) from a group of typically developing children (n=15) and, (2) characterizing within-group differences in play and affective response that may be associated with symptoms of autism severity. © 2016 IEEE.",2019,https://scholar.google.com.br/,no
125,Interactive robotic framework for multi-sensory therapy for children with autism spectrum disorder,"We present an interactive robotic framework that delivers emotional and social behaviors for multi-sensory therapy for children with autism spectrum disorders. Our framework includes emotion-based robotic gestures and facial expressions, as well as vision and audio-based monitoring system for quantitative measurement of the interaction. We also discuss the special aspects of interacting with children with autism with multi-sensory stimuli and the potentials of our approach for personalized therapies for social and behavioral learning. © 2016 IEEE.",2019,https://scholar.google.com.br/,no
126,Robot assisted music therapy: A case study with children diagnosed with autism,"Music therapy is often used for children with autism to improve social interaction, communication, and imitation skills through music. Increasingly, music therapists have incorporated technology into therapy sessions as therapeutic tools. Robotics has shown potential to encourage interaction with children with autism. This research utilizes a case study approach (N=4), with children diagnosed with autism in music therapy sessions. A NAO robot was used in therapy for a minimum of 6 weeks, designed to instruct children to imitate dance movements though a therapist-selected song. Behavioral data analysis showed that the children increased imitation over the course of the study. Therapists benefited from using the robot tool to decrease their multitasking, and allow them to observe child. © 2016 IEEE.",2019,https://scholar.google.com.br/,no
127,Learning games for the cognitively impaired people,"Learning environments have been profoundly reshaped by pervasive technology. New educational methodologies take full advantage of ICT in a mobile customized user-friendly environment, to support learning and stimulate individuals'potential. Unfortunately, technology-enhanced learning tools are not often designed with accessibility in mind, although they can greatly benefit the personal empowerment and inclusion of special-needs people. To address this gap, a Web platform has been created for delivering accessible games to people with Down syndrome. Since personalization, orderliness and positive reinforcement are crucial to learning in these subjects, the platform offers a personalized safe environment for learning, conforming to behavioral analysis principles. Learning analytics are incorporated in the platform for easy monitoring of student progress via Web interfaces. The participatory design driving the development of the learning platform allowed the customization of the games'discriminative stimuli, difficulty levels and reinforcement, as well as the creation of a game ""engine"" to easily set up new personalized exercises. These customization features make the game platform usable by a larger audience, including individuals with learning difficulties and autism. © 2016 ACM.",2019,https://scholar.google.com.br/,no
128,ADHD and new technologies of information and communication [Trouble Déficit de l'Attention/Hyperactivité et Technologies de l'Information et de la Communication],"This article contains studies exploring the links between new technologies and ADHD, examining on the one hand, the negative consequences of excessive use of video games with the possible existence of an addiction to video games in the ADHD population, while on the other, considering the positive use of new technology as a tool for performance evaluation, mobilizing attentional abilities in situations close to daily life (video games and virtual classroom situation).",2019,https://scholar.google.com.br/,no
129,Attention and Working Memory Training: A Feasibility Study in Children With Neurodevelopmental Disorders,"The current study investigated the efficacy of a game-based process specific intervention for improving attention and working memory in children with Fetal Alcohol Spectrum Disorders (FASD) and Autism Spectrum Disorders (ASD). The Caribbean Quest (CQ) is a ‘serious game' that consists of five hierarchically structured tasks, delivered in an adaptive format, targeting different aspects of attention and/or working memory. In addition to game play, the intervention incorporates metacognitive strategies provided by trained educational assistants (EAs), to facilitate generalization and far transfer to academic and daily skills. EAs delivered the intervention to children (ages 6–13) during their regular school day, providing children with instruction in metacognitive strategies to improve game play, with participants completing approximately 12 hours of training over an 8 to 12 school week period. Pre- and post-test analyses revealed significant improvement on measures of working memory and attention, including reduced distractibility and improved divided attention skills. Additionally, children showed significant gains in performance on an academic measure of reading fluency, suggesting that training-related gains in attention and working memory transferred to classroom performance. Exit interviews with EAs revealed that the intervention was easily delivered within the school day, that children enjoyed the intervention, and that children transferred metacognitive strategies learned in game play into the classroom. Preliminary results support this game-based process specific intervention as a potentially effective treatment and useful tool for supporting cognitive improvements in children with FASD or ASD, when delivered as part of an overall treatment plan. 2016 Copyright © Taylor & Francis Group, LLC",2019,https://scholar.google.com.br/,no
130,Developing mainstream resource provision for pupils with autism spectrum disorder: staff perceptions and satisfaction,"The majority of children and young people with autism spectrum disorder are educated in mainstream schools. The diverse needs of this group of pupils has led to a continuum of provision being promoted in the UK and other countries, and developed at a local level. This continuum includes mainstream schools with resource provision which can offer enhanced physical and staffing resources beyond those normally provided in mainstream schools. How teaching staff perceive such provisions and their development over time have not previously been investigated. The current study was designed to explore the perceptions of staff working in five primary and three secondary school resource provisions in one local authority throughout the first year of the provisions and at three-year follow-up.Sixty-six interviews with senior teachers, mainstream teachers and resource provision staff took place during the initial year, with 21 three-year follow-up interviews. Data were analysed using inductive and deductive thematic analysis. Data provide tentative support for Bronfenbrenner's bio-ecosystemic theory as a framework for representing the complex interactions within the resource provision schools, between systems and their development over time. Findings and implications are discussed in relation to theory and practice. © 2016 Taylor & Francis.",2019,https://scholar.google.com.br/,no
131,Changes in Gait Balance and Brain Connectivity in Response to Equine-Assisted Activity and Training in Children with Attention Deficit Hyperactivity Disorder,"Objectives: Equine-assisted activity and training (EAAT) is thought to improve body balance and clinical symptoms in children with attention deficit hyperactivity disorder (ADHD). The study hypostheses were that EAAT would improve the clinical symptoms and gait balance in children with ADHD and that these improvements would be associated with increased brain connectivity within the balance circuit. Methods: A total of 12 children with ADHD and 12 age- and sex-matched healthy control children were recruited. EAAT consisted of three training sessions, each 70 minutes long, once a week for 4 weeks. Brain functional connectivity was assessed by using functional magnetic resonance imaging. Results: After 4 weeks of EAAT, children with ADHD showed improved scores on the Korean ADHD scale (K-ARS), while the K-ARS scores of healthy children did not change. During the 4 weeks, the plantar pressure difference between the left foot and right foot decreased in both the healthy control group and the ADHD group. After 4 weeks of EAAT, healthy controls showed increased brain connectivity from the cerebellum to the left occipital lingual gyrus, fusiform gyrus, right and left thalami, right caudate, right precentral gyrus, and right superior frontal gyrus. However, children with ADHD showed increased brain connectivity from the cerebellum to the right insular cortex, right middle temporal gyrus, left superior temporal gyrus, and right precentral gyrus. In contrast, children with ADHD exhibited decreased brain connectivity from the cerebellum to the left inferior frontal gyrus. Conclusion: EAAT may improve clinical symptoms, gait balance, and brain connectivity, the last of which controls gait balance, in children with ADHD. However, children with ADHD who have deficits in the fronto-cerebellar tract did not exhibit changes in brain connectivity as extensive as those in healthy children in response to EAAT. © Copyright 2016, Mary Ann Liebert, Inc. 2016.",2019,https://scholar.google.com.br/,no
132,How apps are used by and with individuals with autism spectrum disorder: A scoping study with stakeholder consultation,"The number of smartphone- and tablet-applications, or apps, for health and wellbeing continues to grow at a rapid pace. This scoping study identified articles reporting on the use of apps by and with individuals with autism. Professionals and parents of children with autism also completed a questionnaire as part of stakeholder consultation. Of the 40 studies identified, 28 reported on the use of apps specifically designed for autism, with clearly the most frequently being the communication support app Proloquo2Go. Other uses include assistance in the teaching and maintenance of social and life skills as well as faciliation in the delivery of behavioral interventions. Stakeholders confirmed the importance of apps to assist communication. While empirical data are available on the effectiveness of apps for augmentative and alternative communication, areas for further research include the functionality and effectiveness of apps for delivery of behavioral interventions and educational games for individuals with autism. Copyright © 2016, IGI Global.",2019,https://scholar.google.com.br/,no
133,"Drugs, games, and devices for enhancing cognition: Implications for work and society","As work environments change, the demands on working people change. Cognitive abilities in particular are becoming progressively more important for work performance and successful competition in a global environment. However, work-related stress, performance over long hours, lack of sleep, shift work, and jet lag affect cognitive functions. Therefore, an increasing number of healthy people are reported to use cognitive-enhancing drugs, as well as other interventions, such as noninvasive brain stimulation, to maintain or improve work performance. This review summarizes research on pharmacological and technical methods as well as cognitive training, including game apps for the brain, in healthy people. In neuropsychiatric disorders, impairments in cognitive functions can drastically reduce the chances of returning to work, therefore, this review also summarizes findings from pharmacological and cognitive-training studies in neuropsychiatric disorders. © 2016 The New York Academy of Sciences.",2019,https://scholar.google.com.br/,no
134,Autistic Traits Moderate the Impact of Reward Learning on Social Behaviour,"A deficit in empathy has been suggested to underlie social behavioural atypicalities in autism. A parallel theoretical account proposes that reduced social motivation (i.e., low responsivity to social rewards) can account for the said atypicalities. Recent evidence suggests that autistic traits modulate the link between reward and proxy metrics related to empathy. Using an evaluative conditioning paradigm to associate high and low rewards with faces, a previous study has shown that individuals high in autistic traits show reduced spontaneous facial mimicry of faces associated with high vs. low reward. This observation raises the possibility that autistic traits modulate the magnitude of evaluative conditioning. To test this, we investigated (a) if autistic traits could modulate the ability to implicitly associate a reward value to a social stimulus (reward learning/conditioning, using the Implicit Association Task, IAT), (b) if the learned association could modulate participants' prosocial behaviour (i.e., social reciprocity, measured using the cyberball task), (c) if the strength of this modulation was influenced by autistic traits. In 43 neurotypical participants, we found that autistic traits moderated the relationship of social reward learning on prosocial behaviour but not reward learning itself. This evidence suggests that while autistic traits do not directly influence social reward learning, they modulate the relationship of social rewards with prosocial behaviour. Autism Res 2016, 9: 471-479. © 2015 The Authors Autism Research published by Wiley Periodicals, Inc. on behalf of International Society for Autism Research.",2019,https://scholar.google.com.br/,no
135,What a tangible digital installation for museums can offer to autistic children and their teachers,"This study is a cooperation between the authors and a teacher who works with pupils affected by autism spectrum disorders (9-12 years old) in a primary Danish school. The aim was assess the benefits of game-based learning with respect to teachers' main challenges: facilitating the discussion of curricular subjects and enabling learning through conceptual thinking and social interaction. An existing digital and tangible installation called MicroCulture, originally created by the authors to bridge history learning across museums and schools was re-contextualised and placed at the school's disposal, in a three weeks study involving 15 pupils. Data was gathered unobtrusively, with qualitative methods. Through mediated play and teacher's facilitation, children occasionally engaged in interactions leading to conceptual thinking, cooperation, and forms of role play. The authors present both problems and positive experiences the pupils and teachers had in playing at MicroCulture, the findings allowed us to outline guidelines for developing similar installations. © 2016, IGI Global.",2019,https://scholar.google.com.br/,no
136,Initiation and Generalization of Self-Instructional Skills in Adolescents with Autism and Intellectual Disability,"Self-instruction using videos or other supports on a mobile device is a pivotal skill and can increase independence for individuals with disabilities by decreasing a need for adult supports. This study evaluated the effects of progressive time delay (PTD) to teach four adolescents with autism and intellectual disability how to initiate self-instruction in the presence of a task direction for an untrained task. Participants were screened for imitating video models prior to the study and were taught to navigate to videos on an iPhone® in history training. A multiple probe design across settings embedded in a multiple probe design across participants was used to evaluate the effects of PTD on initiation of self-instruction. All participants learned to self-instruct. Two participants generalized self-instruction to two novel settings. Two participants required instruction in two settings before generalizing to the third. Three participants generalized self-instruction in the presence of a task direction from the researcher to a task direction from their classroom teacher in all three settings. One participant generalized to a task direction presented by the classroom teacher in one setting, but not in the other two. All participants maintained self-instruction behaviors assessed 1 week after all participants met criteria in all settings. Self-instruction using videos or other supports on a mobile device is a pivotal skill and can increase independence for individuals with disabilities by decreasing a need for adult supports. © 2015, Springer Science+Business Media New York.",2019,https://scholar.google.com.br/,no
137,Evaluating the Language Builder™ Application in the Acquisition of Listener Responding in Young Children with Autism,"This study evaluated the use of the iPad® Mini and application Language Builder™ in teaching listener responding skills to two preschool aged children with autism, using a multiple baseline across responses design. Training consisted of the participants completing a pre-programmed receptive label lesson contained within Language Builder™ application on an iPad® Mini. Following training trials, an evaluation of the participant's ability to generalize the skill from the electronic device to two-dimensional picture cards was assessed. Each participant acquired the ability to receptively identify three specified two-dimensional picture cards to a criterion of 100 % independence across two consecutive sessions, requiring an average of two training sessions to master each respective label. For each mastered label, maintenance data were also collected. The participants displayed the ability to retain each label at 100 % correct responding following mastery. This study furthers the current literature on the use of handheld computing technologies that can be used to augment behaviorally based intervention for autism treatment. © 2015, Springer Science+Business Media New York.",2019,https://scholar.google.com.br/,yes
138,Augmented reality for cognitive and social skills improvement in children with ASD,"Nowadays ubiquitous technology can be a suitable way to motivate and engage children in interactive learning activities in order to promote their cognitive and social skills. Technologies, like augmented reality (AR), have the ability to catch the children's imagination and to promote their attention, as they can experiment artificial, safe and fascinating environments. Children with autism spectrum disorders (ASD) usually have difficulty to recognize facial expressions and to understand the associated emotions. Regarding that, an innovative GameBook to assist children with ASD to recognize and acquire emotions by engaging their attention and motivation was developed. The aim is to promote the interaction between the child/story teller and his/her imagination as well as it will help the child to identify the correct emotional face to the situation. It can be played on any mobile device, such as a tablet, a smartphone or a laptop, with either an external or an inbuilt camera. We also intend to observe the impact of the game on children interaction, as well as to quantity and evaluate their performance, assess the usability of the technology, and evaluate how it affects the child emotion reactions and the benefits it offers. © 2016 IEEE.",2019,https://scholar.google.com.br/,no
139,Interactive educational material for children with ASD,"Interactive robots have been developed as an assistive, therapeutic, educational tools for improvement of the social communication skills in children with autism. However, the main limitation of previous studies in the field is that the aimed social skills were established by the appearances of robots that researchers have designed without detailed explorations of their features to improve the effectiveness of robot-assisted therapy. The purpose of this study is to explore the detailed factors and conduct the design strategy to use the interactive robot effectively in a class. Touch and effective method of feedback are mainly addressed in this study, which could become useful factors in the design of a novel educational robots for children with autism. Several experiments tested to find the novel design approach to set a particular communication skill for children with autism improving through playing robot. All experiments used a human machine interface device called 'Touch Ball' and the 'Touch Game'. © 2015 IEEE.",2019,https://scholar.google.com.br/,no
140,A prosocial online game for social cognition training in adolescents with high-functioning autism: An fMRI study,"To help patients with autism spectrum disorder (ASD) improve their social skills, effective interventions and new treatment modalities are necessary. We hypothesized that a prosocial online game would improve social cognition in ASD adolescents, as assessed using metrics of social communication, facial recognition, and emotional words. Ten ASD adolescents underwent cognitive behavior therapy (CBT) using a prosocial online game (game-CBT), and ten ASD adolescents participated in an offline-CBT. At baseline and 6 weeks later, social communication quality, correct identification of emotional words and facial emoticons, and brain activity were assessed in both groups. Social communication quality and correct response rate of emotional words and facial emoticons improved in both groups over the course of the intervention, and there were no significant differences between groups. In response to the emotional words, the brain activity within the temporal and parietal cortices increased in the game-CBT group, while the brain activity within cingulate and parietal cortices increased in the offline-CBT group. In addition, ASD adolescents in the game-CBT group showed increased brain activity within the right cingulate gyrus, left medial frontal gyrus, left cerebellum, left fusiform gyrus, left insular cortex, and sublobar area in response to facial emoticons. A prosocial online game designed for CBT was as effective as offline-CBT in ASD adolescents. Participation in the game especially increased social arousal and aided ASD adolescents in recognizing emotion. The therapy also helped participants more accurately consider associated environments in response to facial emotional stimulation. However, the online CBT was less effective than the offline-CBT at evoking emotions in response to emotional words. © 2016 Chung et al.",2019,https://scholar.google.com.br/,no
141,"Nonlinear association criterion, nonlinear Granger causality and related issues with applications to neuroimage studies","Background: Quantifying associations in neuroscience (and many other scientific disciplines) is often challenged by high-dimensionality, nonlinearity and noisy observations. Many classic methods have either poor power or poor scalability on data sets of the same or different scales such as genetical, physiological and image data. New method: Based on the framework of reproducing kernel Hilbert spaces we proposed a new nonlinear association criteria (NAC) with an efficient numerical algorithm and p-value approximation scheme. We also presented mathematical justification that links the proposed method to related methods such as kernel generalized variance, kernel canonical correlation analysis and Hilbert-Schmidt independence criteria. NAC allows the detection of association between arbitrary input domain as long as a characteristic kernel is defined. A MATLAB package was provided to facilitate applications. Results: Extensive simulation examples and four real world neuroscience examples including functional MRI causality, Calcium imaging and imaging genetic studies on autism [Brain, 138(5):13821393 (2015)] and alcohol addiction [PNAS, 112(30):E4085-E4093 (2015)] are used to benchmark NAC. It demonstrates the superior performance over the existing procedures we tested and also yields biologically significant results for the real world examples. Comparison with existing method(s): NAC beats its linear counterparts when nonlinearity is presented in the data. It also shows more robustness against different experimental setups compared with its nonlinear counterparts. Conclusions: In this work we presented a new and robust statistical approach NAC for measuring associations. It could serve as an interesting alternative to the existing methods for datasets where nonlinearity and other confounding factors are present. © 2016 Elsevier B.V.",2019,https://scholar.google.com.br/,no
142,Ambient intelligence based context-aware assistive system to improve independence for people with autism spectrum disorder,"Individuals with Autism Spectrum Disorder (ASD) can face great challenges in learning and maintaining basic living skills. This not only reduces their possibilities of independent living and employment, but also continuously brings social and financial burdens to their caregivers/mentors. Although research has been proposed to help autism users, most of them focus on improving social and communication skills or providing help for emergency situations. In this paper, we propose a novel portable context-aware assistive system to help autism users in their daily activities such as cooking and cleaning. To make it easily accessible and cost effective, we employ mobile devices and cheap context sensors. Our care system has been implemented and tested under different settings, and a user study involving ten pairs of autism users and their caregiver/mentors has been carried out to evaluate our approach. User feedback is highly positive. © 2016 IEEE.",2019,https://scholar.google.com.br/,yes
143,A Creative 3D Design Programme: Building on Interests and Social Engagement for Students with Autism Spectrum Disorder (ASD),"This study explores the processes occurring during technology workshops which built on interests and enhanced social engagement for students with autism spectrum disorders (ASD). The workshops used a community based research design and focused on teaching a creative three-dimensional (3D) design programme (SketchUp™) to students with ASD. Seven boys (ages 8–17) participated in this pilot programme over a 6-month period. The methodology was a qualitative thematic analysis of videotapes and transcripts of workshop sessions. The two key themes that emerged were: (1) development of authentic peer relationships through humour, common interests, physical actions, and playful competition, and (2) the importance of a scaffolded learning environment with support from peers and an adult mentor, as opportunities for social engagement. These findings indicate that 3D design technology can build on strengths and interests of students with ASD and promote social engagement in naturally occurring environments. A positive youth development philosophy focusing on technology interests may be useful with students with ASD, especially in connection to existing service delivery models. © 2015 Taylor & Francis.",2019,https://scholar.google.com.br/,no
144,The Outcome of a Social Cognitive Training for Mainstream Adolescents with Social Communication Deficits in a Chinese Community,"The use of cognitive-based strategies for improving social communication behaviours for individuals who have solid language and cognition is an important question. This study investigated the outcome of teaching Social Thinking®, a framework based in social-cognition, to Chinese adolescents with social communication deficits. Thirty-nine students (33 with Autism Spectrum Disorders and six without), ranging in age from 12 to 15 years with social communication deficits, participated in a 12-week intervention. Students' pre- and post-intervention social behaviours were measured by six aspects of the Social Thinking-ILAUGH Scale involving 115 familiar raters. Students showed significant improvement in all the six subscales of the Social Thinking-ILAUGH except humour after training. Agreements on ratings among parents and school personnel were satisfactory. A framework based in social cognitive strategies, with appropriate linguistic and cultural adaptations, appears to be a promising tool for Chinese adolescents with social learning issues. Social behaviours improved across school and home settings as noted by groups of raters familiar with the students. © 2015 Taylor & Francis.",2019,https://scholar.google.com.br/,no
145,Unique handwriting performance characteristics of children with high-functioning autism spectrum disorder,"Knowledge about the handwriting performance characteristics of children with autism spectrum disorder (ASD) is scarce, despite this skill's importance for their academic and social participation. The objective was to compare the handwriting process and product characteristics of children with high-functioning autism spectrum disorder (HFASD) to those of typically developing children to determine the best means of differentiation between the groups. Participants were 60 children, aged 9-12 years, 30 of them were diagnosed with HFASD, and 30 were aged and gender-matched typically developed controls. All participants performed three graded writing tasks on an electronic tablet, which is part of a computerized handwriting evaluation system (ComPET). Their paragraph copying product was then evaluated using the Hebrew Handwriting Evaluation (HHE). Significantly inferior handwriting performance among children with HFASD was found in both handwriting process and product measures. Significant correlations between these measures, supplemented with discriminant analysis and regression analysis results, emphasize unique handwriting performance dynamics among children with HFASD. Evaluation of the characteristics of both the handwriting process and product of children with HFASD may provide a more comprehensive picture of individual deficits. Identifying performance features may lead to more focused and adapted intervention and enhancement of school participation among these children. © 2015 Elsevier Ltd. All rights reserved.",2019,https://scholar.google.com.br/,no
146,Effect of “let's face it” computer game on improving face recognition skills in patients with autism spectrum disorders,"Background: Autism is a complex social-relations type developmental disorder that its main cause is unknown. Complete inability to recognize faces is one of the serious problems in these patients. This study aimed to determine the effect of “Let's Face It” (LFI) educational software in improving face cognitive skills in children with autism. Methods: 33 patients with autism, including 17 case in intervention and 16 in control groups, were studied. After obtaining the consent from the parents, the intervention group underwent “Let's Face It” training program for 20 hours and both the groups received the training programs consistent with autistic centers. At the end, both the groups were tested using “Let's Face It” application and the results were compared using t test and analysis of covariances. Findings: Most of the studied areas, the expressed emotional states (tap link) (P = 0.003), the identity of the parts (monkey links) (P = 0.003), the immediate memory for faces (zebra link) (P = 0.032), the face-latency mode (rhinoceros link) (P = 0.015) and the size of face (stork link) (P = 0.043) significantly increased in the intervention group. However, There was not any significant change in any of the the studied areasin the control group (P > 0.050). According to “Let's Face It” software, only the face-latency mode (rhinoceros link) was significantly higher in the intervention group compared to the control group. Conclusion: This study indicated that the use of educational software such as “Let's Face It” can be effective in education of patients with autism and face recognition, this can lead to improve the treatment of these patients. © 2016, Isfahan University of Medical Sciences(IUMS). All rights reserved.",2019,https://scholar.google.com.br/,no
147,"Disruptive Mood Dysregulation Disorder in a Community Mental Health Clinic: Prevalence, Comorbidity and Correlates","Objective: The revision of the Diagnostic and Statistical Manual of Mental Disorders, 5th ed. (DSM-5) added a new diagnosis of disruptive mood dysregulation disorder (DMDD) to depressive disorders. This study examines the prevalence, comorbidity, and correlates of the new disorder, with a particular focus on its overlap with oppositional defiant disorder (ODD), with which DMDD shares core symptoms. Methods: Data were obtained from 597 youth 6-18 years of age who participated in a systematic assessment of symptoms offered to all intakes at a community mental health center (sample accrued from July 2003 to March 2008). Assessment included diagnostic, symptomatic, and functional measures. DMDD was diagnosed using a post-hoc definition from item-level ratings on the Schedule for Affective Disorders and Schizophrenia for School-Age Children that closely matches the DSM-5 definition. Caregivers rated youth on the Child Behavior Checklist. Results: Approximately 31% of youth met the operational definition of DMDD, and 40% had Diagnostic and Statistical Manual of Mental Disorders, 4th ed. (DSM-IV) diagnoses of ODD. Youth with DMDD almost always had ODD (odds ratio [OR] = 53.84) and displayed higher rates of comorbidity with attention-deficit/hyperactivity disorder (ADHD) and conduct disorder than youth without DMDD. Caregivers of youth with DMDD reported more symptoms of aggressive behavior, rule-breaking, social problems, anxiety/depression, attention problems, and thought problems than all other youth without DMDD. Compared with youth with ODD, youth with DMDD were not significantly different in terms of categorical or dimensional approaches to comorbidity and impairment. Conclusions: The new diagnosis of DMDD might be common in community mental health clinics. Youth with DMDD displayed more severe symptoms and poorer functioning than youth without DMDD. However, DMDD almost entirely overlaps with ODD and youth with DMDD were not significantly different than youth with ODD. These findings raise concerns about the potentially confusing effects of using DMDD in clinical settings, particularly given that DSM-5 groups DMDD with depressive disorders, but ODD remains a disruptive behavior disorder, potentially changing the decision-making framework that clinicians use to select treatments. © Copyright 2016, Mary Ann Liebert, Inc. 2016.",2019,https://scholar.google.com.br/,no
148,Evaluating a tablet application and differential reinforcement to increase eye contact in children with autism,"We tested the effectiveness of a tablet application and differential reinforcement to increase eye contact in 3 children with autism. The application required the child to look at a picture of a person's face and identify the number displayed in the person's eyes. Eye contact was assessed immediately after training, 1 hr after training, and in a playroom. The tablet application was not effective, however, differential reinforcement was effective for all participants. © 2015 Society for the Experimental Analysis of Behavior.",2019,https://scholar.google.com.br/,no
149,The over-pruning hypothesis of autism,"This article outlines the over-pruning hypothesis of autism. The hypothesis originates in a neurocomputational model of the regressive sub-type (Thomas, Knowland & Karmiloff-Smith, 2011a, 2011b). Here we develop a more general version of the over-pruning hypothesis to address heterogeneity in the timing of manifestation of ASD, including new computer simulations which reconcile the different observed developmental trajectories (early onset, late onset, regression) via a single underlying atypical mechanism, and which show how unaffected siblings of individuals with ASD may differ from controls either by inheriting a milder version of the pathological mechanism or by co-inheriting the risk factors without the pathological mechanism. The proposed atypical mechanism involves overly aggressive synaptic pruning in infancy and early childhood, an exaggeration of a normal phase of brain development. We show how the hypothesis generates novel predictions that differ from existing theories of ASD including that (1) the first few months of development in ASD will be indistinguishable from typical, and (2) the earliest atypicalities in ASD will be sensory and motor rather than social. Both predictions gain cautious support from emerging longitudinal studies of infants at-risk of ASD. We review evidence consistent with the over-pruning hypothesis, its relation to other current theories (including C. Frith's under-pruning proposal, C. Frith, 2003, 2004), as well as inconsistent data and current limitations. The hypothesis situates causal accounts of ASD within a framework of protective and risk factors (Newschaffer et al., 2012), clarifies different versions of the broader autism phenotype (i.e. the implication of observed similarities between individuals with autism and their family members), and integrates data from multiple disciplines, including behavioural studies, neuroscience studies, genetics, and intervention studies. © 2016 John Wiley & Sons Ltd.",2019,https://scholar.google.com.br/,no
150,"A critical review of outcome measures used to evaluate the effectiveness of comprehensive, community based treatment for young children with ASD","This review critically evaluates reporting and use of standardized measures to assess community based treatments for young children with Autism Spectrum Disorder (ASD). The Standards for Educational and Psychological Testing (AERPA, APA & NCME, 1999), a best practice framework for reporting standardized test results, guides the evaluation. Fifty three different outcome measures are identified across 45 studies representing twelve countries. Adaptive behavior, specifically the Vineland Adaptive Behavior Scales and cognitive measures continue to be primary outcome tools, despite a lack of clear fit to core ASD diagnostic constructs. Behavioral, ASD specific, language, social communication, and family wellness tools are under represented. Reporting strengths are use of multiple measures, clear sample descriptions, and use of specialized tools for ASD. Reporting weaknesses are assessment bias, test substitution, and under reporting of test modifications. Clinical and research implications are discussed. © 2016 Elsevier Ltd. All rights reserved.",2019,https://scholar.google.com.br/,no
151,Adaptive Body Gesture Representation for Automatic Emotion Recognition,"We present a computational model and a system for the automated recognition of emotions starting from full-body ovement. Three-dimensional motion data of full-body movements are obtained either from professional optical motion-capture systems (Qualisys) or from low-cost RGB-D sensors (Kinect and Kinect2). A number of features are then automatically extracted at different levels, from kinematics of a single joint to more global expressive features inspired by psychology and humanistic theories (e.g., contraction index, fluidity, and impulsiveness). An abstraction layer based on dictionary learning further rocesses these movement features to increase the model enerality and to deal with intraclass variability, noise, and incomplete information characterizing emotion expression in human movement. The resulting feature vector is the input for a classifier performing real-time automatic emotion recognition based on linear support vector machines. The recognition erformance of the proposed model is presented and discussed, including the tradeoff between precision of the tracking easures (we compare the Kinect RGB-D sensor and the Qualisys motion-capture system) versus dimension of the training dataset. The resulting model and system have been successfully applied in the development of serious games for helping autistic children learn to recognize and express emotions by means of their full-body movement. © 2016 ACM.",2019,https://scholar.google.com.br/,no
152,Education-oriented portable brain-controlled robot system,"In this paper, we develop an education-oriented portable brain-controlled robot system, consisting of a multi-parameter bioelectric signal acquisition device and a Lego NXT Mindstorms robot. The education-oriented portable brain-controlled robot system is only 45 cm3 in volume and weighs 70g. The signal acquisition section wirelessly acquires brain signals and the control section remotely navigates a Lego robot via brainwaves through a Bluetooth. Teenagers may use the low-cost brain-controlled robot to enjoy the pleasure of learning, to inspire their innovative ability and creativity, and to raise their mental concentration. Moreover, the proposed brain-controlled robot system might be used to improve the quality of adolescent education and autism recovery. The system modules include the brain signal acquisition, signal processing, and the robot control, which are developed in LabVIEW-based programming environment and easy to be expanded and upgraded. The comparative study of the education-oriented system and Cerebot equipped with the high precision Cerebus system widely used in laboratory research shows that the low-cost system delivers comparable accuracy for the robot control. An operation task is presented to train users' attentions and concentrations. © 2015 IEEE.",2019,https://scholar.google.com.br/,no
153,Automatic Emotion Recognition in Robot-Children Interaction for ASD Treatment,"Autism Spectrum Disorders (ASD) are a group of lifelong disabilities that affect people's communication and understanding social cues. The state of the art witnesses how technology, and in particular robotics, may offer promising tools to strengthen the research and therapy of ASD. This work represents the first attempt to use machine-learning strategies during robot-ASD children interactions, in terms of facial expression imitation, making possible an objective evaluation of children's behaviours and then giving the possibility to introduce a metric about the effectiveness of the therapy. In particular, the work focuses on the basic emotion recognition skills. In addition to the aforementioned applicative innovations this work contributes also to introduce a facial expression recognition (FER) engine that automatically detects and tracks the child's face and then recognize emotions on the basis of a machine learning pipeline based on HOG descriptor and Support Vector Machines. Two different experimental sessions were carried out: the first one tested the FER engine on publicly available datasets demonstrating that the proposed pipeline outperforms the existing strategies in terms of recognition accuracy. The second one involved ASD children and it was a preliminary exploration of how the introduction of the FER engine in the therapeutic protocol can be effectively used to monitor children's behaviours. © 2015 IEEE.",2019,https://scholar.google.com.br/,no
154,Computer Games for User Engagement in Attention Deficit Hyperactivity Disorder (ADHD) Monitoring and Therapy,"State-of-the-art computer games and psychological tests for symptom monitoring and therapy in Attention Deficit Hyperactivity Disorder (ADHD) are explored and reviewed. Three foci for research studies are identified: task (human performance) focus, educational focus, medical/clinical focus. It is found that game designs in the literature include a variety of tests of cognition mostly dependent on attention and executive functions (inhibitory motor control, working memory, interference suppression) which involve reactions to stimuli on computer (or mobile phone) screens. In addition, based on the measurement of neural pathways that can be accessed by Brain Computer Interfaces, there are several applications of games that employ biofeedback and demand the user to control aspects of their brain activity to play them, with the aim of improving function. A number of games have been used in clinical studies for self-monitoring and therapy, some of these controlled with comparators such as treatment as usual or cognitive therapies, or with the individual as their own control, where efficacy is evaluated by measuring behavioural and functional outcomes on measurement instruments such as ADHD or behavioural trait questionnaires or other cognitive tests. Other applications of games include education and raising awareness of mental health conditions to reduce stigma. The paper then presents and proposes designs of new games that are based on psychological tests or tasks that aim to monitor or improve attention, inhibitory and/or motor activity including Continuous Performance Tests, Go/No-go and Stop-signal tasks. © 2015 IEEE.",2019,https://scholar.google.com.br/,no
155,Robots Learn to Recognize Individuals from Imitative Encounters with People and Avatars,"Prior to language, human infants are prolific imitators. Developmental science grounds infant imitation in the neural coding of actions, and highlights the use of imitation for learning from and about people. Here, we used computational modeling and a robot implementation to explore the functional value of action imitation. We report 3 experiments using a mutual imitation task between robots, adults, typically developing children, and children with Autism Spectrum Disorder. We show that a particular learning architecture - specifically one combining artificial neural nets for (i) extraction of visual features, (ii) the robot's motor internal state, (iii) posture recognition, and (iv) novelty detection - is able to learn from an interactive experience involving mutual imitation. This mutual imitation experience allowed the robot to recognize the interactive agent in a subsequent encounter. These experiments using robots as tools for modeling human cognitive development, based on developmental theory, confirm the promise of developmental robotics. Additionally, findings illustrate how person recognition may emerge through imitative experience, intercorporeal mapping, and statistical learning. © 2016, Nature Publishing Group. All rights reserved.",2019,https://scholar.google.com.br/,no
156,Computer game misuse and addiction of adolescents in a clinically referred study sample,"Background Actually it remains unclear whether specific psychiatric disorders, especially emotional disorders and attention deficit hyperactivity disorder (ADHD), may be meaningful in the pathogenesis of computer game misuse. Objective In this clinical study with adolescent psychiatric patients we expected a moderate to strong correlation between computer game misuse and emotional, conduct and peer problems, as well as symptoms of ADHD. Method 183 patients (14.9 ± 1.5 years) from a child and adolescent psychiatric clinic were assessed for computer game misuse or addiction using the CSV-S scale in order to distinguish between regular and excessive computer gaming. The Strengths and Difficulties Questionnaire (SDQ) was used to screen for actual emotional and behavioral difficulties. Results Within the patients' group with problematic computer gaming especially male patients with the highest addiction score spent significantly more time on computer gaming and presented more school performance problems as well as other comorbidities. Excessive gaming correlated significantly with conduct and emotional problems. No specific psychiatric disorders correlated to computer game misuse or addiction. Conclusion Misuse or addiction of computer games in psychiatric patients seems to be related to an increased rate of conduct and emotional problems but related specific psychiatric diagnoses could not be identified. © 2015 Published by Elsevier Ltd.",2019,https://scholar.google.com.br/,no
157,Augmented reality-based video-modeling storybook of nonverbal facial cues for children with autism spectrum disorder to improve their perceptions and judgments of facial expressions and emotions,"Autism spectrum disorders (ASD) are characterized by a reduced ability to understand the emotions of other people. Increasing evidence indicates that children with ASD might not recognize or understand crucial nonverbal behaviors, which likely causes them to ignore nonverbal gestures and social cues, like facial expressions, that usually aid social interaction. We used an augmented reality (AR)-based video modeling (VM) storybook (ARVMS) to strengthen and attract the attention of children with ASD to nonverbal social cues because they have difficulty adjusting and switching their attentional focus. In this research, AR has multiple functions: it extends the social features of the story, but it also restricts attention to the most important parts of the videos. Evidence-based research shows that AR attracts the attention of children with ASD. However, few studies have combined AR with VM to train children with ASD to mimic facial expressions and emotions to improve their social skills. In addition, we used markerless natural tracking to teach the children to recognize patterns as they focused on the stable visual image printed in the storybook and then extended their attention to an animation of the story. After the three-phase (baseline, intervention, and maintenance) test data had been collected, the results showed that ARVMS intervention provided an augmented visual indicator which had effectively attracted and maintained the attention of children with ASD to nonverbal social cues and helped them better understand the facial expressions and emotions of the storybook characters. © 2015 Elsevier Ltd. All rights reserved.",2019,https://scholar.google.com.br/,no
158,"Specific language impairment, nonverbal IQ, attention-deficit/hyperactivity disorder, autism spectrum disorder, cochlear implants, bilingualism, and dialectal variants: Defining the boundaries, clarifying clinical conditions, and sorting out causes","Purpose: The purpose of this research forum article is to provide an overview of a collection of invited articles on the topic “specific language impairment (SLI) in children with concomitant health conditions or nonmainstream language backgrounds.” Topics include SLI, attention-deficit/ hyperactivity disorder, autism spectrum disorder, cochlear implants, bilingualism, and dialectal language learning contexts. Method: The topic is timely due to current debates about the diagnosis of SLI. An overarching comparative conceptual framework is provided for comparisons of SLI with other clinical conditions. Comparisons of SLI in children with low-normal or normal nonverbal IQ illustrate the unexpected outcomes of 2 × 2 comparison designs. Results: Comparative studies reveal unexpected relationships among speech, language, cognitive, and social dimensions of children's development as well as precise ways to identify children with SLI who are bilingual or dialect speakers. Conclusions: The diagnosis of SLI is essential for elucidating possible causal pathways of language impairments, risks for language impairments, assessments for identification of language impairments, linguistic dimensions of language impairments, and long-term outcomes. Although children's language acquisition is robust under high levels of risk, unexplained individual variations in language acquisition lead to persistent language impairments. © 2016 American Speech-Language-Hearing Association.",2019,https://scholar.google.com.br/,no
159,Stop and look! Evidence for a bias towards virtual navigation response strategies in children with ADHD symptoms,"Studies in children show that the development of spatial competence emerges between seven and eight years of age. Multiple memory systems (hippocampus-dependent spatial and caudate nucleus-dependent response learning) are involved in parallel processing of information during navigation. As a hippocampus-dependent spatial strategy also relies on frontoparietal executive control and working memory networks that are impaired in ADHD, we predicted that children will be more likely to adopt a response strategy as they exhibit ADHD symptoms. We tested 285 healthy children on a virtual radial-arm maze paradigm in order to test this hypothesis. We found that children displaying at least one ADHD symptom were more likely to have a perfect performance on a probe trial, which suggests that they did not rely on environmental landmarks. Children with ADHD symptoms may primarily rely on caudate nucleus-dependent response learning strategies at the expense of hippocampus-dependent spatial strategies. Repetition and reward based learning strategies, which are hallmarks of response learning, may be most effective in children exhibiting ADHD symptoms. © 2015 The Authors.",2019,https://scholar.google.com.br/,no
160,A robot-assisted behavioral intervention system for children with autism spectrum disorders,"The purpose of this paper is to propose and examine the feasibility of a robot-assisted intervention system capable of facilitating social training for children with autism spectrum disorder (ASD) via human-robot interaction (HRI) architecture. Based on the well-known discrete trial teaching (DTT) protocol for the therapy of children with ASD, our control architecture configures four modules-human perception, user input, the interaction manager, and the robot effector-such that the robot system generates differentiated training stimuli using motivation and Stroop paradigms and automatically copes with the child's response by using reliable human recognition and interaction technologies. Using these configurations, the proposed system performs the role of training the social skills of basic eye contact and reading emotions in children with ASD. By examining reliable performance evaluations and the positive effect of the training process targeting preschoolers with a high functioning level, we then verify that the proposed system can induce a positive transition in the response of children with ASD and the possibility of a labor-saving effect in carrying out autism treatments. © 2015 Elsevier B.V. All rights reserved.",2019,https://scholar.google.com.br/,no
161,Design based on fuzzy signal detection theory for a semi-autonomous assisting robot in children autism therapy,"There are different kinds of robots that are used to assist autistic children during therapy, however, there is not a previous evaluation in place to decide if the robot can detect and send social interaction clues to the child in correct manner. Since the signal detection and fuzzy signal detection theories are well known techniques in human psychology for detecting signal and noise relationships, this work proposes those techniques as a main tool to identify how effectively stimuli are detected by social robots. Unlike traditional psychophysical approaches, which treat observers as sensors, signal detection theory recognizes that observers are both sensors and decision makers, and that these are distinct processes that can be measured using separate indices, sensitivity and response criterion. Hence, the robot can be defined as an observer using the signal detection theory. This proposal allows to evaluate social robots with human psychology tools in order to improve the human-robot interaction. Thus, the robots accomplish specific social responses that can be a better approach during the autism therapy. Furthermore, the fuzzy signal detection theory (FSDT) applied to social skills can be an enhanced procedure for designing social robots. A semi-autonomous social robot was designed to validate the proposal. © 2015 Elsevier Ltd.",2019,https://scholar.google.com.br/,no
162,Validated colorimetric assay of clonidine hydrochloride from pharmaceutical preparations,"Clonidine hydrochloride is an antihypertensive agent used for migraine prophylaxis, attention deficit hyperactivity disorder, menopausal flushing and Tourette syndrome. The quantity of the active substance in pharmaceutical preparations must be within specific limits, in agreement with the respective label claim. Therefore, the aim of this study was to establish the conditions for two spectrophotometric methods for clonidine determination, based on the formation of the ion pair complex between clonidine hydrochloride and thymol blue/bromophenol blue. A Jasco UV-Vis 530 spectrophotometer was used for the analysis and the maxim absorbance was measured at 418 nm/448 nm against blank solution. After validation, the methods were used for quantification of clonidine hydrochloride in two commercial samples (tablets). The recovery of active substance varies between 98.06 and 100.13% without interferences from the excipients. © 2016 by School of Pharmacy Shaheed Beheshti University of Medical Sciences and Health Services.",2019,https://scholar.google.com.br/,no
163,Exploring embodied social presence of youth with Autism in 3D collaborative virtual learning environment: A case study,"This case study explores the experience of embodied social presence while learning social competence of 11 youth with Autism Spectrum Disorders (ASD). The learning takes place in a series of 13 Naturalistic Practice (NP) learning activities which are part of a 3D Collaborative Virtual Learning Environment (CVLE)-iSocial. iSocial is a translation of a face-to-face clinic based curriculum, Social Competence Intervention-Adolescents (SCI-A), into a 3D CVLE for delivery over the Internet,. This study developed a direct-observation instrument that built upon the Embodied Social Presence (ESP) theory framework to describe youth with ASDs' embodied presence, embodied copresence and embodied social presence. The findings show that youth with ASD achieved embodied presence and embodied copresence in almost all of the NP activities. However, they achieved embodied social presence in only a handful of NP activities. From comparisons between the learning activities that had high or low percentages of achieving ESP, the results indicate associations of design features (narratives, choosing roles, fantasy settings and ease of use of learning tools) with having a higher percentage of youth achieve embodied social presence. Furthermore, the work of this study provides a method for researchers interested in studying ESP and the results can inform future design decisions in the development 3D CVLE and the structure of learning activities within the 3D CVLE. © 2015 Published by Elsevier Ltd.",2019,https://scholar.google.com.br/,no
164,Cybernetic approach in identification of brain pattern variations in Autism spectrum disorder,"Poincar section is a tool used in analysis and even control of non-linear systems like chaotic and uncertain systems. Although it has been presented long ago, yet this approach is artistic and heuristic. Poincar Section is destitute of any definite methodologies and problems including indefinite structure and model parameters that can be generally attributed to this approach, machine learning based on Poincar section is impossible. In this article, first of all, signal modeling steps using Poincar is explained, then considering the occurred events, the concept of information and relativism applying Poincar section and information approach, we will diagnose the brain pattern variations in Autistic cases. The reason we have taken Autism into consideration is because we believe its origin is information, in other words the big problem in Autism disorder is software kind, which can lead to hardware kind over time. In this research a new kind of representation, namely Extended Complementary Plot, in which the main characteristic is special attention to signal phase as embedded information in the signal and ineffectiveness of energy, is introduced. All the introduced state-of-art concepts on Electroencephalography are implemented on Autistic children. Recording the EEG signal in Autistic children has always been a challenge for the specialists. Implementations of the article have been carried out on over 120 cases including 60 Autistic children and 60 normal ones ranging from 3 to 10 years old, in three different states, asleep, open eyes and a new record based on brain dynamics which has been suggested from the authors and does not have the other records problems for Autistic kids. Prodigious results accomplished, suggests the common dynamic presence in Autism disorder which is entirely different from normal dynamics, and this is only due to the potency of the applied information tool, Poincar section, and cybernetic modeling in this research. We hope that the empirical results of this research to be a strong and effective step towards quantification of Autism disorder and conversion of diagnosis process from Clinical to Para clinical, and even early Autism diagnosis. © 2016 National Taiwan University.",2019,https://scholar.google.com.br/,no
165,"Examination of parent insurance ratings, child expenditures, and financial burden among children with Autism: A mismatch suggests new hypotheses to test","OBJECTIVE: Families raising children with autism contribute significant amounts to the cost of care. In this era of health care reform, families have more insurance choices, but people are unfamiliar with health insurance terms. This study uses 2 national data sets to examine health insurance ratings from parents raising children with autism and child expenditures to explore how these measures align. METHODS: Children with autism who met criteria for special health care needs and were continuously insured were examined. Data from the National Survey of Children With Special Health Care Needs 2009-2010 were used to examine parent report of adequate insurance (n = 3702). Pooled data from the Medical Expenditure Panel Survey 2002-2011 were used to examine expenditures (n = 346). Types of health insurance included private alone, Medicaid alone, and combined private and wrap-around Medicaid. RESULTS: Having Medicaid doubled the odds of reporting adequate insurance compared with private insurance alone (P < .0001), and children on Medicaid had the lowest out-of-pocket costs ($150, P < .0001). Children covered by combined private and wrap-around Medicaid had the highest total expenditures ($11 596, P < .05) and the highest expenditures paid by their insurance ($10 638, P < .05). CONCLUSIONS: These findings highlight a mismatch between parent ratings of insurance adequacy, child expenditures, and relative financial burden. Findings generate a number of questions to address within single sources of data. By elaborating the frameworks families use to judge the adequacy of their insurance, future research can develop policy strategies to improve both their satisfaction with their insurance coverage and the service use of children with autism. © 2016 by the American Academy of Pediatrics.",2019,https://scholar.google.com.br/,no
166,Using physiological signal analysis to design affective VR games,"One of the most important factors in human-computer interaction is the user emotional reaction. Interactive environments including serious games that are responsive to user emotions improve their effectiveness and user acceptances. Testing and training for user emotional competence is meaningful in health care, which has motivated us to analyze immersive affective games using feedback. In this article, a systematic model of designing interactive environment is presented, which consists three modules as affect modeling, affect recognition, and affect control. For affect control module, a graph-based structure is described to control the game scenarios dynamically by analyzing user emotional states. The affect recognition module makes use of physiological signal analysis such as autonomic nervous system variables to evaluate user emotional reaction to different stimuli, then send it as biofeedback to affect control module. The analysis should be used as a guiding principle for designing affective serious games. Oculus Rift DK2 is used in experiments to provide immersive virtual reality with affective scenarios. The experiments demonstrate the ability to induce measurable and distinguishable emotions from physiological signals. The measurement of effectiveness is discussed. Possible applications include emotion competence training for children with autism spectrum disorder. © 2015 IEEE.",2019,https://scholar.google.com.br/,no
167,Supervising Biofeedback-based serious games,"Children with learning disabilities require the supervision of special expert teachers during their learning process. The recent years, educational pieces of software for students with dyslexia, dysgraphia, dyscalculia or Attention Deficit Hyperactivity Disorder (ADHD) were developed. The problem of using such applications is twofold. First, there is no solution for distance supervising those students who have no direct access to the appropriate experts. Second, in classroom situations or frontal education, the attention of the supervisor is shared. In this paper we present a framework that gives universal solution to supervising students learning with mobile applications. In addition, biofeedback technologies are applied to represent the mental state of the children for the teacher, enabling her to infer their mood to keep the learning process on an optimal track. © 2015 IEEE.",2019,https://scholar.google.com.br/,no
168,Evaluation of children with ADHD on the Ball-Search Field Task,"Searching, defined for the purpose of the present study as the displacement of an individual to locate resources, is a fundamental behavior of all mobile organisms. In humans this behavior underlies many aspects of everyday life, involving cognitive processes such as sustained attention, memory and inhibition. We explored the performance of 36 treatment-free children diagnosed with attention-deficit hyperactivity disorder (ADHD) and 132 children from a control school sample on the ecologically based ball-search field task (BSFT), which required them to locate and collect golf balls in a large outdoor area. Children of both groups enjoyed the task and were motivated to participate in it. However, performance showed that ADHD-diagnosed subjects were significantly less efficient in their searching. We suggest that the BSFT provides a promising basis for developing more complex ecologically-derived tests that might help to better identify particular cognitive processes and impairments associated with ADHD.",2019,https://scholar.google.com.br/,no
169,Service personalisation of assistive robot for autism care,"This paper demonstrates an innovative application in the context of autism using a Humanoid robot. A nine-month long home-based care trial with 191 hours of interaction is conducted to investigate the engagement with two young people with autism through adaptation on service design (e.g., change from narrative voice to more interactive story telling using emotion expressions, sounds effects and background music) and service personalization (service novelty). It involves big data collected to learn the participants' preferences and activity patterns. The experimental evidence on how to improve the long-term benefits of use of social robots is reported. The research establishes that in home-based care a Humanoid robot can maintain their engagement with young people with autism through service personalization over long periods of time. © 2015 IEEE.",2019,https://scholar.google.com.br/,no
170,Mobile learning as alternative to assistive technology devices for special needs students,"Assistive Technology (AT) revolutionized the process of learning for special needs students during the past three decades. Thanks to this technology, accessibility and educational inclusion became attainable more than any time in the history of special education. Meanwhile, assistive technology devices remain unreachable for a large number of students with disabilities, especially in under-developed and developing countries like Morocco due to a number of factors, especially, availability and affordability. Mobile learning, using smartphones and tablets in particular, may provide alternative solutions as special education tools in such countries. Additionally, open source platforms, particularly Google play store with all the applications it accommodates for disabled people, may obviate the need for monofunctional, sometimes expensive, AT devices. The present paper sets out to investigate potentials of using smartphones and tablets as alternative learning tools for assistive technology devices within formal and informal learning environments. It compares seven free Google Play medical apps with seven assistive technology devices at the level of functionality and affordability. The apps are of relevance to cases of physical as well as mental disabilities, namely hearing impairment, visual impairment, autism and speech articulation disorders. © 2016 Springer Science+Business Media New York",2019,https://scholar.google.com.br/,no
171,Computer aided autism threapy system design [Bilgisayar Destekli Otizm Terapi Sistemi Tasarimi],"Autism spectrum disorder is a developmental disorder such as Asperger's or Rett Syndrome, which damages social interaction and contact with the environment of individuals that prevents brain development. In Turkey, 600,000 cases of autism spectrum disorder is known and one-third of this population is estimated as the children in the age range of 0-14. Specials therapies with private trainers are used for the treatment in specific institutions. Within the scope of this project computer-assisted therapies will be developed as a part of this special therapies. The proposed system offers various autism therapy trainings through the displays and patient interactions will be transferred via sensors of Kinect for Windows device to the computers. The system accelerates the stages of education of autistic children's and will support their education. The aim of the project is finish autistic children's education as fun as a playing game without tightening and help to accelerate their learning processes with revealing supplementary materials to family members and education foundations. With this software written for Kinect on Windows technology, a set consisting of a majority of autistic children's education will be created. This set can be easily provided and used by both schools teaching and both families. The previous studies are variety of games that may interest children's attention. © 2015 IEEE.",2019,https://scholar.google.com.br/,no
172,A Comparison of PECS and iPad to Teach Requesting to Pre-schoolers with Autistic Spectrum Disorders,"Few studies have compared the efficacy of the Picture Exchange Communication System (PECS) and iPads used as speech generating devices (SGDs), and none have targeted preschoolers. This study compares the relative efficacy of PECS and an iPad/SGD with three preschool-aged children with autism spectrum disorder and limited functional speech who lived in Malta. The study utilized an adapted alternating treatment design embedded in a multiple baseline design, with requesting of reinforcers as the dependent variable. Visual analysis of the results indicated that all participants required more prompted trials and sessions for the iPad/SGD condition. All participants learned a three step navigational sequence on the iPad. Participant preference probes were inconclusive and were not linked to speed of acquisition of requesting skills. Results suggest that both PECS and an iPad could be appropriate for teaching requesting skills to beginning communicators. © 2015 International Society for Augmentative and Alternative Communication.",2019,https://scholar.google.com.br/,no
173,Using the Choiceboard Creator™ app on an iPad© to teach choice making to a student with severe disabilities,"This paper describes an intervention to teach the use of the Choiceboard Creator app on an iPad for choice making to a student with autism, severe intellectual disability, and challenging behavior. This app provides flexibility in the number of pictures and blank distractors displayed, produces voice output, shuffles the picture arrangement after each activation, and makes the selected picture more salient by enlarging it once it has been selected. The effectiveness of the intervention was explored using a multiple baseline across three settings. Pre-and post-assessments of the students ability to select a picture given the spoken word or the object and to select the object given the spoken word or the picture explored the further development of picture skills. The student learned to use a display of three pictures in free play, a display of two pictures in morning circle, and a display of five pictures at morning tea. © 2016 International Society for Augmentative and Alternative Communication.",2019,https://scholar.google.com.br/,no
174,Collaboration around facilitating emergent literacy: Role of occupational therapy,"ABSTRACT: The article uses a case study to illustrate transdisciplinary perspectives on facilitating emergent literacy skills of Elsa, a primary grade student with autism. The study demonstrates how a professional learning community implemented motor, sensory, and speech/language components to generate a classroom model supporting emergent literacy skills. Assistive technology used included a speech-generating device, picture boards, an alternate keyboard, and a talking word processor. Elsa was 6 years old and had been diagnosed with autism. She used a multimodality communication system including verbalization, a speech-generating device, and a picture/text communication board. Elsa sought intense sensory input (oral, deep pressure), and had very low muscle tone, additionally motor-control challenges restricted her classroom participation. In structured settings, she could join dots to produce a vertical and a horizontal line. However, she could not independently participate in paper and pencil activities to produce recognizable results. A collaborative approach was used to facilitate this student's engagement in the typical curriculum, it utilized research-based information from the disciplines of regular education, special education, occupational therapy, and speech language pathology, with the intervention supports delivered in the regular education classroom. Apart from addressing specific performance components, occupational therapy worked to enhance the discipline-specific interventions provided by all team members to optimize Elsa's classroom functioning. Issues involved in interprofessional collaboration and the solutions adopted by the team are discussed. © 2016 Taylor & Francis.",2019,https://scholar.google.com.br/,no
175,Reading comprehension intervention for high-functioning children with autism spectrum disorders,"The prevalence of children with autism spectrum disorders appears to be on the increase and educators are becoming more aware of their educational and social needs. In particular, many students with high-functioning autism have a deficit in reading comprehension. As a consequence, there is now a greater determination by educators to design the most appropriate reading interventions to address their specific learning impairments. This article outlines a balanced instructional framework for reading comprehension intervention that includes a three-levelled structure incorporating language decoding, language comprehension and metacognitive processes. Research suggests that reading comprehension intervention should focus on reading for meaning by incorporating visual and verbal cognitive strategies to enhance the development of local and global inferencing skills. The framework highlights the need to develop language, social and self-regulation abilities in association with dialogic interaction. © 2016 Learning Difficulties Australia.",2019,https://scholar.google.com.br/,no
176,Using multitouch collaboration technology to enhance social interaction of children with high-functioning autism,"Aims. Children with high-functioning Autism Spectrum Disorder (HFASD) have major difficulties in social communication skills, which may impact their performance and participation in everyday life. The goal of this study was to examine whether the StoryTable, an intervention paradigm based on a collaborative narrative, multitouch tabletop interface, enhanced social interaction for children with HFASD, and to determine whether the acquired abilities were transferred to behaviors during other tasks. Methods. Fourteen boys with HFASD, aged 7-12 years, participated in a 3-week, 11-session intervention. Social interactions during two nonintervention tasks were videotaped at three points in time, one prior to the intervention (pre), a second immediately following the intervention (post) and a third three weeks after the intervention (follow-up). The video-recorded files were coded using the Friendship Observation Scale to ascertain the frequencies of positive and negative social interactions and collaborative play. Differences in these behaviors were tested for significance using nonparametric statistical tests. Results. There were significantly higher rates of positive social interactions and collaborative play, and lower rates of negative social interactions following the intervention suggesting generalization of the social skills learned during the intervention. Improvement was maintained when tested three weeks later. Conclusion. These findings provide support for the use of collaborative technology-based interventions within educational settings to enhance social interaction of children with HFASD. © 2016 Taylor & Francis Group, LLC.",2019,https://scholar.google.com.br/,no
177,The effect of literacy learning via mobile augmented reality for the students with ADHD and reading disabilities,"This study focuses on the effects of mobile augmented reality (MAR) on word recognition learning. The study developed an interactive effect and corresponding video on word learning in MAR. MAR uses the camera of the mobile phone. It is installed in to interpose virtual objects on the real life view through the camera. The study participants were two fifth-grade elementary school children with Attention Deficit Hyperactivity Disorder (ADHD) and reading disabilities. The study followed a single-case design using ABA' models in which A indicated the baseline, B indicated the intervention and A' indicated the maintenance phrase. The experiment period was almost 3 months. The independent variable was word recognition teaching with MAR on Chinese literacy ability of ‘read the words' and ‘select the correct the word to blank line'. The experimental results demonstrated that the scores for 2 children with ADHD and reading disabilities increased considerably during the intervention and maintenance phrases. The developmental applications of these results are also discussed. © Springer International Publishing Switzerland 2016.",2019,https://scholar.google.com.br/,no
178,Technological Applications for Individuals with Learning Disabilities and ADHD,"Technology has become increasingly important in the assessment and treatment of high-incidence disorders such as learning disabilities (LDs) and attention-deficit hyperactivity disorder. The use of computer and other assistive technologies (e.g., screen readers, voice recognition, biofeedback, virtual environments, etc.) has developed much faster than the research that demonstrates the efficacy of these various methods. We discuss some of these technologies as they are applied to assessment, classroom instruction, cognitive and executive functioning, and test accommodations. We also review the research findings on specific technologies, and note the advantages, limitations, and efficacy of the various technologies. We conclude with a plea for more research in this rapidly expanding area. © 2016 Elsevier Inc. All rights reserved.",2019,https://scholar.google.com.br/,no
179,Augmented reality for teaching science vocabulary to postsecondary education students with intellectual disabilities and autism,"The purpose of this study was to examine the use of an emerging technology called augmented reality to teach science vocabulary words to college students with intellectual disability and autism spectrum disorders. One student with autism and three students with an intellectual disability participated in a multiple probe across behaviors (i.e., acquisition of science vocabulary words) design. Data were collected on each student's ability to define and label three sets of science vocabulary words (i.e., bones, organs, and plant cells). The results indicate that all students acquired definition and labeling knowledge for the new science vocabulary terms. Results are discussed in the context of applying universal design principles with emerging technologies to create authentic opportunities for students with intellectual disabilities and autism spectrum disorders to learn science vocabulary. © 2016 ISTE.",2019,https://scholar.google.com.br/,no
180,"Human-centered design with Autistic university students: Interface, interaction and information preferences","This paper reports on a study aimed at creating an online support toolkit for young autistic people to navigate the transition from school to university, thereby empowering this group in developing their full potential. It is part of the Autism&Uni project, a European-funded initiative to widen access to Higher Education for students on the autism spectrum. Our particular focus is on the Human-Computer Interaction elements of the toolkit, namely the visual design of the interface, the nature of interactions and navigation, and the information architecture. Past research in this area tended to focus on autistic children, often with learning difficulties, and their preferences in terms of interface and interaction design. Our research revealed that the preferences of young autistic adults who are academically competent and articulate, differ considerably from those of autistic children. Key findings are that text is preferred over visual material, visual design should be minimal, content ought to be organized in a logical and hierarchical manner, the tone of language ought to be genuine yet not too negative or patronizing, and images or video are only useful if they illustrate places or people, in other words information that cannot easily be conveyed in other ways. © Springer International Publishing Switzerland 2016.",2019,https://scholar.google.com.br/,yes
181,Attention training game with aldebaran robotics NAO and brain-computer interface,"This paper describes design, creation and preliminary testing of hardware and software for BCI (Brain-Computer interface)-based humanoid robot control. The system, the concept of which is presented in the article, is assumed to use for training ADHD patient's attention. © Springer International Publishing Switzerland 2016.",2019,https://scholar.google.com.br/,no
182,"Computational thinking and social skills in Virtuoso: An immersive, digital game-based learning environment for youth with autism spectrum disorder","The adoption of computational thinking (CT) has been increasing in K-12 classrooms and curricula. One population that could benefit from early instruction in CT is students with Autism Spectrum Disorders (ASD). Unfortunately, many individuals with ASD lack the social competencies to successfully navigate a work environment. The purpose of this paper is to discuss a digital games-based learning intervention for youth with ASD to learn computational thinking and social skills. Dubbed “Virtuoso”, the intervention targets youth with ASD to gain social skills while working together to solve introductory computer programming problems with virtual, programmable robots. One objective is to create learning materials that embed social competency instruction within a CT-focused curriculum. Another objective is to develop an immersive space where participants can work together on curricular content. Using educational design research methods, we are developing and refining instructional interventions so as to maximize their educational impact. © Springer International Publishing Switzerland 2016.",2019,https://scholar.google.com.br/,no
183,Mobile devices as assistive technologies for ASD: Experiences in the classroom,"Information and Communication Technologies offer new opportunities to people with disabilities to develop their autonomy and independence in their daily life activities. However, more research should be done in order to comprehend how technology affects this collective of people. This paper presents two experiences where participants with cognitive disabilities and Autism Spectrum Disorder used AssisT-Task to perform job related activities and DEDOS to perform educational activities. Their performance is improved along the sessions using both tools. Combining visual and textual information help students with cognitive disabilities and ASD to focus on the contents presented, avoiding usability and accessibility issues, and therefore improving their learning process while they are having fun interacting with new technologies. © Springer International Publishing Switzerland 2016.",2019,https://scholar.google.com.br/,no
184,Designing effective learning technologies for autistic people,"The paper investigates the current state of provision of learning technologies for autistic people and makes recommendations for the design of new technologies and the need for further research. The work is introduced by a discussion of autism from the perspective of the social model of disability. Enduser involvement is obtained from interviews with autistic women and surveys of Polish teachers, therapists and psychologists working with autistic students, and teachers and parents on accessible and usable educational games. © Springer International Publishing Switzerland 2016.",2019,https://scholar.google.com.br/,no
185,Using mind mapping software to initiate writing and organizing ideas for students with SLD and ADHD,"The article is a summary of research conducted in the field of planning functions of postsecondary students with Specific Learning Disabilities (SLD) and/or Attention Deficit Hyperactive Disorder (ADHD). The article provides an overview of the students difficulties initiating writing tasks due to their disabilities. Model of planning functions of students with SLD provides insight into the contribution of motivating factors to initializing four planning functions. The review also presents the advantages of using mind mapping software to initiate writing tasks and organizing ideas for this population. Relevant academic literature shows that use of mind mapping software may assist students with SLD and/ or ADHD to initiate writing tasks, overcome their difficulties in better organize information, and develop learning and cognitive skills. © Springer International Publishing Switzerland 2016.",2019,https://scholar.google.com.br/,no
186,Designing enriched learning environments: A cross-disciplinary approach to social innovation,"This study investigates the state of art in the contemporary scenario in the education of people with intellectual disabilities through industrial design and product development in a cross-disciplinary setup focused on children with Down Syndrome (DS), Attention Deficit Hyperactivity Disorder (ADHD) and Autism Spectrum Disorder (ASD). The article addresses social innovation contexts facing barriers of discrimination within educational environments and the potential of design discipline in this regard. This article revises key debates concerning: 1) the paradigm of inclusive education, 2) insights from fields of neurophysiology and neurobiology: neural correlates between learning and creativity, and 3) design driven innovation in education aligning social, political and technological factors. It hereby represents a contemporary reflection on the core ideas of Victor Papanek's work Design for the real world. An experimental outcome is presented outlining a framework of cognitive and emotional ergonomics in regards of creativity and ethics in product design education as learning tools for managing language, meaning generation and technology.",2019,https://scholar.google.com.br/,no
187,KAPEAN: Understanding affective states of children with ADHD,"Affective computing seeks to create computational systems that adapt content and resources according to the affective states of the users. However, the detection of the user's affection such as motivation and emotion is challenging especially when an attention problem is present. An approach to convey learning resources to children with learning problems is by means of game-based tools. The first step towards building these ludic experiences is to identify the skills and limitations of potential users. In this work we describe a case based study carried out to observe and get understanding of the level of attention, cognition and memory of children with ADHD (Attention Deficit Hyperactivity Disorder). Fifteen children were invited to play physical and digital versions of the Stroop and Flanker tests as well as memory-based games. The interaction with KAPEAN is allowed with both a mouse and a hand gestures recognition device. To collect data from the user's experiences the system integrates a webcam, a Microsoft Kinect device, a video camera, and an Emotiv EEG headset. Data was analyzed offline in order to study which affective states are present while children with ADHD played with KAPEAN.",2019,https://scholar.google.com.br/,no
188,An adaptive strategy for an immersive visuo-haptic attention training game,"Attention training using virtual environments is a promising way to treat mental disorders such as attention-deficit hyperactivity disorder (ADHD). Interactive haptic tasks combined with immersive visual display provide a potential solution for attention modulation and training. In this paper, we introduced a visuo-haptic game consisting of stimulus-response tasks using fingertip pressure control with immersive visual display using the Oculus Rift. Users were required to press a force sensor using either the index or middle finger from either hand. In each trial, users needed to maintain a constant force with an expected tolerance within an allowable response time. An adaptive strategy was proposed to tune the difficulty level of the task to match the force control skill of the user, which may produce an optimal success rate in each trial to maintain users' interest and keep them motivated. Furthermore, a randomized algorithm was adopted to vary the target fingertip, target force magnitude and target tolerance between adjacent trials, which was designed to avoid the boring repetition and thus to keep the users' curiosity on the task. Experimental results on six participants show that the proposed strategy was able to obtain different expected success rates, i.e. either 79.4% or 50%. © Springer International Publishing Switzerland 2016.",2019,https://scholar.google.com.br/,no
189,Personalizing educational game play with a robot partner,"Personalization of educational and behavioral training to the developmental stage of the individual child is common practice in educational and therapeutic settings. Research on robot-based education training is only just starting to adopt this approach. We present a pilot study on a behavioral intervention design in which Pivotal Response Training (PRT) elements are embedded into a game played by a robot and a child. Seven game levels are designed to cover different levels of communication skills that are targeted by PRT. The levels do not differ with respect to the logical steps in the game that the children should take, only with respect to the social competence that the child has. The behaviors displayed at each stage were observed and analyzed using qualitative and quantitative methods. Our results indicate that the more socially challenging a game is, the happier children are and the more children engage with playing the game, although the game challenge remains the same. © Springer International Publishing Switzerland 2017.",2019,https://scholar.google.com.br/,no
190,Social robots and teaching music to autistic children: Myth or reality?,"Music-based therapy is an appropriate tool to facilitate multisystem development in children with autism. The focus of this study is to implement a systematic and hierarchical music-based scenario in order to teach the fundamentals of music to children with autism through a social robot. To this end, we have programmed a NAO robot to play the xylophone and the drum. After running our designed robot-assisted clinical interventions on three high-functioning and one low functioning autistic children, fairly promising results have been observed. We indicated that the high-functioning participants have learned how to play the musical notes, short sentences, and simple rhythms. Moreover, the program affected positively on autism severity, fine movement and communication skills of the autistic subjects. The initial results observed indicate promising potentials for involving social robots in music-based autism therapy. © Springer International Publishing AG 2016.",2019,https://scholar.google.com.br/,no
191,Electrophysiological CNS-processes related to associative learning in humans,"The neurophysiology of human associative memory has been studied with electroencephalographic techniques since the 1930s. This research has revealed that different types of electrophysiological processes in the human brain can be modified by conditioning: sensory evoked potentials, sensory induced gamma-band activity, periods of frequency-specific waves (alpha and beta waves, the sensorimotor rhythm and the mu-rhythm) and slow cortical potentials. Conditioning of these processes has been studied in experiments that either use operant conditioning or repeated contingent pairings of conditioned and unconditioned stimuli (classical conditioning). In operant conditioning, the appearance of a specific brain process is paired with an external stimulus (neurofeedback) and the feedback enables subjects to obtain varying degrees of control of the CNS-process. Such acquired self-regulation of brain activity has found practical uses for instance in the amelioration of epileptic seizures, Autism Spectrum Disorders (ASD) and Attention Deficit Hyperactivity Disorder (ADHD). It has also provided communicative means of assistance for tetraplegic patients through the use of brain computer interfaces. Both extra and intracortically recorded signals have been coupled with contingent external feedback. It is the aim for this review to summarize essential results on all types of electromagnetic brain processes that have been modified by classical or operant conditioning. The results are organized according to type of conditioned EEG-process, type of conditioning, and sensory modalities of the conditioning stimuli. © 2015 Elsevier B.V.",2019,https://scholar.google.com.br/,no
192,LifePal: A mobile self-management tool for supporting young people with autism,"People with autism spectrum disorders (ASD) cope with a life-long condition that can affect communication skills and social interaction. This can lead to feelings of social anxiety, depression and isolation, especially among young adults with ASD. One strategy to support the needs of people with ASD is to facilitate proper structure and organization in the person's daily life. This paper presents a technology solution that promotes a self-management paradigm towards empowering people with ASD to enhance their independence and life skills. ‘LifePal' is a smartphone App that provides users with task management, life-logging, reminding, and travel support. The App is supported via a dedicated web portal that promotes collaboration between caregivers and their dependents, towards defining obtainable life goals. The paper presents implementation details of the core platform services and discusses the results from a two-stage evaluation, conducted over a period of 6 months. Based on the feedback from 20 participants (4 parents (Phase one), 8 child-parent groupings (Phase two)), the findings positively support the potential utility of LifePal, however, highlight the importance of delivering sufficient user training to support adoption. © Springer International Publishing Switzerland 2016.",2019,https://scholar.google.com.br/,no
193,Augmented reality based social stories training system for promoting the social skills of children with autism,"Profound social reciprocity deficits are a core feature of the autism spectrum disorders. Children with autism often lack appropriate social skills when they need to interact with other people. A social stories training is one type of children-specific intervention for teaching social skills. It helps learn social skills through combination of visual and verbal cues. We use augmented reality (AR) technologies to visually conceptualize the social stories. Interactive social stories are played using several tangible markers and AR technologies that overlays the markers with corresponding virtual images. The new way to interpret social stories demonstrates an improvement of attraction and enhances effects of social skills training. Finally, We have a prototype for the social skill—“greeting” and an initial pilot study to support the therapy of high-functioning autism children. © Springer International Publishing Switzerland 2017.",2019,https://scholar.google.com.br/,no
194,Building social awareness for teens and young adults with autism via gamification,"Teens and young adults are in one of the most challenging phases of their life in terms of discovering new and complex emotions and situations. This is particularly the case for a demographic diagnosed with conditions commonly referred to as Autistic Spectrum Disorders, which is inclusive of Asperger's Syndrome. Through a video game medium, it is possible to place the players in virtual situations that explore these the intricacies of social interaction and relationships. This could be powerful for communicating such concepts: players can be explained to, practice and given feedback in a comfortable, non-threatening, and perhaps even familiar environment. Our objective is to build such a game by modifying an already popular video game. Through modification, a game's already existing mechanisms and resources may be repurposed for serious functions. In the case of our team, this is to allow the player to have conversations that dynamically change depending on their input. Characters in the game can be manipulated to communicate verbally and non-verbally, delivering emotive lines recorded by voice actors whilst projecting certain facial expressions and body language. We created a tangible video game learning resource that can be trialed to investigate its value to build social awareness. © Springer International Publishing AG 2016.",2019,https://scholar.google.com.br/,no
195,Interaction design principles for edutainment systems: Enhancing the communication skills of children with autism spectrum disorders,"Owing to deterioration in communication, approximately 50% of individuals diagnosed with Autism face challenges in developing functional languages. To assist these individuals become more relaxed and comfortable during these activities, installed educational games on mobile devices can be used. Although there are many new mobile applications available for individuals with Autism, they are difficult to use, particularly in terms of user-interface design. An analysis of existing apps developed for children with autism shows that app design principles are projected according to interaction design (IxD) which fulfills the users? requirements in a more efficient way. The analysis involved five applications and pointed out fifteen suggestions regarding the design principles. This paper presents the suggested recommendations for the design and development of prototype apps for autistic children. It introduces edutainment systems design principles, which are designed to assist in the development of communication skills in children diagnosed with Autism-spectrum disorders.",2019,https://scholar.google.com.br/,yes
196,"Read, play and learn: An interactive e-book for children with autism","Serious games can easily engage students, captivate and maintain their attention allowing them both learning with an adult, or on their own. But, teaching children with developmental disabilities like ASD, requires special set of tools and methods, due to decreased level of attention towards stimuli presented and lessened capability to learn in ways typical children do. Interactive multisensory computer based instruction seems to be a good match for these diverse learners because it offers multisensory learning experience, interactive practice with constant feedback, increased learning opportunities, and customization to each child's needs. In this paper we present a web-based interactive educational e-book designed to engage a learner with additional auditoryvisual stimulation related to the text being read in two languages, and by providing multi layered questions about the story read, for comprehension. Our educational goals were to teach children novel vocabulary, counting, identifying numbers and colors, and responding to inference questions. © Springer International Publishing Switzerland 2016.",2019,https://scholar.google.com.br/,yes
197,Designing for young children with autism spectrum disorder: A case study of an iPad app,"Individuals with autism spectrum disorders often benefit from technology-based intervention. Technologies being marketed to the autism community, and relevant published research, are proliferating. However, in the context of research in health and education, the requirement for an effective design process is not necessarily recognised. Understanding this process is necessary to facilitate recommendations about best practice in technology design and implementation where the end result is being applied in a health or education context. This report describes the development of an iPad app designed for very young children with autism. We describe methods for user-centred design with relevant stakeholders, expert evaluation and pilot testing of demo versions of the app, and their consequences for the finished game. In a final evaluation with 41 pre-schoolers with autism, average game play over a 2 month period was 11 minutes per day, with no evidence of obsessive behaviour. We discuss how this approach permits individual studies to inform the design of multiple technologies, contributing to dissemination of high standards in how therapeutic and educational technologies for specific populations are designed, pilot-tested and reported. © 2016 Elsevier B.V.",2019,https://scholar.google.com.br/,yes
198,Probogotchi: A novel edutainment device as a bridge for interaction between a child with asd and the typically developed sibling,"There has been a considerable transformation in game preferences of children with the rapid development of information and communication technology. Computer games became the mostly preferred spare time activity for children of different ages. Several studies found that technology, ranging from computer applications to social robots, can act as a mediator to improve interaction for children with social impairments. The contribution presented is an intermediate step which combines the embodiment with tangible and intuitive interaction that social robots can offer and an affordable and autonomous solution as a computer game. Probogotchi is a way to play an educational computer game, where children have to interact with a toy equipped with sensors connected to a PC. The control architecture is built around an artificial homeostatic system for social agents and is set to simulate pet-like behavior, resulting in a dependency on the user's interactions. As such, affective human-computer interaction is achieved. The homeostatic regulation is an autonomous system that uses input stimuli from a tactile and object identification system to detect certain actions originating from the user. If an action is triggered, it will influence the internal needs that are subsequently translated into an emotional state. This emotional state is communicated back to the user by a virtual model showing the corresponding facial expression. For the evaluation section, a preliminary study using Probogotchi as a bridge for interaction between a child with ASD and his typically developed sibling is for the first time described. Quantitative data and qualitative observations are presented. The paper concludes with a focus on the technical limitations and also on future developments and implications for the clinical use of Probogotchi game for children with autism. © 2016, ASCR Press. All rights reserved.",2019,https://scholar.google.com.br/,no
199,Training to improve attentional dysfunction in children and adolescents with Asperger Syndrome through direct cognitive stimulation [Entrenamiento para la mejora de disfunciones atencionales en niños y adolescentes con Síndrome de Asperger a través de estimulación cognitiva directa],"This research analyzes the generalization ability of learning in children and adolescents with Asperger Syndrome to attentional cognitive aspects with different demands on exercised through the use of a direct cognitive stimulation program. The sample consisted of 15 cases with Asperger between 7 and 15 years (M = 12, SD = 2.7) with attentional difficulties, measured by psychometric orientation instruments, to which an attention training program was implemented to two hours per week for six consecutive months. The results of the pretest-posttest analysis showed statistically significant differences in all attentional subsystems. Selective attention differences are moderate in variables related to processing speed, in sustained attention the reaction time significantly decreased (moderate magnitude of the difference) and increased the successes reducing errors (both with a large magnitude difference). In alternating attention, a greater number of successes were observed and in split attention higher levels of total responses (both moderate magnitude) were obtained. It is concluded that the attentional performance in the cases analyzed improvement after applying a cognitive training program specifically being able to generalize learning psychometric measures. © 2016: Servicio de Publicaciones de la Universidad de Murcia.",2019,https://scholar.google.com.br/,no
200,Mobile learning for special preschool education,"Nowadays the development of the Mobile Learning (ML) in children's progress is thought significant. However, its role in special preschool education is recognized crucial, as it is a tool that can foster the knowledge and the experiences for this sensitive age. The support of specific areas in preschool education according to the educational perspective is thought significant with the maintenance of the mobile applications. In this paper we present a brief overview of the most representative studies of the last decade (2005-2015), which concentrates on skills that are examined in special kindergarten (early literacy, early mathematics, cognitive, social-emotional) and are supported by the mobile learning. The effectiveness of mobile applications in children who are autistic and face attention deficit problems is examined. The role of mobile learning in preschool children who face mental problems is also investigated.",2019,https://scholar.google.com.br/,no
201,Give Children Toys Robots to Educate and/or Neuroreeducate: The Example of PEKOPPA,"Using an InterActor toy robot named PEKOPPA in a “speaker-listener” situation, we have compared the verbal and the emotional expressions of neurotypical and autistic children aged 6-7 years. The speaker was always a child (neurotypical or autistic), the listener was a human or the toy robot which reacts to speech expression by nodding only. The results appear to indicate that minimalistic artificial environments could be considered as the root of neuronal organization and reorganization with the potential to improve brain activity. They would support the embrainment of cognitive verbal and nonverbal emotional information processing. © Springer International Publishing Switzerland 2016.",2019,https://scholar.google.com.br/,no
202,Review on serious games for people with intellectual disabilities and autism,"People with Intellectual Disabilities (ID) are those who have low intellectual abilities and limitations in behavioural and social functioning. ID can be observed in a very early stage in their lives, while every person with ID has individual characteristics. Autism Spectrum Disorder (ASD) is a mental disorder that causes issues in social, communicational and emotional behaviour. Many people with ASD have high intellectual abilities, whereas there are others with cognitive disabilities. Therapists have identified several intervention methods to provide aid and teach people with ID and ASD several skills. The traditional methods include special educational programmes, individual or team sessions with therapists and team bonding activities. However, the technological advancements have allowed therapists, organizations and researchers invent new intervention methods. Such methods include software solutions and Serious Games (SGs). In this study, the state-of-the-art in SGs that have already been developed is explored. The findings are categorized based on the limitations they try to address that fall into two categories, namely intellectual functioning and adaptive behaviour. SGs falling in the adaptive behavior category are classified according to the categories of skills they aim to promote, namely conceptual, social and practical skills. Finally, the SGs presented are classified according to the specific skills (i.e. language and literacy, daily living) they aim to improve. SGs are comparatively analysed taking into account their target group, specific purpose, type/platform and evaluation results. Based on this analysis conclusions are drawn that can assist: (1) organizations, therapists, and parents in deciding which is the most appropriate SG for enhancing a specific intervention, (2) researchers in making informed decisions for studying the impact of SGs on improving specific skills of people with ID and ASD, (3) the stakeholders in designing and implementing more effective SGs, such as SGS for skills that are not adequately covered. © The Authors, 2016. All Rights Reserved.",2019,https://scholar.google.com.br/,no
203,Fill me app: An interactive mobile game application for children with Autism,"FillMeApp is an interactive mobile game application which is a supplementary learning material intended for children with Autism that helps them motivate in their learning process. This game application is focus mainly on Science basically on identifying the human's body parts. Accumulating the best time for focus monitoring, eyecatching graphics, simple level of exercises, video tutorial and background music that coincide with the current educational teachings are among the primary features that this application has to offer. The researchers analyzed the results of the test survey and proved that the application is user friendly, interactive, the logic of the game is understandable and would learn to use this application very useful in their learning. Based also from the researchers testing and result on the students motivational rating from the teacher, before, the students with Autisms' motivation level were LOW but after the game application was deployed and tested their motivation status begin to grow and become HIGH.",2019,https://scholar.google.com.br/,yes
204,The interface between health and education: Teacher perceptions about inclusive education [A interface entre saúde e educação: Percepções de educadores sobre educação inclusiva],"The National Policy on Special Education in Inclusive Education Perspective advocates the linkage between health and education services to attend the special educational needs. From this perspective, the purpose of this article is to reflect about the problems reported by educators who embody this policy, especially with regard to the interrelationships between health and education. For this, the results are presented from a survey in which they interviewed eight teachers from municipal public schools in Santos (SP) who taught students with disabilities and / or pervasive developmental disorder. The interviews cover a lack of coordination between the two areas, maintaining the health in the position of expertise supposedly able to cure the ills of education, which strengthens pathological processes and medicalized solutions, thus avoiding the questioning and rearrangement educational practices. The article points to the need for effective collaboration between health and education, where both retain their specificities and enrich each other.",2019,https://scholar.google.com.br/,no
205,Examine the potential of robots to teach autistic children emotional concepts: A preliminary study,"In this preliminary study, we developed a set of humanoid robot body movements which are used to express four basic emotional concepts and a set of learning activities. The goal of this study is to collect feedback from subject matter experts and validate our design. We will integrate them to improve the designs and guide autistic children to learn emotional concepts. To validate our designs, we conducted an online survey among general public people and four in-person interviews among subject matter experts. Results show that the body movement Happiness and Sadness could express emotions accurately, while the Anger and Fear movements need more improvements. According to the subject matter experts, this robot mediate instruction is engaging and appropriate. To better match autistic children, the instructional content should be tailored for individual learners. © Springer International Publishing AG 2016.",2019,https://scholar.google.com.br/,no
206,Phenotypic integrated framework for classification of ADHD using fMRI,"Attention Deficit Hyperactive Disorder (ADHD) is one of the most common disorders affecting young children, and its underlying mechanism is not completely understood. This paper proposes a phenotypic integrated machine learning framework to investigate functional connectivity alterations between ADHD and control subjects not diagnosed with ADHD, employing fMRI data. Our aim is to apply computational techniques to (1) automatically classify a person's fMRI signal as ADHD or control, (2) identify differences in functional connectivity of these two groups and (3) evaluate the importance of phenotypic information for classification. In the first stage of our framework, we determine the functional connectivity of brain regions by grouping brain activity using clustering algorithms. Next, we employ Elastic Net based feature selection to select the most discriminant features from the dense functional brain network and integrate phenotypic information. Finally, a support vector machine classifier is trained to classify ADHD subjects vs. control. The proposed framework was evaluated on a public dataset ADHD-200, and our classification results outperform the state-of-the-art on some subsets of the data. © Springer International Publishing Switzerland 2016.",2019,https://scholar.google.com.br/,no
207,An internet of things based software framework to handle medical emergencies,"A software framework is a reusable design that requires various software components to function, almost out of the box. To specify a framework, the creator must specify the different components that form the framework and how to instantiate them. Also, the communication interfaces between these various components must be defined. In this paper, we propose such a framework based on the Internet of Things (IoT) for developing applications for handling emergencies of some kind. We demonstrate the usage of our framework by explaining an application developed using it. The application is a system for tracking the status of autistic students in a school and also for alerting their parents/care takers in case of an emergency. © Springer International Publishing Switzerland 2016.",2019,https://scholar.google.com.br/,no
208,WiBAF into a CMS: Personalization in learning environments made easy,"Adaptivity has proven successful in reducing navigation and comprehension problems in hypermedia documents. Authoring of adaptive hypermedia documents and especially of the adaptivity in these documents has been problematic or at least labour intensive throughout AH history. This paper shows how the integration of a CMS with an adaptive framework greatly simplifies the inclusion of personalization in existing educational applications. It does this within the context of European project Autism&Uni that uses adaptive hypermedia to offer information for students transitioning from high school to university, especially to cater for students on the autism spectrum as well as for non-autistic students. The use of our Within Browser adaptation framework (WiBAF) reduces privacy concerns because the user model is stored on the end-user's machine, and eliminates performance issues that currently prevent the adoption of adaptivity in MOOC platforms by having the adaptation performed on the end-user's machine as well (within the browser). Authoring of adaptive applications within the educational domain with the system proposed was tried out with first year students from the Design-Based Learning Hypermedia course at the Eindhoven University of Technology (TU/e) to gather feedback on the problems they faced with the platform.",2019,https://scholar.google.com.br/,no
209,Educational building facilities for children with autism in Malaysia,"Autism Spectrum Disorder (ASD) is a general term used for a group of people who suffer from complex disorders of neural development. Individual with autism face the problem of development disability where it significantly affects their communication, social interaction as well as behaviour. Besides that, autism also associated with learning ability where it depends on their severity. In response to a growing number of children with autism, the action should be taken to address the needs and problems of these individuals. Therefore, it is essential to provide a conducive environment to enhance their performance especially in terms of learning. This paper unveils the theoretical framework of the study which incorporates existing policies and initiatives regarding to building facilities in Malaysia as well as variables in order to enhance learning environment of children with autism within the context of educational facilities. A qualitative research method has been applied to achieve the objectives of this research. Preliminary findings were gathered through semi-structured interviews with teachers that deal with children with autism. The result indicates that building construction and environmental services have a great influence on children with autism especially in learning. © 2016 Penerbit UTM Press. All rights reserved.",2019,https://scholar.google.com.br/,no
210,M-health solutions to support the national health service in the diagnosis and monitoring of autism spectrum disorders in young children,"With estimates of prevalence between 1 in 68 and 1 in 88 children [11], accurate and early identification of autism spectrum disorders (ASDs) in young children remains a pressing public health issue. In the absence of a single biomarker for ASD, however, a diagnosis is currently reached on the basis of a portfolio of evidence assembled by various health care professionals, parents and educational specialists. Studies have shown that early diagnosis and subsequent intervention are key to a favourable prognosis for children with autism. Many families, however, experience long periods of time between appointments with health care professionals, thus delaying the diagnosis and subsequent access to support and interventions. In this paper, we consider the potential role of m-health software solutions in supporting the diagnosis and ongoing monitoring of ASDs in young children. We consider their application particularly within the context of the UK's National Health Service. This paper also presents a review of some of the current literature on user-behaviour analysis software on mobile computing devices such as tablet computers and smartphones, along with some of the emerging m-health solutions for supporting the diagnosis of ASD in children. © Springer International Publishing Switzerland 2016.",2019,https://scholar.google.com.br/,no
211,Clinical and neurophysiological data of neurofeedback therapy in children with ADHD [Wyniki kliniczne i neurofizjologiczne terapii neurofeedback u dzieci z zespo?em ADHD],"INTRODUCTION: ADHD occurs in 3% of school-age children (and in 70% of them in adulthood) and represents an important medical and social problem. It is characterized by attention deficits, hyperactivity and impulsiveness. Neurofeedback therapy (EEG biofeedback, NF) is carried out based on the analysis of EEG.OBJECTIVE: To investigate the effect of NF therapy on clinical status and parameters of the EEG in ADHD.MATERIALS AND METHODS: In the years 2007-2014, 287 children (191 boys), aged 6-17 years were included into the study. Some children with ADHD had other coexisting disorders like: tics, dyslexia, emotional or behavior disorders. Visual analysis of EEG was made and 7 selected parameters of bioelectrical activity were assessed. EEG tracing before and after NF therapy were compared. NF therapy lasted from 9 months to 3 years (mean 1.5 years). 60-240 NF training sessions were performed with the use of NF device, video-games and 16-channel Elmiko devices. Statistical analysis of the results was made.RESULTS: Children with ADHD additionally presented low self-esteem, anxiety and sleep disorders. The baseline theta/beta ratio in children with ADHD and ADHD with cooccurring dyslexia was >4.0 and in children with ADHD and coexisting tics 3.0-3.8, with coexisting behavioral disorders 3.7-4.0 and emotional disorders 3.3-3.7. After therapy, this ratio decreased significantly in all groups, but most significantly in ADHD and ADHD with dyslexia group. In the group with dyslexia theta and alpha activity in the left fronto-temporo-parietal region (the speech centers) has been increased. In children with ADHD and behavior disorders right-sided paroxysmal changes in the form of slow and sharp waves in the temporo-centro-parietal regions were found. In emotionally disturbed children increased fast beta activity in the right hemisphere (anxiety, fear) was observed. Initially NF therapy reduced hyperactivity and impulsivity of children, subsequently improvement of attention was observed and eventually reduction of emotional and behavior disturbances was noticed. Noticeable improvement in the self-esteem was observed as well. The therapy had a positive impact on the spatial organization of EEG in each group. It proved to be particularly useful in children with ADHD and dyslexia.CONCLUSIONS: Neurofeedback therapy is a valuable tool with beneficial impact on children with ADHD and accompanying disorders. Characteristics of brain bioelectric activity provides a reliable basis to establish individual EEG bio-feedback protocols of therapy in children and monitor the effectiveness of treatment. In the last 4 years the number of children with ADHD and cooccurring tics who applied for neurofeedback therapy has increased significantly.",2019,https://scholar.google.com.br/,no
212,Mobile activity plan applications for behavioral therapy of autistic children,"This paper concerns technological support for behavioral therapy of autistic children. A family of tools dedicated for mobile devices is presented, that allows to design and perform an activity schedule in behavioral therapy. The paper describes the main challenges, that were encountered, especially in meeting the non-functional requirements of the application: simplicity, repeatability, robustness, personalization, re-usability and learning support. © Springer International Publishing Switzerland 2016.",2019,https://scholar.google.com.br/,no
213,Engaging chinese children with autism to interact with portable hand-and finger-gesture based applications: Experiment and reflections,"Recent work by researchers in China has demonstrated the potential for collaborative play as an educational tool for children on the Autism Spectrum Disorder (ASD). In this paper, researchers in the United States and China investigate the potential for accessible interface design and learning by students with ASD. Through the use of known tools and interventions, an educational protocol has been designed to evaluate two applications. The pilot studies, including experimental design and outcomes, are presented here, and provide a solid foundation for comparative assessment of mid-air finger-gesture interaction as well as hand-gesture interaction. Early results in China are promising, based on experiences in the United States. © Springer International Publishing Switzerland 2016.",2019,https://scholar.google.com.br/,no
214,Preliminary studies on exploring autistic sensory perception with sensory ethnography and biosensors,"More than anybody else, individuals with Autism Spectrum Disorder (ASD) easily suffer from environmental stimuli and sensory overloads due to their particular sensory perceptual systems which also cause attention related problems as well as communication difficulties in everyday lives. In our previous interaction design explorations for augmenting attention of autistics, we suggested that it would be beneficial to keep track of autistics' individual differences and needs, and provide information accordingly [1]. Even though the existing methods that examine autistic sensory perception provide extensive knowledge, they are insufficient to provide in-depth user specific live data for a learning and a sensory-aware system which satisfy such particular differences. Thus, as we carry on ideating attentive user interfaces for autistics, our current studies focus on possible research methods which can access sensory perceptual data in individual levels. Here in this paper, we share our preliminary insights from the studies on exploring sensory ethnography and, depending on our three ongoing and interconnected prototypical studies, we suggest that this can reveal and represent novel ways of seeing the already known information of how autistics perceive the world and insights for the design of a sensory ethnography tool. © Springer International Publishing Switzerland 2016.",2019,https://scholar.google.com.br/,no
215,The design of guidelines for teachers and parents in the use of iPads to support children with autism in the development of joint attention skills,"Children with autism have an affinity with technologies, which imposes the need to keep abreast of new digital technologies [1]. The benefits of mobile devices and interactive technologies in providing structure and predictability [2] and the vast variety of apps that can facilitate social communication makes it imperative to effectively incorporate iPads in the teaching of joint attention. Despite the increase use of mobile devices there is a lack of guidance for parents and teachers on how to use these devices in home and school environments for young children with autism. This study fills this gap. This paper reports on one of the final stages of the project, in which focus groups with teachers, parents, academics and children were conducted to discuss the development of guidelines on how to use the iPads with children with autism to improve their joint attention skills. © Springer International Publishing Switzerland 2016.",2019,https://scholar.google.com.br/,yes
216,Engaging children with severe autism in learning Al-Quran through the serious game,"Objectives: Serious game is experiencing an exponential growth especially in the education sector. With the parallel growth of mobile devices, the mobile learning is becoming an essential element in the development of serious game. The accessibility and convenience offered by these technologies could be advantageous especially for Methods/Statistical analysis: children with severe autism who require special attention. In connection with that, this study is aimed to design an interactive mobile serious game that exploits the strengths and skills of children with severe autism. This study thus put an important step forward by integrating of Listening, Arranging, Constructing, Imitation and Pronunciation (LACIP) skills with the creation of game. Findings: The evaluation is intended to measure the effectiveness of the serious game in engaging children with severe autism in learning based on two main aspects, i.e. Involvement Scale and time related factor. Application/ Improvement: In general, the results show that the involvement of children in playing game affects the level of engagement as the analysis indicates there is a significant relationship between involvement and engagement level. Besides that, the engagement level of children with severe autism in learning increased after using the serious game compared to the traditional approach.",2019,https://scholar.google.com.br/,yes
217,A comparison of robot interaction with tactile gaming console stimulation in clinical applications,"Technological advancements in recent years have encouraged lots of research focus on robot interaction among individuals with intellectual disability, especially among kids with Autism Spectrum Disorders (ASD). However, promising advancements shown by these investigations, about use of interactive robots for rehabilitation of such individuals can be questioned on various aspects, e.g. is effectiveness of interaction therapy because of the robot itself or due to the sensory stimulations? Only few studies have shown any significant comparison in remedial therapy using interactive robots with non-robotic visual stimulations. In proposed research, authors have tried to explore this idea by comparing response of robotic interactions with stimulations caused by a tactile gaming console, among individuals with profound and multiple learning disability (PMLD). The results show that robot interactions are more effective but stimulations caused by tactile gaming consoles can significantly serve as complementary tool for therapeutic benefit of patients. © Springer International Publishing Switzerland 2016.",2019,https://scholar.google.com.br/,no
218,Using Video Modeling and Mobile Technology to Teach Social Skills,"There has been growing interest in the field of education regarding the use of technology in classrooms to improve student outcomes. Specifically, researchers have demonstrated positive outcomes for using mobile technology with students with autism spectrum disorder (ASD). Fewer studies have used mobile technology with students with emotional and behavioral disability (EBD). The purpose of this article is to discuss the effectiveness of video modeling as an intervention package and highlight the benefits of using video modeling and mobile technology to teach behavioral skills to students with EBD. The article provides guidelines and resources for teachers to implement video modeling instruction using mobile technology in the general education setting. © 2016, © Hammill Institute on Disabilities 2016.",2019,https://scholar.google.com.br/,yes
219,Educational interventions for children with ASD: A systematic literature review 2008–2013,"Systematic literature reviews can play a key role in underpinning evidence-based practice. To date, large-scale reviews of interventions for individuals with Autism Spectrum Disorder (ASD) have focused primarily on research quality. To assist practitioners, the current review adopted a broader framework which allowed for greater consideration of educational utility. Between July and August 2013, 20 databases were searched, alongside web searches and hand searches, to identify ASD intervention studies published between 2008 and 2013. This search yielded 6,232 articles and the subsequent screening and evaluation process identified 85 best evidence studies. Studies were grouped into categories and individual interventions were assessed and classified as providing most, moderate, some, or a small amount of evidence. Interventions with most evidence tended to focus on younger children and core difficulties associated with ASD. Emerging trends, such as increasing evidence for technology-based interventions and peer-mediated interventions, were identified. An encouraging finding for practitioners is that in 59% of the studies, interventions were undertaken with or by school staff. Implications for school psychology practice as well as factors to consider when selecting educational interventions are discussed. © 2016, © The Author(s) 2016.",2019,https://scholar.google.com.br/,no
220,"Computer-Assisted and Web-Based Innovations in Psychology, Special Education, and Health","Computer-Assisted and Web-Based Innovations in Psychology, Special Education, and Health examines the rapid evolution of technology among educational, behavioral healthcare, and human services professionals from a multidisciplinary perspective. Section I of the book focuses on Technology for Monitoring, Assessment, and Evaluation, featuring chapters about behavioral, affective, and physiological monitoring, actigraphy measurement of exercise and physical activity, technological applications for individuals with learning disabilities/ADHD, and data analysis and graphing. In Section II, Technology for Intervention, the chapters address telehealth technologies for evidence-based psychotherapy, virtual reality therapy, substance use and addictions, and video modeling. The emphasis of Section III is Technology for Special Education, with chapters on computer-based instruction, alternative and augmentative communication, and assistive technologies. Finally, Section IV considers Technology for Training, Supervision, and Practice, specifically web-sourced training and supervision, legal, regulatory, and ethical issues with telehealth modalities, and emerging systems for clinical practice. Computer-Assisted and Web-Based Innovations is a primary resource for educating students, advising professionals about recommended practices, accelerating procedural innovations, and directing research. Reviews thoroughly the extant literature Categorizes the most salient areas of research and practice Comments on future inquiry and application given current technological trends Cites appropriate product information and related websites. © 2016 Elsevier Inc. All rights reserved.",2019,https://scholar.google.com.br/,no
221,The effect of a story intervention on the syntactic skills of children with autism spectrum disorders by using an educational humanoid robot,"Objectives: The purpose of this study was to investigate the effect on the syntactic skills of children with autism spectrum disorders when using an educational humanoid robot for a story intervention. Methods: The subjects were 3 children with autism spectrum disorders. They were the same chronological age and same grade in special education school. An experimental, multi probe design was used across subjects. A story intervention program was loaded into the humanoid robot, called 'IROBI-Q'. The robot offered visual-auditory stimulation. Results: First, story intervention using the humanoid robot partially improved the children's syntactic skills. The length of story (mean C-unit) and use of different cohesive units increased, but the intervention was not effective in improving complex sentence ratio and mean syntactic length (mean morphemes in C-unit). Second, syntactic skills in narrative were generalized as demonstrated by other stimulations and another story assessment. The assessment was implemented before and after intervention. The children increased their length of story, mean morphemes in C-unit, and number of different cohesive devices except for the complex sentence ratio. Third, syntactic skills were maintained by the children. Conclusion: The results show a partially effective increase in the syntactic skills of children with autism spectrum disorders. These findings imply the feasibility of a humanoid robot as a language intervention tool. © 2016 Korean Academy of Speech-Language Pathology and Audiology.",2019,https://scholar.google.com.br/,no
222,Brief Report: A Mobile Application to Treat Prosodic Deficits in Autism Spectrum Disorder and Other Communication Impairments: A Pilot Study,"This study examined the acceptability of a mobile application, SpeechPrompts, designed to treat prosodic disorders in children with ASD and other communication impairments. Ten speech-language pathologists (SLPs) in public schools and 40 of their students, 5–19 years with prosody deficits participated. Students received treatment with the software over eight weeks. Pre- and post-treatment speech samples and student engagement data were collected. Feedback on the utility of the software was also obtained. SLPs implemented the software with their students in an authentic education setting. Student engagement ratings indicated students' attention to the software was maintained during treatment. Although more testing is warranted, post-treatment prosody ratings suggest that SpeechPrompts has potential to be a useful tool in the treatment of prosodic disorders. © 2015, Springer Science+Business Media New York.",2019,https://scholar.google.com.br/,yes
223,Longitudinal impact of autonomous robot-mediated joint attention intervention for young children with ASD,"Literature suggests that a robot is able to capture attention and elicit positive social communication behaviors in many children with ASD. However, there are few studies reported regarding the longitudinal impact of autonomous robot-mediated interventions. In this paper, we introduce a new autonomous robotic system for teaching children with ASD joint attention skills, which is among the core developmental impairments in ASD. This system automatically tracks the participant's behavior during intervention and adaptively adjusts the interaction pattern based on the participant's performance. Based on this system, we report a longitudinal robot-mediated joint attention intervention on a user study for 6 children with ASD. First, four sessions of one-target interventions were conducted for each participant. Then we tested their joint attention skills after 8 months in two sessions on: (1) response to one target, (2) response to two targets. The results showed that this autonomous robotic system was able to elicit improved one-target joint attention performance in young children with ASD over the course of 8 months. The result also suggested that the joint attention skills that the participants practiced in the one-target sessions might help them interact in a more difficult task. The robot also attracted the participants' attention constantly during this long term intervention. © Springer International Publishing AG 2016.",2019,https://scholar.google.com.br/,no
224,Plugged in: Electronics use in youth and young adults with autism spectrum disorder,"Although electronic technology currently plays an integral role for most youth, there are growing concerns of its excessive and compulsive use. This study documents patterns and impact of electronics use in individuals with autism spectrum disorder compared to typically developing peers. Participants included 172 parents of typically developing individuals and 139 parents of individuals with an autism spectrum disorder diagnosis, ranging in age from 6 to 21 years. Parents completed an online survey of demographics and the frequency, duration, and problematic patterns of electronics use in their youth and young adults. Individuals with autism spectrum disorder were reported to use certain electronics more often in the last month and on an average day, and had greater compulsive Internet and video game use than individuals without autism spectrum disorder. Across both samples, males used video games more often than females. Compared to parents of individuals without autism spectrum disorder, parents of individuals with autism spectrum disorder were significantly more likely to report that electronics use was currently having a negative impact. The implications of problematic electronics use for individuals with autism spectrum disorder are discussed. © The Author(s) 2015.",2019,https://scholar.google.com.br/,no
225,Identifying engagement from joint kinematics data for robot therapy prompt interventions for children with autism spectrum disorder,"Prompts are used by therapists to help children with autism spectrum disorder learn and acquire desirable skills and behaviors. As social robots are more regularly translated into similar therapy settings, a critical part of ensuring effectiveness of these robot therapy system is providing them with the ability to detect engagement/disengagement states of the child in order to provide prompts at the right time. In this paper, we examine the various features related to body movement that can be utilized to define engagement levels and develop a model using these features for identifying engagement/disengagement states. The model was validated in a pilot study with child participants. Results show that our engagement model can achieve a recognition rate of 97 %. © Springer International Publishing AG 2016.",2019,https://scholar.google.com.br/,no
226,Effectiveness of tablet computer use in achievement of schedule-following skills by children with autism using graduated guidance,"Tablet computers are frequently used in the education of children with autism. Studies show that educational activities involving tablet computers have positive effects on the acquisition of target skills by children with autism. In this research, the effectiveness of the use of tablet computers in teaching children with autism to use schedules was evaluated. Three male students of ages 5 to 7 diagnosed with autism participated in the research. A single-case multiple-probe-design-across-participants was used in the research. Independent variable of the research was the education provided via tablet computers using the graduated guidance technique, and the dependent variable was the acquisition of schedule-following skill. Follow-up and generalization data were collected on the 7th, 14th, and 21st days after the teaching sessions ended. Follow-up sessions were completed with 100% performance for all three subjects. Generalized correct responses were found 90% for one subject, and 100% for the other two. The results indicated that the subjects acquired, maintained, and generalized the schedule-following skills after the teaching sessions completed. In addition, the teachers of the subjects were asked their opinions about the application. These opinions that form the social validity data of the research support the research findings.",2019,https://scholar.google.com.br/,yes
227,Learning experiences using tablets with children and people with autism spectrum disorder,"Learning technologies offer new opportunities to children and people with disabilities to develop their autonomy and independence. In recent years, and thanks to the emergence of touch devices, lots of efforts have been put into creating content and applications for these kinds of surfaces. In addition, current literature shows the benefits of using technology for improving the learning process of these students. This paper presents two learning experiences where pre-school aged children and students with special needs performed learning activities using tablets. The results obtained shed light on these types of devices, which are suitable for early ages and special education since they do not need intermediate devices such as the keyboard or the mouse. © Springer International Publishing Switzerland 2016.",2019,https://scholar.google.com.br/,no
228,The triad of strengths: A strengths-based approach for designing with autistic adults with additional learning disabilities,"Autism is a condition that is often defined in terms of difficulties in social interaction, social communication, social understanding and imagination. Much existing research in autism and design is still framed around these so-called Triad of Impairments [1] the goal of which is to improve a person's deficits, for example, developing technologies and environments to enhance communication and social interaction. This paper supports and builds upon existing autism research that views autism through a person's strengths and abilities. This project aims to broaden this discussion into the field of design and turn the deficit-based framework on its head, through the development of a less generalized and more personalised design approach termed the Triad of Strengths, that views autism through a positive and enabling light. The paper describes how a strengths-based approach can support tangible design outcomes to create a positive impact on everyday life for autistic adults. © Springer International Publishing Switzerland 2016.",2019,https://scholar.google.com.br/,no
229,Developing extended real and virtual robotics enhancement classes with years 10–13,"There is growing evidence of the potential of educational robotics to enhance science, technology, engineering and mathematics education provided that they are deployed carefully. This paper describes a developmental research project between a university and a secondary school in the UK to develop extended robotics enhancement classes, mainly using LEGO MINDSTORMS robotic kits, and GeoGebra, which was used to animate virtual robots. Two styles of class were deployed: student-led project creations and facilitator-led challenges. The pedagogical principles underpinning these classes and their design are discussed. Feedback generally indicated that the classes were successful and appreciated by the students but they experienced difficulties in incorporating the virtual robotic element. Lessons learnt from the project, including the development of employability skills, the potential impact on students with autism, and the effective use of peer students, are discussed. The possibility of combining the two styles of class together is proposed. © Springer International Publishing Switzerland 2017.",2019,https://scholar.google.com.br/,no
230,The design of mobile numerical application development lifecyle for children with autism,"Children with autism require special attention during the teaching and learning process. The use of information technology in special education can assist the teaching and learning process become more effective. Many applications were developed to enhance the social skills and communication skills of the children with autism as they are known with social and communication impairments. However, numerical skills are also important to prepare the children for lifelong learning. Yet, the children with autism are struggling with normal learning methods. For that reason, a mobile numerical application is proposed to assist the children with autism to acquire numerical skills. The development of the numerical application adapted ADDIE lifecycle which consists of five phases, analysis, design, development, implementation and evaluation. This paper objectively discusses a design phase for development lifecycle of mobile numerical application, developed for the children with moderate and mild autism who are learning basic numbers, basic shapes and size of objects. The design phase of the numerical application uses the deliverable from the analysis phase which had been completed previously. This paper discusses the learning theories, learners and usability which have been incorporated in designing the numerical application. Heuristic evaluation had been conducted with three evaluators to improve the user interface of the mobile numerical application. The results from the heuristics evaluation show all the evaluators agreed and strongly agreed with all heuristics. Constructive suggestions were also obtained from the evaluators. The development phase of the mobile numerical application would be carried out in future. © 2016 Penerbit UTM Press. All rights reserved.",2019,https://scholar.google.com.br/,yes
231,Difficulties and successes physical education teachers experience with school inclusion [Dificuldades e sucessos de professores de educação física em relação à inclusão escolar],"The objective of this study was to identify situations of difficulty and success of the two physical education teachers during regular classes with students with disabilities and students with autism to subsidize a plan for a Continuing Education. The participants were two physical education teachers who worked in an Elementary School, from the first to the fifth grades, in a city of the Midwest region in São Paulo State. Twelve T1 classes and sixteen T2 classes were video recorded. The recordings were categorized into themes. For T1, three themes were identified: successful situations, difficulties related to the strategy, and the lack of purposeful action in relation to inclusion. For T2, seven themes were identified: situations of success and difficulties related to content selection, teaching strategy, teaching resources, the students' characteristics, lack of purposeful action in relation to inclusion and possibilities and difficulties related to the presence of the classroom teacher during the Physical Education class. It was concluded that the two teachers found it difficult to include students with disabilities and students with autism in the class, but they were also experiencing successful situations. The recordings allowed detailing the needs of teachers and understanding that Continuing Education should be developed in order to consider the context of the classes and to assist in minimizing the difficulties and enhancing the successful actions. © 2016. All Rights Reserved.",2019,https://scholar.google.com.br/,no
232,Interaction design in the built environment: designing for the 'universal user',"Concepts of responsive architecture have to date largely involved response to environmental context, in order to mediate ambient environmental factors and modify internal conditions for the comfort of users, with energy efficiency and sustainability as the main impetus. 'Smart' buildings often address little other than technically functional issues, with any ideas of 'design' as a unifying factor being disregarded. At the same time, music and performance art have been in the vanguard of creating digital interaction that intimately involves the user in aesthetic outcomes, in the creation of what Umberto Eco describes as an 'Open Work'. Environments made responsive through embedment of computational technologies can similarly extend usability and user-centred design towards universality, through careful consideration of the relationship between person, context and activity, and of the continuous and ultimately transactional nature of human occupation of built environment. Truly 'smart' environments will learn from and through usage, and can be conceived and designed so as to maximise environmental 'fit' for a wider variety of users, including people described as being 'neurodiverse'. Where user response becomes a significant component in managing a smart environment, the transactional relationship between user and environment is made explicit, and can ultimately be used to drive interaction that favours ease-of-use and personalisation. Inclusion of affective computing in human interaction with built environment offers significant potential for extending the boundaries of Universal Design to include people with autism, people with intellectual disability, and users with acquired cognitive impairment, including that arising from dementia. The same users frequently have issues with sensory-perceptual sensitivity and processing. The resulting mismatch between their individual needs and abilities, and the environments they typically occupy, can give rise to states of chronic and acute anxiety. Analysis of the characteristics of such users gives rise to various 'personas', whose functional and psychosocial needs may be best met by responsive environments which take consideration of affective state, that is, of mood and emotion. Human-computer interaction which marries responsive architecture and affective computing offers a new paradigm for smart environments, which are intrinsically user-centred as a consequence. The technical complexity of designing such an environment must always be balanced by the absolute necessity of utilising Universal Design principles to reduce the underlying technological complexity to a usable interface. This paper is a preliminary exploration of the principles underlying the design of one such responsive environment: An interactive sensory room for children with autism spectrum disorders, (ASDs), which aims to promote relaxation and thus reduce anxiety. © 2016 The authors and IOS Press.",2019,https://scholar.google.com.br/,no
233,Extending VITHEA in order to improve children's linguistic skills,"Autism Spectrum Disorder (ASD) often comprises difficulties in the acquisition of communication and language skills. Several researchers and companies have developed software to help individuals with ASD developing those skills, however, there is a lack of applications in Portuguese that are tailored to the individual needs of each child. In this context, we present VITHEA-Kids, a platform where caregivers can create exercises and customize the interaction between each child and the platform. We also developed a module for the automatic generation of multiple choice exercises, meant to be integrated in VITHEA-Kids. We evaluated this work with caregivers (which provided promising indicators), with a child (ongoing upon thesis delivery) and we also evaluated the generation of incorrect answers in multiple choice exercises (achieving acceptance rates between 61.11% and 92.22 %). © Springer International Publishing Switzerland 2016.",2019,https://scholar.google.com.br/,yes
234,Evaluating the efficacy of psychodynamic treatment on a single case of autism. A qualitative research,"Autism spectrum disorder refers to a group of diseases determined by multiple conditions and primarily defined on the basis of behavioral patterns. The literature and guidelines provide indications regarding adequate treatments, underlying how psychologically and behaviorally structured interventions, should be considered the best programs. Anyway, there is still a scarcity of studies evidencing the effectiveness of therapeutic and developmental approaches situated in a psychodynamic framework and researches aimed to evaluate the quality of psychodynamic interventions on autism are rare. The present study illustrate a qualitative research on the single-case intervention with an autistic adolescent, admitted to the Educational - Rehabilitation Centre Antenna 112. The Centre bases its intervention on a specific psychodynamic approach, Lacanian Psychoanalysis, named Pratique à Plusieurs. The efficacy of the psychodynamic intervention is evaluated by monitoring the therapeutic process with the adolescent from his admission. The evaluation took place in three different stages of the intervention: at the beginning of the treatment, after 6 months and after 12 months. In particular, the level of adaptive behaviors (Vineland Adaptive Behavior Scale), Social Communication (Social Communication Questionnaire), and the seriousness of behavioral patterns, specific for the autism disorders (Childhood Autism Rating Scale) have been assessed. Results highlight that the psychodynamic setting of the Centre and the therapeutic intervention, which takes place in it, foster an improvement of adaptive behavior, such as life skills and socialization. Limitations of the present study and clinical implications regarding residential psychodynamic treatments in cases of autism disorders are discussed.",2019,https://scholar.google.com.br/,no
235,Toward incorporating bio-signals in online education case of assessing student attention with BCI,"Bio-signals acquired with sensors technologies are increasingly gaining attention beyond the classical medical domain, into a new paradigms such education. Attention is bio signal that can be measured and checked by Brain Computer Interface technology (BCI) through alpha wave (8–13 Hz) and beta wave (14–30 Hz) frequency measurement. Attention and learning are very dependent on one another. Student with attention deficits often have learning disabilities. According to many teachers' and professional researchers, it has been found that the student's attention is reducing. This paper talks about how to assess student attention in online education, during learning process students' attention is controlled by attention assessment system EEG based on (BCI). Attention Data are stored in database, and used for Signal processing algorithms to understand student knowledge advancement. © Springer International Publishing AG 2017.",2019,https://scholar.google.com.br/,no
236,AIEFS and HEC based emotion estimation using physiological measurements for the children with autism spectrum disorder,"The emotion of the children with Autism Spectrum Disorder (ASD) cannot be identified and recognized easily. The research in automated emotion recognition methods is steadily growing thrust in the last few years due to applicability in various domains which would benefit from a clear understanding of human emotional states. The studies have shown that a human's physiological parameters are directly related to his/her psychological reaction from which the emotions can be estimated. There is a strong relationship between human emotion and physiological signals. The major aim of this work is to identify preferable Artificial Intelligent Ensemble Feature Selection (AIEFS) framework and Heterogeneous Ensemble Classification (HEC) model for such a concept. The experiment was necessary to achieve the uniformity in the various aspects of emotion elicitation, data processing, feature selection using EFS, and estimation evaluation using HEC and in order to avoid inconsistency problems. Here, three base classifiers such as Support Vector Regression with Genetic Algorithm (SVR-GA), Multinomial NaiveBayes (MNB) and Ensemble Online Sequential Extreme Learning Machine (EOS-ELM) that learn different aspects of the emotion dataset samples are used together to make collective decisions in order to enhance performance of health-related message classification. The results indicate that the combination of AIEFS with HEC exhibited the highest accuracy in discrete emotion classification based on physiological features calculated from the parameters like ECG, respiration, skin conductance and skin temperature. Specific discrete emotions were targeted with stimuli from the IAPS database. This work presents experiment based comparative study of four feature selection methods and five machine learning methods commonly used for emotion estimation based on physiological signals. © 2016, Scientific Publishers of India. All rights reserved.",2019,https://scholar.google.com.br/,no
237,Development of m-health software for people with disabilities,"There are disabilities like Autism, Down Syndrome, Cerebral Palsy which can be reason for disorders in speech and writing. Special card-pictograms are widely spread for people with such disabilities to help them to communicate in daily and educational purposes. Today, the digital communication developed and different methods exist (applications, programs) for distance messaging, but people with such disorders may suffer a social exclusion given by their condition. For example, autists may have strong difficulties while typing on mobile device's keyboard. Thus, it would be useful to create a mobile application that allows people with speech and writing disorders to exchange their ideas and feelings in real time remotely by the help of digital analogues of card-pictograms mentioned above. This could be extremely important, particularly in Russian Federation, where solutions like this do not exist. In this article we describe the initial version of the software working on conventional mobile devices, represent further development line of program, and also show performed tests results for target groups. © Springer International Publishing Switzerland 2016.",2019,https://scholar.google.com.br/,no
238,Evaluating the impact of working memory training programmes on children - A systematic review,"Background: An increasing body of evidence suggests that working memory can have a significant effect on the academic success of children in school (Gathercole & Alloway, 2008). As such a number of working memory training programmes have been developed and marketed commercially to schools and parents as tools for helping children to boost their working memory and as a result, their learning ability. Aim: The reliability and validity of this body of evidence has been challenged in recent years with questions raised as to whether such programmes actually do boost working memory or show any subsequent impact upon learning (Apter, 2012). This paper aims to examine eight studies published within the last 10 years that explore the effects of commercially available working memory training on working memory and various other factors including ADHD, literacy and numeracy. Rationale/Approach: Drawing on systematic literature review methodology and using study quality assessment frameworks, the paper examines the evidence for the impact of working memory training programmes upon working memory and other neuro-behavioural and neuro-cognitive factors relevant to teaching and learning. Findings/Conclusion: The studies examined used samples from a range of ages (5 to 12 years) and with varied demographic, behavioural and cognitive characteristics. The review indicated that although significant near and far transfer effects for improvements to working memory were found, there were some differences in the pattern of these improvements, with different studies finding different sub-components of working memory benefiting over others. The review also found that the evidence that working memory training leads to improvements in other areas such as literacy and numeracy is inconclusive at best, and that further research will be required for us to better understand the mechanism through which working memory training may improve working memory and academic performance in children. © The British Psychological Society, 2016.",2019,https://scholar.google.com.br/,no
239,Developing a user-centred planning tool for young adults with development disorders: A research-based teaching project,"People with development disorders, for instance autism, need structured plans to help create predictability in their daily lives. Digital plans can facilitate enhanced independency, learning, and quality of life, but existing apps are largely general purpose and lack the flexibility required by this specific but heterogeneous user group. Universal design is both a goal and a process and should be based on a holistic approach and user-centered design, interacting with the users in all stages of the development process. At Oslo and Akershus University College (HiOA) we conducted a research-based teaching project in co-operation with the Department of Neuro-habilitation at Oslo University Hospital (OUS) with two employees acting as project managers and students as developers. Three groups of Computer Science bachelor students developed digital prototypes for a planning tool for young adults with pervasive development disorders, who live either with their families or in supervised residences, and do not receive extensive public services. The students conducted the initial planning phase of the software development process, focusing on prototyping the system requirements, whilst a professional software company programmed the end solution. The goal of the project was to develop flexible and adaptive user-oriented and user-specific app solutions for tablets that can aid this diverse user group in structuring daily life, whereby, for example, photos of objects and places known to the individual user replace general pictures or drawings, and checklists can be elaborate or sparse as necessary. The three student groups worked independently of each other and created interactive working prototypes based on tests, observations and short interviews with end users (both administrators and residents) and regular user feedback from the project managers. Three very different solutions were developed that were of high enough quality that an external software company were able to continue the work and create a beta version of the app. The first phase in software development process is always challenging and time consuming. Using a research-based teaching approach allowed us to not only save time and expense in the development phase, but, importantly, allowed us to thoroughly investigate a variety of aspects of the problem to create an accessible solution, whilst leveraging our students' knowledge, competencies and creativity. The next stage will be to evaluate the beta version of the app and study its impact on the user's quality of life. Although the end solution is designed for a specific user group, the built-in flexibility of its structure and function means there is the inherent potential to open it up to all users. The universal benefit lies in the flexibility of the solution. © 2016 The authors and IOS Press.",2019,https://scholar.google.com.br/,yes
240,Empowering the next-generation analyst,"Situation analysis for activities such as crisis management, military situation awareness, homeland security, or environmental monitoring is both enabled and challenged by access to enormous data sets. The advent of new sensing capabilities, advanced computing and tools available via cloud services, intelligent interconnections to mobile devices, and global interconnectivity with ever-increasing bandwidths provide unprecedented access to data and to computing. In addition, emerging digital natives freely share data and collaboration. Thus, on one hand situation analysts have great opportunities to access unprecedented amounts of information from sensors, human observers and online sources to assist in understanding an evolving situation. On the other hand, this access to huge data sources and computing can create a type of intelligence attention-deficit disorder, in which analysts are overwhelmed by the urgent, but lack the ability to focus on important data. This chapter provides a summary of this dilemma, describes a new analysis paradigm that links data-driven and hypothesis driven approaches, introduces a new prototype analyst workbench, and discusses an educational approach to empower the next generation of analyst. © Springer International Publishing Switzerland 2016.",2019,https://scholar.google.com.br/,no
241,Social stories™ to alleviate challenging behaviour and social difficulties exhibited by children with autism spectrum disorder in mainstream schools: Design of a manualised training toolkit and feasibility study for a cluster randomised controlled trial with nested qualitative and cost-effectiveness components,"Background: A Social Story™ (Carol Gray) is a child-friendly intervention that is used to give children with autism spectrum disorders (ASDs) social information in situations where they have social difficulties. Limited evidence mainly using single-case designs suggests that they can reduce anxiety and challenging behaviour. Objectives: The objectives were to conduct a systematic review, use this to develop a manualised intervention and run a feasibility trial to inform a fully powered randomised controlled trial (RCT) on their clinical effectiveness and cost-effectiveness in schools. Design: This is a three-stage study following the Medical Research Council framework for complex interventions. Specifically, it involved a theoretical phase, a qualitative stage and a feasibility trial stage. Setting: Qualitative interviews and focus groups took place in Child and Adolescent Mental Health Service and primary care settings. The feasibility study took place in 37 local mainstream schools. Participants: Fifty children (aged 5-15 years) in mainstream school settings with a diagnosis of ASD were entered into the trial. For each child, an associated teacher and parent was also recruited. Interventions: The intervention was a goal-setting session followed by a manualised toolkit (including a training session) for creating Social Stories™ for use with school-aged children. The comparator treatment was a goal-setting session followed by an attention control. Both arms received treatment as usual. Main outcome measures: Outcomes tested as part of the feasibility study included child-and proxy-completed questionnaires for mental health, quality of life and goal-based outcome measures. Adults additionally completed behaviour diaries and the parental stress index. Results: The review found that the research into social stories is predominantly based in the USA, carried out in under-12-year-olds and using single-case designs. Most studies either did not follow established Social Story criteria or did not report if they did. The assessment of effectiveness presents a largely positive picture but is limited by methodological issues. There were no adequate RCTs and insufficient information to assess a number of important sources of potential bias in most studies. A manualised intervention was produced using an iterative process between user focus groups and a writing team, and assessed in the feasibility study. All 50 participant groups were recruited within the study time frame. Two outcome measures, the Social Responsiveness Scale-2 and the custom-made goal-based measure, showed high levels of completion rates and appeared to be capturing social and behaviour skills targeted by the use of Social Stories. Detailed recommendations for a full trial are provided. Limitations: Blinding of participants was not feasible. Treatment fidelity was not assessed because of low levels of story return rates. Conclusions: The study showed that a fully powered RCT is feasible with an extended geographical footprint. A large amount of data and information has helped to inform the design of this RCT, which will be the subject of a future research grant application. Future work could focus on developing an appropriate blinded outcome measure for this population. © Queen's Printer and Controller of HMSO 2016.",2019,https://scholar.google.com.br/,no
242,An FCM-based personalized affective model for agile software development,"Developers' emotional stability in agile software development (ASD) teams is an important factor affecting the success of a project. Traditional Happiness Chart depends on people's self-report and is unable to produce predictive analysis to facilitate decision-making. In this paper, we proposed a Fuzzy Cognitive Map (FCM) based method for analyzing ASD developers' emotional stability. We designed an easy-touse survey questionnaire which can help establish the values of the causal relationship weights to support personalization of the proposed FCM model. The FCM affective model produces two metrics for assessing a given user's emotional stability: 1) the stable state mood value, and 2) the number of iteration steps for the FCM model to reach equilibrium. The two metrics are evaluated through a real-world experiment involving 20 undergraduate students. The results show that they are strong explanation factors for a user's emotional stability with 99% confidence. A regression model based on the user study has also been presented in the paper to help researchers study the relationships between the two metrics and a person's emotional stability computationally in the future. Copyright © 2016 by KSI Research Inc. and Knowledge Systems Institute Graduate School.",2019,https://scholar.google.com.br/,no
243,Spectrum analyzer development for oxidation diagnosis of Potato semi-finished products,"In order to determine the oxidation of potato semi-finished products non-destructively and rapidly, spectrum analyzer was developed. It was designed based on Ocean Optics STS-VIS sensor. The sensor measured spectral reflectance of 350-800 nm using a high-sensitivity 1024 pixel linear CCD array detector. The software was a modular spectroscopy software platform, including the collecting, processing, saving, management, and other functions. The calibration experiment was carried out to test the performance of the spectrum analyzer. The correlation was analyzed between the spectral reflectance measured by spectrum analyzer and ASD Field Spec Hand Held 2. The result showed that the average correlation coefficient value was 0.94. In order to explore the relationship between the potato oxidation conditions and the spectrum information, oxidation experiment was carried out in the laboratory. According to the different oxidation situation, the data were classified in to 5 groups using SVC. The training accuracy was 77.78% and the test accuracy was 60%. The model was applied to distinguish whether the potatoes were oxidized. © 2016",2019,https://scholar.google.com.br/,no
244,Transitions to intentional and symbolic communication in typical development and in autism spectrum disorder,"We begin by reviewing research focused on the way in which the emergence of new forms of intentional and symbolic communication alters the typically developing child's communicative environment. Our central thesis is that these alterations not only change the nature of the input that the child receives but also influence the availability of opportunities for learning that support future development. We then review what is known about delays and atypicalities in the development of intentional and symbolic communication in individuals with autism spectrum disorder. Based on these data, we suggest that these communicative delays and atypicalities have far-reaching, cascading effects that extend beyond the individuals themselves to impact the behavior of social partners, the communicative environment more broadly, and the course of subsequent development. We then present a conceptual framework that identifies ways in which delays in the emergence of basic, early emerging communicative behaviors - eye contact, gesture, and vocalization - may lead to delays in the emergence of the individual's ability to initiate instances of joint attention and impact the caregiver's sense of the child's developmental level. These changes in turn may lead to a reduction in shared topics for communication and, therefore, to a reduction in instances in which linguistic input adapted to moments of shared attention is most effective in facilitating the early development of language. Finally, we conclude with some recommendations for research and clinical practice suggested by this framework. © Springer Science+Business Media Singapore 2016.",2019,https://scholar.google.com.br/,no
245,Multi-graph clustering based on interior-node topology with applications to brain networks,"Learning from graph data has been attracting much attention recently due to its importance in many scientific applications, where objects are represented as graphs. In this paper, we study the problem of multi-graph clustering (i.e., clustering multiple graphs). We propose a multi-graph clustering approach (MGCT) based on the interior-node topology of graphs. Specifically, we extract the interior-node topological structure of each graph through a sparsity-inducing interior-node clustering. We merge the interior-node clustering stage and the multi-graph clustering stage into a unified iterative framework, where the multi-graph clustering will influence the interior-node clustering and the updated interior-node clustering results will be further exerted on multi-graph clustering. We apply MGCT on two real brain network data sets (i.e., ADHD and HIV). Experimental results demonstrate the superior performance of the proposed model on multi-graph clustering. © Springer International Publishing AG 2016.",2019,https://scholar.google.com.br/,no
246,Developing imaged KOS with the FRSAD model: A conceptual methodology,"This proposal presents the methodology of indexing with images suggested by De Brito and Caribé (2015). The imagetic model is used as a compatible mechanism with FRSAD for a global information share and use of subject data, both within the library sector and beyond. The conceptual model of imagetic indexing shows how images are related to topics and 'keyimages' are interpreted as nomens to implement the FRSAD model. Indexing with images consists of using images instead of keywords or descriptors, to represent and organize information. Implementing the imaged navigation in OPACs denotes multiple advantages derived from this rethinking the OPAC anew, since we are looking forward to sharing concepts within the subject authority data. Images, carrying linguistic objects, permeate intersocial and cultural concepts. In practice it includes translated metadata, symmetrical multilingual thesaurus, or any traditional indexing tools. iOPAC embodies efforts focused on conceptual levels as expected from librarians. Imaged interfaces are more intuitive since users do not need specific training for information retrieval, offering easier comprehension of indexing codes, larger conceptual portability of descriptors (as images), and a better interoperability between discourse codes and indexing competences affecting positively social and cultural interoperability. The imagetic methodology deploys R&D fields for more suitable interfaces taking into consideration users with specific needs such as deafness and illiteracy. This methodology arouse questions about the paradigms of the primacy of orality in information systems and pave the way to a legitimacy of multiple perspectives in document indexing by suggesting a more universal communication system based on images. Interdisciplinarity in neurosciences, linguistics and information sciences would be desirable competencies for further investigations about he nature of cognitive processes in information organization and classification while developing assistive KOS for individuals with communication problems, such autism and deafness.",2019,https://scholar.google.com.br/,no
247,The future of mobile health ADHD applications: Projecting WHAAM application on future mobile health,"Attention Deficit Hyperactivity Disorder (ADHD) is one of the most common disorders that affect children. The diagnosis and the Cognitive-Behavioral treatment approaches are based on child's behavioral assessment through pen and pen-and-paper procedures. A number of mobile applications have been designed not only to replace traditional methods but also to provide more accurate, objective, direct and reliable recordings, better management of ADHD symptoms, education and training about the ADHD or even tools for ADHD diagnosis. The WHAAM application through a virtual network provides features to monitor behaviors in a SMART way (Specific, Measurable, Attainable, Realistic and Timely). In other words, creating a network of people involved in child's care (parents, educators, health professionals, relatives), WHAAM app allows data collection when the behavior occurs accompanied by information about its content and environment. Subsequently, gathered data is visualized and evaluated making possible an intervention planning and programming by the involved health professional. Additionally, the WHAAM app provides tools for evaluation of intervention efficacy. However, as emerging technologies came to facilitate healthcare delivery, there is a need for a continuous challenging and progress. Therefore, additional health data collection through advanced sensors and storage in big data hubs might be the new challenge of the future m-health applications. © 2015 IEEE.",2019,https://scholar.google.com.br/,no
248,PICTOAPRENDE: Application that contributes to the personal autonomy of children and youth with autism spectrum disorder in Ecuador,"This paper describes the PICTOAPRENDE application, which is designed to improve verbal communication and development of personal autonomy in children and youth with moderate autism spectrum disorder (ASD) in Ecuador. PICTOAPRENDE is an application on Android platform, which provides options to children and young people to learn basic routines, emergency numbers and more. Facilitating integration into society through the use of digital communicators and pictograms. The area of intervention presents basic concepts related to ASD, as well as various problems both in behavior and in the development of the beneficiary population. Finally impact measurement was performed in a large sample reaching important results for research. © 2015 IEEE.",2019,https://scholar.google.com.br/,no
249,Cognitive training supported by information and communication technologies,"Over the last years there has been witnessed a significant interest, as well as concern, about brain fitness and cognitive training. Not long ago, scientists and experts believed that the human brain was like a sealed box - a physiologically static organ - relatively immutable after the critical period of early childhood. However, this belief has been recently challenged as studies have indicated that the human brain has a so-called plasticity (either brain plasticity or neuroplasticity). More explicitly, the brain is capable of creating new neurons and connections between them, or modifying the existing ones. A consequence of neuroplasticity is that brain functions associated with specific processes can move to a different location, provided that the current ones are not able to function properly. This means that damaged areas in the brain, can be reformed - or even bypassed - and brain functions can be applied in other areas. Cognitive training reflects this theory and supports that cognitive functionality and skills may be improved by exercising the human brain through specific exercises that train respective brain functions. Cognitive training can be performed in both adults, especially in older people, who tend to lose their cognitive skills with aging (possible occurrences of dementia, Alzheimer's etc.), and even children with cognitive deficits (Attention Deficit Disorder, hyperactivity or learning difficulties). Moreover, it is performed in structured and well-designed intervention programs and consists of properly structured exercises aimed to improve, maintain or restore mental function [15]. Although there is strong evidence that cognitive training is beneficial and helps people improve their skills, there is not scientific support for electronic forms of exercises and computer based training. © 2015 IEEE.",2019,https://scholar.google.com.br/,no
250,Construct validity of the Autism Spectrum Rating Scale of the Revised Chinese Version,"Objective: To investigate the construct validity of the Autism Spectrum Rating Scale of Revised Chinese Version (RC-ASRS). Methods: Seven hundred and one children aged 6-12 years old were recruited from one primary school in the Minhang District of Shanghai. The parents of the children completed the RC-ASRS questionnaire. Mpuls 6.0 Software was used to conduct the construct validity analysis. Results: A total of 671 questionnaires (95.7%) were retrieved, involving 368 boys (54.8%) and 303 girls (45.2%). The 3 factor structure of the RC-ASRS had better model fitting indices, 0.051 for root mean square error of approximation (RMSEA), 0.889 for comparative fit index (CFI) and 0.884 for Tucker-Lewis index (TLI), compared with the original ASRS, 0.060 for RMSEA, 0.829 for CFI and 0.823 for TLI. Conclusions: The RC-ASRS may serve as a reliable and valid tool for screening autistic symptoms in China.",2019,https://scholar.google.com.br/,no
251,Assessing competencies in applied behavior analysis for tutors working with children with autism in a school-based setting,"With an increase in large scale Applied Behavior Analysis (ABA) services for children with autism, the need to define and measure quality is essential. Staff competence is key and identifying and measuring this accurately is critical. ABA service providers typically measure competence by direct observation, video analysis, and written examination. However, apart from the York Measure of Quality of Intensive Behavioural Intervention (YMQI) there is an interesting lack of direct links between defining competencies and developing assessment tools. In this study we used three measures of competencies developed from the UK ABA Autism Education Competence Framework Level 1. Along with the YMQI we assessed their construct validity by comparing the performance of two groups of tutors working in a school for children with autism (""experienced"" vs. ""inexperienced"") and performance of the ""inexperienced"" group at baseline (T1) and following one year of competence based training (T2). Results revealed that the more experienced group in both the between group and longitudinal comparisons achieved higher scores supporting the construct validity of the measures. There were few associations between the different methods of assessing competence, suggesting that no measure should be used in isolation if competence is to be comprehensively assessed. © 2015 Elsevier Ltd. All rights reserved.",2019,https://scholar.google.com.br/,no
252,Classification of motor stereotypies in video,"Determining and detecting risk markers for mental illness remains a labor intensive process, requiring vast amounts of observations by clinical professionals. Motor stereotypies, which are defined as involuntary repetitive motor behaviors, invariant in form, that, to an observer, appear to serve no purpose, are a class of risk markers which are very amenable to video analysis. These behaviors are associated with mental illnesses such as Autism, Rett Syndrome, and other developmental disabilities. This paper investigates the application of innovative automated methods to recognize these subtle motor indicators. To train and test our methods, a dataset of actions resembling motor stereotypies was created by engaging the normally developing children at the University of Minnesota's Shirley G. Moore Laboratory School. Comparison to a publicly available dataset depicting a subset of behaviors is performed as well. This work demonstrates the applicability of various techniques in the behavioral science domain. The results show that these techniques can perform well on a difficult and challenging real-world scenario. © 2015 IEEE.",2019,https://scholar.google.com.br/,no
253,Familiar video stories as a means for children with autism: An analytics approach,"Children with Autism Spectrum Disorder (ASD) may experience extreme anxiety and stress when faced with unfamiliar or novel situations. The use of video social stories is one common approach to helping children with ASD cope with these situations. Despite some literature on the positive outcomes associated with the use of video social stories, the overall results on the success of this intervention are inconsistent. One possible explanation for these inconsistencies is that the characters portrayed in the video are often generic and therefore unfamiliar. In order to address this hypothesis, Chen et al. Developed a video face replacement technology, which presents a unique and individualized video to the child that includes familiar faces and places. With this technology, it was found that the personalized videos encouraged children with ASD to express more positive emotions during a novel experience. Although the children with ASD demonstrated decreased stress and anxiety after viewing the video with the face replacement technology, it is still difficult to ascertain how much of the desired information was actually gleaned from watching the video social story. In order to address this critical issue, an existing video learning analytic system was used to determine how subjects with ASD perceived video materials during the viewing of an individualized video social story. The preliminary results of this pilot study demonstrated that subjects with ASD were capable of interacting with the video and did so in order to better understand the content of the video social story. These preliminary results indicate the need for further investigation into how the user interface and its enhancements can provide precise information on the perception and cognition of the individuals with ASD. © 2015 IEEE.",2019,https://scholar.google.com.br/,no
254,Designing real time assistive technologies: A study of children with ADHD,"Children with mental disorders like Attention Deficit Hyperactivity Disorder (ADHD) often experience challenges in school as they struggle to maintain their attention. Based on empirical studies conducted in school contexts and together with teachers and ADHD domain professionals, we identified design criteria in relation to three core components (sensing, recognizing, and assisting) for designing real time assistive technologies for children with ADHD. Based on these design criteria, we designed the Child Activity Sensing and Training Tool (CASTT), a real time assistive prototype that captures activities and assists the child in maintaining attention. From a preliminary evaluation of CASTT with 20 children in several schools, we and found that: 1) it is possible to create a wearable sensor system for children with ADHD that monitors physical and physiological activities in real time, and that 2) real time assistive technologies have potential to assist children with ADHD in regaining attention in critical school situations. Copyright © 2015 ACM.",2019,https://scholar.google.com.br/,no
255,MyCalendar: Fostering communication for children with autism spectrum disorder through photos and videos,"This paper presents MyCalendar, a visual calendar prototype App that was developed to support children with Autism Spectrum Disorder and language delays to communicate about their own activities and interests across the settings of home and school. MyCalendar was developed following in-depth fieldwork and participatory design sessions with parents, teachers and children from Preparatory year to year 2 of an Australian Primary School Special Education Unit catering largely for children with Autism Spectrum Disorder (ASD). Typically, children with ASD face difficulties in participating at school. MyCalendar was then evaluated over six months with four teachers, ten parents and eleven children. The study resulted in two key findings: (1) MyCalendar supported children who have ASD and limited verbal skills to better communicate their daily personal activities through photos and videos, encouraged by teachers and parents. (2) This deeper understanding of the children's daily lives enabled teachers to successfully model positive behaviours and to scaffold more relevant and meaningful learning opportunities by relating them to the children's lives. While it was initially expected that the activities would better support communication between teachers and parents, the MyCalendar led in fact to novel scaffolding of learning opportunities and modeling of communication in the classroom. Copyright © 2015 ACM.",2019,https://scholar.google.com.br/,no
256,VibRein: An engaging and assistive mobile learning companion for students with intellectual disabilities,"Massive Open Online Courses (MOOCs) have paved a new wave in the education world. Rich multimedia content coupled with mobile delivery mechanisms makes the content always available and engaging. This paper proposes VibRein to enrich the student interaction with multimedia learning content by making use of different sensors that are available on a mobile device to create an intelligent video consumption experience. VibRein as a companion is even more effective for students with intellectual disabilities who require some form of continuous supervision. It provides an assistive mechanism that keeps track of the user attention using the device camera (this can be particularly useful for students with attention disorder), and uses haptic feedback to recapture attention. In course of the video consumption, VibRein evaluates the learning by asking questions about the content in the video, and automatically force-rewinds to the location where the concept was explained if the user answers incorrectly. It uses tilt in four directions for response to questions, since touch, as a modality on mobile devices requires fine motor skills. An evaluation with 18 users with intellectual disabilities of various kind (autism, intellectual disability and attention deficit hyperactive disorder) suggests that VibRein can provide better learning with less intervention. Copyright © 2015 ACM.",2019,https://scholar.google.com.br/,no
257,Efficient autism spectrum disorder prediction with eye movement: A machine learning framework,"We propose an autism spectrum disorder (ASD) prediction system based on machine learning techniques. Our work features the novel development and application of machine learning methods over traditional ASD evaluation protocols. Specifically, we are interested in discovering the latent patterns that possibly indicate the symptom of ASD underneath the observations of eye movement. A group of subjects (either ASD or non-ASD) are shown with a set of aligned human face images, with eye gaze locations on each image recorded sequentially. An image-level feature is then extracted from the recorded eye gaze locations on each face image. Such feature extraction process is expected to capture discriminative eye movement patterns related to ASD. In this work, we propose a variety of feature extraction methods, seeking to evaluate their prediction performance comprehensively. We further propose an ASD prediction framework in which the prediction model is learned on the labeled features. At testing stage, a test subject is also asked to view the face images with eye gaze locations recorded. The learned model predicts the image-level labels and a threshold is set to determine whether the test subject potentially has ASD or not. Despite the inherent difficulty of ASD prediction, experimental results indicates statistical significance of the predicted results, showing promising perspective of this framework. © 2015 IEEE.",2019,https://scholar.google.com.br/,no
258,Potential clinical impact of positive affect in robot interactions for autism intervention,"While interactive technologies frequently are designed to be enjoyable, there are particular reasons to prioritize this for technologies intended to support autism interventions. Most broadly, enjoyment of activities or materials used in interventions has been associated with heightened improvements in the behaviors targeted by the interventions. In the largest group study to date of school-aged children with high-functioning autism (N=24), we present evidence of more positive affect elicited with a robot than with an adult, during matched triadic interactions designed to facilitate social and conversational interaction with a clinician. Robot-mediated increases in positive affect were found to be associated with production of spoken language directed to the clinician during robot interaction. We further found that robot-mediated increases in positive affect were associated with greater autism severity, particularly in the social affect domain, and with lower nonverbal IQ. Our findings suggest that robots may have a unique advantage in interventions for children with autism spectrum disorders by eliciting more positive affect, and that we should explore robot support for interventions with lower-functioning, affected individuals. © 2015 IEEE.",2019,https://scholar.google.com.br/,no
259,Expression training for complex emotions using facial expressions and head movements,"Imitation is an important aspect of emotion recognition. We present an expression training interface which evaluates the imitation of facial expressions and head movements. The system provides feedback on complex emotion expression, via an integrated emotion classifier which can recognize 18 complex emotions. Feedback is also provided for exact-expression imitation via dynamic time warping. Discrepancies in intensity and frequency of action units are communicated via simple graphs. This work has applications as a training tool for customer-facing professionals and people with Autism Spectrum Conditions. © 2015 IEEE.",2019,https://scholar.google.com.br/,no
260,Automated recognition of complex categorical emotions from facial expressions and head motions,"Classifying complex categorical emotions has been a relatively unexplored area of affective computing. We present a classifier trained to recognize 18 complex emotion categories. A leave-one-out training approach was used on 181 acted videos from the EU-Emotion Stimulus Set. Performance scores for the 18-choice classification problem were AROC = 0.84, 2AFC = 0.84, F1 = 0.33, Accuracy = 0.47. On a simplified 6-choice classification problem, the classifier had an accuracy of 0.64 compared with the validated human accuracy of 0.74. The classifier has been integrated into an expression training interface which gives meaningful feedback to humans on their portrayal of complex emotions through face and head movements. This work has applications as an intervention for Autism Spectrum Conditions. © 2015 IEEE.",2019,https://scholar.google.com.br/,no
261,Using iPads to Teach Communication Skills of Students with Autism,"The purpose of this study was to examine the effects of using an iPad to assist students with autism in learning communication skills. Three, 10 years old learners diagnosed with autism who present little or no functional speech, participated in the study. A multiple baseline design with AB phases across academic and social settings was used. During the baseline, students were given access to an iPad with the SonoFlex speech-generating device application, while no communicative attempts were observed. During the intervention, the students were taught to use the iPad to communicate with their teacher and peers for 6 weeks. With a least-to-most prompting hierarchy, all students increased initiating requests, responding to questions and making social comments in both class and recess settings. © 2014, Springer Science+Business Media New York.",2019,https://scholar.google.com.br/,no
262,Long-term LEGO therapy with humanoid robot for children with ASD,"To utilise the knowledge gained from highly specialised domains as autism therapy to robot-based interactive training platforms, an innovative design approach is needed. We present the process of content creation and co-design of LEGO therapy for children with autism spectrum disorders performed by a humanoid robot. The co-creation takes place across the disciplines of autism therapy, and behavioural robotics, and applies methods from design and human-robot interaction, in order to connect state-of-the-art developments in these disciplines. We designed, carried out and analyzed a pilot and final experiment, in which a robot mediated LEGO therapy between pairs of children was mediated by a robot over the course of 10 to 12 sessions. The impact of the training on the children was then analysed from a clinical and human-robot interaction perspective. Our major findings are as follows: first, game-based robot scenarios in which the game continues over the sessions opened possibilities for long-term interventions using robots and led to a significant increase in social initiations during the intervention in natural settings, and second, including dyadic interactions between robot and child within triadic games with robots has positive effects on the children's engagement and on creating learning moments that comply with the chosen therapy framework. © 2014 Wiley Publishing Ltd.",2019,https://scholar.google.com.br/,no
263,"Development and User Satisfaction of ""Plan-It Commander,"" a Serious Game for Children with ADHD","The need for engaging treatment approaches within mental health care has led to the application of gaming approaches to existing behavioral training programs (i.e., gamification). Because children with attention deficit/hyperactivity disorder (ADHD) tend to have fewer problems with concentration and engagement when playing digital games, applying game technologies and design approaches to complement treatment may be a useful means to engage this population in their treatment. Unfortunately, gamified training programs currently available for ADHD have been limited in their ability to demonstrate in-game behavior skills that generalize to daily life situations. Therefore, we developed a new serious game (called ""Plan-It Commander"") that was specifically designed to promote behavioral learning and promotes strategy use in domains of daily life functioning such as time management, planning/organizing, and prosocial skills that are known to be problematic for children with ADHD. An interdisciplinary team contributed to the development of the game. The game's content and approach are based on psychological principles from the Self-Regulation Model, Social Cognitive Theory, and Learning Theory. In this article, game development and the scientific background of the behavioral approach are described, as well as results of a survey (n = 42) to gather user feedback on the first prototype of the game. The findings suggest that participants were satisfied with this game and provided the basis for further development and research to the game. Implications for developing serious games and applying user feedback in game development are discussed. © Copyright 2015, Mary Ann Liebert, Inc.",2019,https://scholar.google.com.br/,no
264,Development of graphomotor fluency in adults with ADHD: Evidence of attenuated procedural learning,"Purpose: The present study sought to determine if adults with ADHD demonstrate reduced graphomotor learning relative to controls. Method: Twenty-eight control adults (n= 14) and adults with ADHD (n= 14) were recruited and wrote a novel grapheme on a digitizing tablet 30 times. Participants with ADHD were counterbalanced on and off stimulant medication. Results: Control participants, F(1,13)=13.786, p=003, ?2 partial=460, and participants with ADHD on medication, F(1,13)=10.462, p=007, ?2 partial=387, demonstrated significant improvement in graphomotor fluency with equivalent practice whereas participants with ADHD off medication did not, F(1,12)=0.166, NS. Conclusions: Results indicate that graphomotor program learning in adults with ADHD may occur more slowly than typically developing peers. Findings have implications for providing accommodations to adults with ADHD, potential benefits of stimulant medication, and using digitizing technology as a neuropsychological assessment instrument. © 2015 Elsevier B.V.",2019,https://scholar.google.com.br/,no
265,A Systematic Review of Tablet Computers and Portable Media Players as Speech Generating Devices for Individuals with Autism Spectrum Disorder,"Powerful, portable, off-the-shelf handheld devices, such as tablet based computers (i.e., iPad®, Galaxy®) or portable multimedia players (i.e., iPod®), can be adapted to function as speech generating devices for individuals with autism spectrum disorders or related developmental disabilities. This paper reviews the research in this new and rapidly growing area and delineates an agenda for future investigations. In general, participants using these devices acquired verbal repertoires quickly. Studies comparing these devices to picture exchange or manual sign language found that acquisition was often quicker when using a tablet computer and that the vast majority of participants preferred using the device to picture exchange or manual sign language. Future research in interface design, user experience, and extended verbal repertoires is recommended. © 2014, Springer Science+Business Media New York.",2019,https://scholar.google.com.br/,no
266,Technology-Aided Interventions and Instruction for Adolescents with Autism Spectrum Disorder,"The use of technology in intervention and instruction for adolescents with autism spectrum disorder (ASD) is increasing at a striking rate. The purpose of this paper is to examine the research literature underlying the use of technology in interventions and instruction for high school students with ASD. In this paper, authors propose a theoretical and conceptual framework for examining the use of technology by and for adolescents with ASD in school, home, and community settings. This framework is then used to describe the research literature on efficacy of intervention and instruction that utilizes technology. A review of the literature from 1990 to the end of 2013 identified 30 studies that documented efficacy of different forms of technology and their impact on academics, adaptive behavior, challenging behavior, communication, independence, social competence, and vocational skills. © 2014, Springer Science+Business Media New York.",2019,https://scholar.google.com.br/,no
267,Talking Picture Schedules: Embedding Video Models into Visual Activity Schedules to Increase Independence for Students with ASD,"Studies examining video modeling and visual activity schedules independent of one another have been shown to be effective in teaching skills for students with autism, but there is little research about the effectiveness of combining the two methods. Use of visual activity schedules with embedded video models via an iPad application was investigated to determine if high school students with autism could transition within and between novel activities (e.g., writing paragraphs, setting a table, data entry) using a multiple probe across participants design. Findings indicate youth with autism were able to independently transition within and between tasks. Students exhibited high rates of generalization to the static visual activity schedules and novel task exemplars after the embedded video model was removed. © 2014, Springer Science+Business Media New York.",2019,https://scholar.google.com.br/,no
268,Designing Serious Game Interventions for Individuals with Autism,"The design of “Serious games” that use game components (e.g., storyline, long-term goals, rewards) to create engaging learning experiences has increased in recent years. We examine of the core principles of serious game design and examine the current use of these principles in computer-based interventions for individuals with autism. Participants who undergo these computer-based interventions often show little evidence of the ability to generalize such learning to novel, everyday social communicative interactions. This lack of generalized learning may result, in part, from the limited use of fundamental elements of serious game design that are known to maximize learning. We suggest that future computer-based interventions should consider the full range of serious game design principles that promote generalization of learning. © 2014, Springer Science+Business Media New York.",2019,https://scholar.google.com.br/,no
269,Using psychodrama to relieve social barriers in an autistic child: A case study and literature review,"Objective To review and update the evidence for the effect of psychodrama for children with autism, and evaluate the effect of psychodrama on an autistic child with severe social barriers, using the theory of mind and psychodrama methodology as the analytical frameworks. Methods A 5 year-old boy, the research object, was diagnosed as severe autism using behavior observation and autism screening tools, with an DSM- criteria. Autism symptom severity was usually measured by Childhood Autism Rating Scale (CARS) and Autism Behavior Checklist (ABC) in research of autism. In this study, the autistic boy accepted psychodrama training and was measured with CARS before and after the entire training program. The ABC was adopted to evaluate him after each intervention program. Meanwhile the entire training process was recorded. The evaluation criterion consists of four aspects including eye contact, following instructions, focusing attention and imitation ability. Finally, all live records and changes presented in volume tables were analyzed. Results The patient's social barriers were relieved at the end of the third month of the training program. The CARS data shows a shift from the severe to moderate level of autism. Conclusions It was possible for autistic children to relieve social barriers by implementing psychodrama training, then to improve the social cognitive ability and enhance the social function of the autistic children. These results provided basic Clinical implications for exploring a new intervention technique to reduce autistic symptom severity. © 2015 Chinese Nursing Association.",2019,https://scholar.google.com.br/,no
270,Using Portable Video Modeling Technology to Increase the Compliment Behaviors of Children with Autism During Athletic Group Play,"A multiple baseline design across participants was used to examine the effects of a portable video modeling intervention delivered in the natural environment on the verbal compliments and compliment gestures demonstrated by five children with autism. Participants were observed playing kickball with peers and adults. In baseline, participants demonstrated few compliment behaviors. During intervention, an iPad® was used to implement the video modeling treatment during the course of the athletic game. Viewing the video rapidly increased the verbal compliments participants gave to peers. Participants also demonstrated more response variation after watching the videos. Some generalization to an untrained activity occurred and compliment gestures also occurred. Results are discussed in terms of contributions to the literature. © 2014, Springer Science+Business Media New York.",2019,https://scholar.google.com.br/,yes
271,Learning to work together: Designing a multi-user virtual reality game for social collaboration and perspective-taking for children with autism,"Children with Autism Spectrum Disorders (ASD) find it difficult to engage in reciprocal, shared behaviours and technology could be particularly helpful in supporting children's motivations and skills in this area. Designing educational technologies for children with ASD requires the integration of a complex range of factors including pedagogical and cognitive theories, the affordances of the technology, and the real-world contexts of use. This paper illustrates how these factors informed the design of a novel collaborative virtual reality environment (CVE) for supporting communicative perspective-taking skills for high-functioning children with ASD. Findings from a small-scale study involving eight typically developing (TD) children (aged 8 years) and six children with ASD (verbal mental age 9 years) are also reported. Children with ASD were supported to be reciprocal and collaborative in their responses, suggesting that this CVE could form the basis for a useful technology-based educational intervention. © 2015 Elsevier B.V.",2019,https://scholar.google.com.br/,no
272,An Effective Neurofeedback Intervention to Improve Social Interactions in Children with Autism Spectrum Disorder,"Neurofeedback training (NFT) approaches were investigated to improve behavior, cognition and emotion regulation in children with autism spectrum disorder (ASD). Thirteen children with ASD completed pre-/post-assessments and 16 NFT-sessions. The NFT was based on a game that encouraged social interactions and provided feedback based on imitation and emotional responsiveness. Bidirectional training of EEG mu suppression and enhancement (8–12 Hz over somatosensory cortex) was compared to the standard method of enhancing mu. Children learned to control mu rhythm with both methods and showed improvements in (1) electrophysiology: increased mu suppression, (2) emotional responsiveness: improved emotion recognition and spontaneous imitation, and (3) behavior: significantly better behavior in every-day life. Thus, these NFT paradigms improve aspects of behavior necessary for successful social interactions. © 2015, Springer Science+Business Media New York.",2019,https://scholar.google.com.br/,no
273,Identification of infants at high-risk for autism spectrum disorder using multiparameter multiscale white matter connectivity networks,"Autism spectrum disorder (ASD) is a wide range of disabilities that cause life-long cognitive impairment and social, communication, and behavioral challenges. Early diagnosis and medical intervention are important for improving the life quality of autistic patients. However, in the current practice, diagnosis often has to be delayed until the behavioral symptoms become evident during childhood. In this study, we demonstrate the feasibility of using machine learning techniques for identifying high-risk ASD infants at as early as six months after birth. This is based on the observation that ASD-induced abnormalities in white matter (WM) tracts and whole-brain connectivity have already started to appear within 24 months after birth. In particular, we propose a novel multikernel support vector machine classification framework by using the connectivity features gathered from WM connectivity networks, which are generated via multiscale regions of interest (ROIs) and multiple diffusion statistics such as fractional anisotropy, mean diffusivity, and average fiber length. Our proposed framework achieves an accuracy of 76% and an area of 0.80 under the receiver operating characteristic curve (AUC), in comparison to the accuracy of 70% and the AUC of 70% provided by the best single-parameter single-scale network. The improvement in accuracy is mainly due to the complementary information provided by multiparameter multiscale networks. In addition, our framework also provides the potential imaging connectomic markers and an objective means for early ASD diagnosis. Hum Brain Mapp 36:4880-4896, 2015. © 2015 Wiley Periodicals, Inc.",2019,https://scholar.google.com.br/,no
274,Comment on Technology-Based Intervention Research for Individuals on the Autism Spectrum,"The purpose of this letter to the editor is to comment on several review papers recently published in the current Journal of Autism and Developmental Disorders, Special Issue on Technology: Software, Robotics, and Translational Science. These reviews address a variety of aspects relating to technology-aided intervention and instruction for individuals with Autism Spectrum Disorders (ASDs). Here, I comment on and evaluate the overall status of research and development in this area, including reflection on current challenges in this area in the context of previous challenges and resolutions in behavioral intervention research. From these reviews and the current evaluation, I further discuss important next steps for the field which may be critical for guiding progress toward meaningful impacts upon individuals with ASD. © 2015, Springer Science+Business Media New York.",2019,https://scholar.google.com.br/,no
275,Identifying longitudinal trends within EEG experiments,"Differential brain response to sensory stimuli is very small (a few microvolts) compared to the overall magnitude of spontaneous electroencephalogram (EEG), yielding a low signal-to-noise ratio (SNR) in studies of event-related potentials (ERP). To cope with this phenomenon, stimuli are applied repeatedly and the ERP signals arising from the individual trials are averaged at the subject level. This results in loss of information about potentially important changes in the magnitude and form of ERP signals over the course of the experiment. In this article, we develop a meta-preprocessing step utilizing a moving average of ERP across sliding trial windows, to capture such longitudinal trends. We embed this procedure in a weighted linear mixed effects model to describe longitudinal trends in features such as ERP peak amplitude and latency across trials while adjusting for the inherent heteroskedasticity created at the meta-preprocessing step. The proposed unified framework, including the meta-processing and the weighted linear mixed effects modeling steps, is referred to as MAP-ERP (moving-averaged-processed ERP). We perform simulation studies to assess the performance of MAP-ERP in reconstructing existing longitudinal trends and apply MAP-ERP to data from young children with autism spectrum disorder (ASD) and their typically developing counterparts to examine differences in patterns of implicit learning, providing novel insights about the mechanisms underlying social and/or cognitive deficits in this disorder. © 2015, The International Biometric Society.",2019,https://scholar.google.com.br/,no
276,Implementation science: Buzzword or game changer?,"Purpose: The purpose of this supplement article is to provide a resource of pertinent information concerning implementation science for immediate research application in communication sciences and disorders. Method: Key terminology related to implementation science is reviewed. Practical suggestions for the application of implementation science theories and methodologies are provided, including an overview of hybrid research designs that simultaneously investigate clinical effectiveness and implementation as well as an introduction to approaches for engaging stakeholders in the research process. A detailed example from education is shared to show how implementation science was utilized to move an intervention program for autism into routine practice in the public school system. In particular, the example highlights the value of strong partnership among researchers, policy makers, and frontline practitioners in implementing and sustaining new evidence-based practices. Conclusions: Implementation science is not just a buzzword. This is a new field of study that can make a substantive contribution in communication sciences and disorders by informing research agendas, reducing health and education disparities, improving accountability and quality control, increasing clinician satisfaction and competence, and improving client outcomes. © 2015 American Speech-Language-Hearing Association.",2019,https://scholar.google.com.br/,no
277,The experiences of mothers caring for a child with developmental disabilities: a cross cultural perspective,"Purpose – India has one of the more progressive disability frameworks in the developing world which tends to adopt western philosophies and principles (e.g. parent participation and advocacy) which to some degree mirrors the type of service delivery in the UK. The purpose of this paper is to adopt a cross-cultural perspective to explore caregiving amongst parents caring for a child with intellectual/developmental disabilities in India. Design/methodology/approach – Three focus groups were used to interview parents at Action for Autism (AFA) located in Delhi, India. The focus groups explored how disability is encountered within an Indian context. Findings – Two main themes were identified in the parents narratives which were “making the decision to get help” and “seeing disabilities in from a new perspective”. Family members played an important role in the decision to get help and acted as a platform for mothers to explore their own concerns. Seeing disability from a new perspective was a four stage process which included initially accepting the diagnosis and their child, regaining control through parenting skills training, witnessing positive changes in their children and themselves and reaping personal benefits as a result of their involvement with AFA. Research limitations/implications – The research is very small scale and focused on parents in a specific organisation, as a consequence the results cannot be generalised. Originality/value – The discourses of these individuals do provide a useful insight into the provision of services to children in India and provide a starting point for cross-cultural understanding of parenting children with disabilities. © 2015, © Emerald Group Publishing Limited.",2019,https://scholar.google.com.br/,no
278,DISSERO mobile application for autistic children's,"Children's with autism spectrum disorder (ASD) face difficulties in expressing their feelings and in asking for their needs in comprehensive way because of their non-social behavior. The increase in numbers of children's with autism spectrum disorder (ASD) indicates that these children need a serious treatment to merge them with their communities, starting from their parents, teachers and friends. The evolutionary of the information technology such as smart phones, tablets and PDAs can help such kind of mental decay by developing a smart applications to solve some of their behaviors and physiological problems, as well as provide main features to parents and teachers to store their children data and information about the level of progress instead of the traditional way like archive. This paper introduces a mobile application called DISSERO which aims to improve mental and social skills of autistic children by enhancing the learning process and the use of media to ask for their needs. This application also contains a fun part and taking into consideration children's' safety by monitoring the children using the GPS feature. © 2015 ACM.",2019,https://scholar.google.com.br/,yes
279,Design and creation of a BCI videogame to train sustained attention in children with ADHD,"Attention Deficit Hyperactivity Disorder (ADHD) is a disorder that affects 1 out of 5 Colombian children, converting into a real public health problem in the country. Conventional treatments such as medication and neuropsychological therapy have been proved to be insufficient in order to decrease high incidence levels of ADHD in the principal Colombian cities. This work presents a design and development of a videogame that uses a brain computer interface not only to serve as an input device but also as a tool to monitor neurophysiologic signal. The video game named 'The Harvest Challenge' puts a cultural scene of a Colombian coffee grower in its context, where a player can use his/her avatar in three mini games created in order to reinforce four fundamental aspects: i) waiting ability, ii) planning ability, iii) ability to follow instructions and iv) ability to achieve objectives. The details of this collaborative designing process of the multimedia tool according to the exact clinic necessities and the description of interaction proposals are presented through the mental stages of attention and relaxation. The final videogame is presented as a tool for sustained attention training in children with ADHD using as an action mechanism the neuromodulation of Beta and Theta waves through an electrode located in the central part of the front lobe of the brain. The processing of an electroencephalographic signal is produced automatically inside the videogame allowing to generate a report of the theta/beta ratio evolution - a biological marker, which has been demonstrated to be a sufficient measure to discriminate of children with and without deficit. © 2015 IEEE.",2019,https://scholar.google.com.br/,no
280,"Impact of personality on the recognition of emotion expressed via human, virtual, and robotic embodiments","In this paper, we describe the elaboration and the validation of a body and face database1, of 96 videos of 1 to 2 seconds of duration, expressing 4 emotions (i.e., anger, happiness, fear, and sadness) elicited through 4 platforms of increased visual complexity and level of embodiment. The final aim of this database is to develop an individualized training program designed for individuals suffering of autism in order to help them recognize various emotions on different test platforms: two robots, a virtual agent, and a human. Before assessing the recognition capabilities of individuals with ASD, we validated our video database on typically developed individuals (TD). Moreover, we also looked at the relationship between the recognition rate and their personality traits (extroverted (EX) vs. introverted (IN)). We found that the personality of our TD participants did not lead to a different recognition behavior. However, introverted individuals better recognized emotions from less visually complex characters than extroverted individuals. © 2015 IEEE.",2019,https://scholar.google.com.br/,no
281,Fractal dimension based neurofeedback training to improve cognitive abilities,"Currently, neurofeedback training can be used not only to treat the patients with attention deficit hyperactivity disorder, learning difficulties, etc. but also to improve cognitive abilities of healthy people. Training protocols based on alpha, theta, or theta/beta power calculated from Electroencephalogram (EEG) are commonly used in the neurofeedback training. However, when the standard neurofeedback protocols are used, the EEG recording is required before the training to obtain the training threshold for each subject. In this paper, we propose a fractal dimension (FD)-based neurofeedback training protocol with adaptive algorithm, which does not need any before-Training recording. The algorithm is integrated in the Shooting game. The efficiency of the FD-based neurofeedback training in comparison with traditional individual theta/beta based neurofeedback training is assessed using Psychology Experiment Building Language (PEBL) tests such as matrix rotation (for spatial ability), change detection (for focused attention), math processing (for cognitive abilities) and test of attentional vigilance (for attention of vigilance). 40 subjects participated in the study. They were divided randomly into FD-based neurofeedback training group and theta/beta ratio-based training group. The results show that after neurofeedback training participants from FD-based training group has similar or better test performance than the one from ratio-based group. © 2015 IEEE.",2019,https://scholar.google.com.br/,no
282,Psychometric validation of the Weiss Functional Impairment Rating Scale-Parent Report Form in children and adolescents with attention-deficit/hyperactivity disorder,"Background: Measurement properties of the Weiss Functional Impairment Rating Scale-Parent Report Form (WFIRS-P), which assesses attention-deficit/hyperactivity disorder (ADHD)-related functional impairment in children/adolescents (6-17 years), were examined. Methods: Data from seven randomized, controlled trials were pooled. Analyses were conducted in two random half-samples. WFIRS-P conceptual framework was evaluated using confirmatory factor analyses (CFA). Reliability was estimated using internal consistency (Cronbach's alpha) and test-retest reliability methods. Convergent validity was assessed using correlations between WFIRS-P domain scores and the ADHD-RS-IV and Clinical Global Impression-Severity (CGI-S) scales. Responsiveness was tested by comparing mean changes in WFIRS-P domain scores between responders and non-responders based on clinical criteria. Results: CFA adequately confirmed the item-to-scale relationships defined in the WFIRS-P conceptual framework. Cronbach's alpha coefficient exceeded 0.7 for all domains and test-retest reliability exceeded 0.7 for all but Risky Activities. With few exceptions, WFIRS-P domains correlated significantly (p < 0.05) with ADHD-RS-IV Total, Inattention and Hyperactivity-Impulsivity scores and CGI-S at baseline and follow-up in both random half-samples. Mean changes in WFIRS-P domain scores differed significantly between responder and non-responder groups in the expected direction (p < 0.001). Conclusions: Study results support the reliability, validity and responsiveness of the WFIRS-P. Findings were replicated between two random samples, further demonstrating the robustness of results. © 2015 Gajria et al.",2019,https://scholar.google.com.br/,no
283,Infants' brains are wired to learn from culture: Implications for social robots,"Human beings are the most imitative creatures on the planet. Prior to language, human infants, use imitation to learn about physical objects and cultural practices [1]. Young children learn novel skills [2], abstract principles [3,4], and cultural customs from observing how other agents act upon the world. Imitation requires a mapping between action perception and action production. This mapping is now being delineated at both the psychological level [5] and at the neural level [6]. I will describe a theory of social-cognitive development- the 'Like-Me' developmental theory [7]-that has emerged from studying how infants make sense of self, other, and their interaction. The theory proposes that one of the infant's first and most basic psychological acts is the recognition of others who act, move, and behave like the self. Preverbal children devote special attention to entities that are 'Like-Me' and are predisposed to learn from 'Like-Me' agents [7]. This theoretical framework, based on behavioral studies, is aligned with emerging findings in developmental neuroscience, including results using infant EEG [8], which is beginning to document the neural basis of 'Like-Me' perceptions prior to language [5,9]. I will analyze infants' mapping between self and other, the role of experience in changing this initial state, and the impact of early self-other mapping on interpersonal functioning and cognitive development. Topics covered include how infants understand the goals and intentions of other agents [10], and how they use imitation, gestures, and behavioral patterns-not simply morphological features-to recognize a person as the ""same one again"" after a break in perceptual contact [11], called the 'social identity function' of imitation [12]. I will also discuss how infants come to understand the visual gaze of others [13] and use gaze to bootstrap language learning [14]. A foundation for infants coming to understand the gaze of others is their own self-experience with their own perceptual systems [15]. The ""Like-Me"" developmental theory describes this ontogenetic sequence, which is a crucial aspect of human interpersonal interaction, and a rare skill in the animal kingdom. All of these findings with human infants-imitation, intention/goal understanding, person recognition, gaze following, and action coding and representation-have implications for robotics and human-computer interaction (HCI). At our Institute we have fostered several collaborations with computer scientists and roboticists, which have specifically analyzed how studies of infant behavior, brain development, and computer modeling can be combined to illuminate critical aspects of social learning and interpersonal understanding [16-19]. Most recently I have collaborated with a French team, and we have used computer modeling and robotics to examine the 'social identity function' of gestural imitation [20]. Members of the French team will be at this conference. We will provide specific examples of the computer modeling and algorithms that were used in our socialinteraction experiments with robots, adults, and children with autism. The overarching goal of our research program is to build bridges between human infant development, cognitive neuroscience, computer science, and social/ interpersonal psychology. © 2015 ACM.",2019,https://scholar.google.com.br/,no
284,A 3D learning playground for potential attention training in ADHD: A brain computer interface approach,"This paper presents a novel brain-computer-interface (BCI) system that could potentially be used for enhancing the attention ability of subjects with attention deficit hyperactivity disorder (ADHD). It employs the steady state visual evoked potential (SSVEP) paradigm. The developed system consists of a 3D classroom environment with active 3D distractions and 2D games executed on the blackboard. The system is concealed as a game (with stages of varying difficulty) with an underlying story to motivate the subjects. It was tested on eleven healthy subjects and the results undeniably establish that by moving to a higher stage in the game where the 2D environment is changed to 3D along with the added 3D distractions, the difficulty level in keeping attention on the main task increases for the subjects. Results also show a mean accuracy of 92.26 ± 7.97% and a mean average selection time of 3.07 ± 1.09 seconds. © 2015 IEEE.",2019,https://scholar.google.com.br/,no
285,A Step towards EEG-based brain computer interface for autism intervention,"Autism Spectrum Disorder (ASD) is a prevalent and costly neurodevelopmental disorder. Individuals with ASD often have deficits in social communication skills as well as adaptive behavior skills related to daily activities. We have recently designed a novel virtual reality (VR) based driving simulator for driving skill training for individuals with ASD. In this paper, we explored the feasibility of detecting engagement level, emotional states, and mental workload during VR-based driving using EEG as a first step towards a potential EEG-based Brain Computer Interface (BCI) for assisting autism intervention. We used spectral features of EEG signals from a 14-channel EEG neuroheadset, together with therapist ratings of behavioral engagement, enjoyment, frustration, boredom, and difficulty to train a group of classification models. Seven classification methods were applied and compared including Bayes network, naïve Bayes, Support Vector Machine (SVM), multilayer perceptron, K-nearest neighbors (KNN), random forest, and J48. The classification results were promising, with over 80% accuracy in classifying engagement and mental workload, and over 75% accuracy in classifying emotional states. Such results may lead to an adaptive closed-loop VR-based skill training system for use in autism intervention. © 2015 IEEE.",2019,https://scholar.google.com.br/,no
286,Effect of interface type in the VR-based acquisition of pedestrian skills in persons with ASD,"Possession of 'social' skills is crucial for persons with autism spectrum disorders (ASD) to maintain a certain independence and a better quality of life, and interaction with virtual environments seems an effective learning aid. In a previous study, we reported that in adults with ASD interaction with a virtual environment (a virtual city) is beneficial to the acquisition of pedestrian skills (street crossing and street navigation). Interaction was based on a gesture-based interface (Microsoft Kinect). Here we compare the learning performance when the same virtual environment is operated by a gamepad interface. We used exactly the same training protocol and data analysis than the original study. We found that both interface types are effective in the acquisition of street crossing and city navigation skills. The gamepad interface seems easier to use (thus leading to faster interaction), but gesture-based interfaces are superior in terms of transfer of the learned skills to real road environments (as reported by parents and caregivers). © 2015 IEEE.",2019,https://scholar.google.com.br/,no
287,Personalized learning materials for children with special needs using machine learning,"Children with neurological disorder such as autism need personalized development system for their daily activities. Technology can play a significant role. This paper introduces a research to deliver personalized learning materials for children with special needs based on diverse characteristics of children. There are four parts of the system: i) identifying level of the user by using machine learning algorithm. ii) web mining to generate multimodal learning materials from text story or learning keywords, iii) linking user preferences and IoT enabled sensor data with the result, iv) personalizing contents for users delineated with an intelligent interface. This paper explains personalization of results using machine learning algorithm. © 2015 IEEE.",2019,https://scholar.google.com.br/,yes
288,A metacognitive strategy for reducing disruptive behavior in children with fetal alcohol spectrum disorders: GoFAR pilot,"BACKGROUND: Fetal alcohol spectrum disorders (FASD) are often characterized by disruptive behavior problems and there are few effective interventions available. GoFAR is a novel, 3-part intervention designed to improve self-regulation and adaptive living skills of children with FASD by improving metacognitive control of emotions and arousal.METHODS: The intervention has 3 components: (i) GoFAR: a ""serious game"" designed to teach a metacognitive control strategy in a computer game environment, (ii) parent training on child behavioral regulation, and (iii) Behavior Analog Therapy (BAT) sessions, a practical application of the metacognitive learning methodology by parent and child in the context of learning adaptive skills. The learning strategy (FAR) teaches the child to Focus and make a plan, Act out the plan, and Reflect back on the plan. Thirty families were randomized to 3 groups: (i) GoFAR (n = 10), (ii) FACELAND (n = 10), or (iii) CONTROL (n = 10). The 2 intervention groups, GoFAR and FACELAND, used computer games to instruct children. Both groups also received 5 sessions of parent training followed by 5 sessions of joint parent/child therapy (BAT). Assessment of disruptive behavior, including frequency of temper tantrums, frustration tolerance, impulsivity, destructiveness, aggression, and maintaining attention were carried out before enrollment at Mid-Treatment, when game play and parent training were completed, and finally, after completing the BAT sessions.RESULTS: Parental report of disruptive behavior overall was significantly reduced in the GoFAR group after the first components, game play and parent training, and after the BAT sessions in the FACELAND group with no changes in the CONTROL group over time.CONCLUSIONS: The GoFAR(®) game was well received by children and effective in teaching the required skills. Mastering the FAR metacognitive strategy was associated with a reduction in disruptive behaviors in children with FASD suggesting that effective interventions can improve outcomes for this high-risk group. Copyright © 2015 by the Research Society on Alcoholism.",2019,https://scholar.google.com.br/,no
289,Autism spectrum disorder (ASD) and its perioperative management,"Summary Autism spectrum disorder (ASD) is now diagnosed in more than 1 in 100 children, so it is not surprising that anesthetists are increasingly providing care for children with this diagnosis. The diagnostic classification for ASD has recently changed and our understanding of the causes and management of ASD are also changing rapidly. This review provides a timely update to increase understanding and awareness of the problems that children with ASD experience, and to minimize perioperative problems. Current literature on premedication and the increasing use of alpha-2 agonists such as clonidine and dexmedetomidine as well as the use of old favorites midazolam and ketamine is reviewed. Some simple strategies that will improve care and decrease anxiety, like social stories, the use of tablet computers, other comfort items or games for distraction, and using favorite drinks to disguise the bitter taste of medications, are described. Remember, the parents are their child's expert and will know what agitates and settles them. Talking to them prior to the day of the procedure is ideal. The importance of staff training and having a clinical practice guideline available at every institution cannot be overstated. © 2015 John Wiley and Sons Ltd.",2019,https://scholar.google.com.br/,no
290,Transition of students with autistic spectrum disorders from primary to post-primary school: A framework for success,"The purpose of this research was to investigate best practice in relation to the planning, process and strategies that support the transition of students with ASD from primary to post-primary school. A questionnaire survey was sent to graduates of a postgraduate Certificate/Diploma in SEN (ASD) in Ireland who were working in primary and post-primary schools. Findings included strong oral communication between schools, transition programmes in many post-primary schools, a variety of generic and ASD specific strategies in both primary and post-primary schools and a large number of personnel involved in the transition process. Analysis of findings and current literature enabled the researchers to propose a framework that the Department of Education and Skills, support agencies and schools may use to examine practice in order to enhance the transition programmes based on students' needs, the profile of the school and its community. © 2015 nasen.",2019,https://scholar.google.com.br/,no
291,Facilitating derived requesting skills with a touchscreen tablet computer for children with autism spectrum disorder,"Two experiments were conducted employing derived relational responding and conditioned motivating operations to establish untaught mands with 11 children with autism spectrum disorder (ASD) who lacked a vocal repertoire. Following formal language assessments and preference assessments, a multi-stage automated protocol was implemented on touchscreen tablet computers. Children were first taught to mand by picture exchange for missing items necessary to play with a toy and then learned to conditionally relate the dictated names of the items to the corresponding pictures of the items (A-B training) and to relate the dictated names to the corresponding printed words (A-C training). Test probes, in the absence of reinforcement, were presented to determine whether or not participants would mand for the missing items using text exchange (hence demonstrating derived manding/requesting). Probes for spontaneous matching (B-C and C-B) and labeling (B-A and C-A) were also presented in both experiments, one of which employed a pretest/posttest design and the other a multiple probe across participants design. Across both experiments, all but one of the participants showed evidence of derived requesting and derived stimulus relations. Implications for research on high-tech devices for facilitating independent communication skills of children with ASD and for derived relational responding approaches to verbal operants are discussed. © 2015 Elsevier Ltd. All rights reserved.",2019,https://scholar.google.com.br/,no
292,Assessing hippocampal development and language in early childhood: Evidence from a new application of the Automatic Segmentation Adapter Tool,"Volumetric assessments of the hippocampus and other brain structures during childhood provide useful indices of brain development and correlates of cognitive functioning in typically and atypically developing children. Automated methods such as FreeSurfer promise efficient and replicable segmentation, but may include errors which are avoided by trained manual tracers. A recently devised automated correction tool that uses a machine learning algorithm to remove systematic errors, the Automatic Segmentation Adapter Tool (ASAT), was capable of substantially improving the accuracy of FreeSurfer segmentations in an adult sample [Wang et al., 2011], but the utility of ASAT has not been examined in pediatric samples. In Study 1, the validity of FreeSurfer and ASAT corrected hippocampal segmentations were examined in 20 typically developing children and 20 children with autism spectrum disorder aged 2 and 3 years. We showed that while neither FreeSurfer nor ASAT accuracy differed by disorder or age, the accuracy of ASAT corrected segmentations were substantially better than FreeSurfer segmentations in every case, using as few as 10 training examples. In Study 2, we applied ASAT to 89 typically developing children aged 2 to 4 years to examine relations between hippocampal volume, age, sex, and expressive language. Girls had smaller hippocampi overall, and in left hippocampus this difference was larger in older than younger girls. Expressive language ability was greater in older children, and this difference was larger in those with larger hippocampi, bilaterally. Overall, this research shows that ASAT is highly reliable and useful to examinations relating behavior to hippocampal structure. © 2015 Wiley Periodicals, Inc.",2019,https://scholar.google.com.br/,no
293,Eight novel mutations in the ABCD1 gene and clinical characteristics of 25 Chinese patients with X-linked adrenoleukodystrophy,"Background: X-linked adrenoleukodystrophy (X-ALD) is a fatal neurodegenerative disease caused by mutations in the adenosine triphosphate-binding cassette D1 (ABCD1) gene. This study aimed to retrospectively investigate the clinical characteristics of 25 patients with X-ALD including members of large pedigrees, to analyze ABCD1 gene mutations, the effect of gene novel variants on ALD protein (ALDP) structure and function, and to expand gene mutation spectrum of Chinese patients. Methods: Twenty-five male patients diagnosed with X-ALD were enrolled in this study. The clinical characteristics of the patients were retrospectively summarized by reviewing medical records or telephone consultation. ABCD1 gene mutations were analyzed. The pathogenicity of novel missense variants was analyzed using cobalt constraint-based multiple protein alignment tool, polymorphism phenotyping, sorting intolerant from tolerant, Align-Grantham variation and Grantham deviation, and Swiss-Program Database Viewer 4.04 software, respectively. Results: Childhood cerebral form ALD (CCALD) is the most common phenotype (64%) in the 25 patients with X-ALD. The progressive deterioration of neurological and cognitive functions is the main clinical feature. The demyelination of the brain white matter and elevated plasma very long chain fatty acids (VLCFAs) were found in all patients. Different phenotypes were also presented within family members of the patients. Twenty-two different mutations including 8 novel mutations in the ABCD1 gene were identified in the 25 patients. Of the mutations, 63.6% were missense mutations and 34.8% located in exon 1. The amino acid residues of three novel missense mutations in eight species were highly conserved, and were predicted to be ""probably"" damaging to ALDP function. The other five novel mutations were splice, nonsense, deletion or duplication mutations. Conclusions: CCALD is the most common phenotype (64%) in our patients with X-ALD. Eight novel mutations in the ABCD1 gene identified are disease-causing mutations. Brain magnetic resonance imaging and plasma VLCFA determination should be performed for the patients who present with progressive deterioration of neurological development. World J Pediatr 2015,11(4):366-373 © 2015, Children's Hospital, Zhejiang University School of Medicine and Springer-Verlag Berlin Heidelberg.",2019,https://scholar.google.com.br/,no
294,A practical implementation of wireless power transfer systems for socially interactive robots,"Socially Interactive Robots (SIR) have many applications in rehabilitation, including psychological development of children with autism, children with complex neuro-developmental motor impairments, adults with dementia, etc. The animal-shaped or toy-shaped SIR should help engaging such individuals in physical and communication interaction, while any human presence during such sessions is typically counterproductive. A particularly critical moment is recharging or replacing of robot batteries, since that is typically done by adults, but also because it includes removing the animal-like cover and revealing the real nature of the object. Thus, there is a strong need for a total autonomy of SIRs, and it is wireless power transfer (WPT) that can make charging of such robots autonomous without human intervention. In this research, a complete WPT charging system is designed for recharging of an m3Pi robot, which includes primary power conversion units, transmitter and receiver compensation circuits, coils and magnetic couplers, as well as a regulated charging converter at the robot side. The best engineering practice is employed to design this WPT as a fully controlled and autonomous wireless recharging system for robots. It includes: optimized couplers and resonant circuits to provide maximum efficiency and satisfy safety standards while transferring a specified amount of power, a four-loop regulated system capable of controlling the primary dc voltage and coil current, as well as implementing regulated constant-current constant voltage (CCCV) battery charging algorithm, wireless communication modules for synchronization and coordination of the primary and secondary converters. In this paper, the most important analytical, simulation and experimental results are presented. © 2015 IEEE.",2019,https://scholar.google.com.br/,no
295,Understanding the challenges faced by neurodiverse software engineering employees: Towards a more inclusive and productive technical workforce,"Technology workers are often stereotyped as being socially awkward or having difficulty communicating, often with humorous intent, however, for many technology workers with atypical cognitive profiles, such issues are no laughing matter. In this paper, we explore the hidden lives of neurodiverse technology workers, e.g., those with autism spectrum disorder (ASD), attention deficit hyperactivity disorder (ADHD), and/or other learning disabilities, such as dyslexia. We present findings from interviews with 10 neurodiverse technology workers, identifying the challenges that impede these employees from fully realizing their potential in the workplace. Based on the interview findings, we developed a survey that was taken by 846 engineers at a large software company. In this paper, we reflect on the differences between the neurotypical (N = 781) and neurodiverse (N = 59) respondents. Technology companies struggle to attract, develop, and retain talented software developers, our findings offer insight into how employers can better support the needs of this important worker constituency. © 2015 ACM.",2019,https://scholar.google.com.br/,no
296,How 3D virtual humans built by adolescents with ASD affect their 3D interactions,"Training games have many potential benefits for autism spectrum disorder (ASD) intervention, such as increasing motivation and improving the abilities of performing daily living activities, due to their ability to simulate real world scenarios. A more motivating game may stimulate users to play the game more, and it may also result in users performing better in the game. Incorporating users' interests into the game could be a good way to build a motivating game, especially for users with ASD. We propose a Customizable Virtual Human (CVH) which enables users with ASD to easily customize a virtual human and then interact with the CVH in a 3D interaction task. Previous work has shown that users with ASD may have less efficient hand-eye coordination in performing 3D interaction tasks than users without ASD. We developed a hand-eye coordination training game - Imagination Soccer - and presented a user study on adolescents with high functioning ASD to investigate the effects of CVHs. We compare the differences of participants' 3D interaction performances, game performances and user experiences (i.e. presence, involvement, and flow) under CVH and Non-customizable Virtual Human (with randomly generated appearances) conditions. As expected, the results indicated that for users with ASD, CVHs could effectively motivate them to play the game more, and offer a better user experience. Surprisingly, results also showed that the CVHs improved performance in the hand-eye-coordination task - users had higher success rate and blocked more soccer balls with the CVH than with a non-customizable virtual human. © 2015 ACM.",2019,https://scholar.google.com.br/,no
297,Visual Hybrid Development Learning System (VHDLS) Framework for Children with Autism,"The effect of education on children with autism serves as a relative cure for their deficits. As a result of this, they require special techniques to gain their attention and interest in learning as compared to typical children. Several studies have shown that these children are visual learners. In this study, we proposed a Visual Hybrid Development Learning System (VHDLS) framework that is based on an instructional design model, multimedia cognitive learning theory, and learning style in order to guide software developers in developing learning systems for children with autism. The results from this study showed that the attention of children with autism increased more with the proposed VHDLS framework. © 2015, Springer Science+Business Media New York.",2019,https://scholar.google.com.br/,no
298,A hybrid solution for monitoring conversational skills of children with special needs,"Children/Adolescents with Autism Spectrum Disorder (ASD) demonstrate communication skill deficits and often do not utilize appropriate turn-taking in conversations. Several intervention strategies have been designed to improve conversational skills, but assessing conversations and determining strategy effectiveness often prove to be complicated and time-consuming processes. In this paper, we present: (i) a lightweight smartphone-based conversational turn monitoring system which automatically measures turn-taking statistics of speakers involved in a conversation (thus significantly reducing the labor involved in determining intervention success), (ii) evaluations of the effectiveness of our proposed monitoring system using several collected conversational traces, (iii) a customizable Android application developed to teach students how to conduct conversations, and (iv) preliminary evaluations of the effectiveness of the Android application in improving the communication skills of adolescents with ASD/speech/language deficits using two unique communication skill rubrics designed by our speech therapist. Our preliminary evaluations show promising results of our proposed low-cost hybrid monitoring solution for tracking the conversational skills of students with communication skill deficits. © 2015 ACM.",2019,https://scholar.google.com.br/,no
299,Robot-mediated mixed gesture imitation skill training for young children with ASD,"Autism Spectrum Disorder (ASD) impacts 1 in 68 children in the U.S. with tremendous consequent cost in terms of care and treatment. Evidence suggests that early intervention is critical for optimal treatment results. Robots have been shown to have great potential to attract attention of children with ASD and can facilitate early interventions on core deficits. In this paper, we propose a robotic platform that mediates imitation skill training for young children with ASD. Imitation skills are considered to be one of the most important skill deficits in children with ASD, which has a profound impact on social communication. While a few previous works have provided methods for single gesture imitation training, the current paper extends the training to incorporate mixed gestures consisting of multiple single gestures during intervention. A preliminary user study showed that the proposed robotic system was able to stimulate mixed gesture imitation in young children with ASD with promising gesture recognition accuracy. © 2015 IEEE.",2019,https://scholar.google.com.br/,no
300,Physical activity intervention (Movi-Kids) on improving academic achievement and adiposity in preschoolers with or without attention deficit hyperactivity disorder: Study protocol for a randomized controlled trial,"Background: The prevention of obesity and improvement of academic achievement in children are concerns of industrialized societies. Obesity has been associated with psychological disorders, including attention deficit hyperactivity disorder, whose prevalence has been estimated at 6.8 % in Spanish children and adolescents. It is known that physical activity is positively related to academic achievement and negatively related to the risk of obesity in children. However, studies to test the effectiveness of physical activity interventions in improving academic achievement in preschool children are scarce and have some weaknesses that threaten their validity. Moreover, very few studies have examined their effectiveness in improving symptoms of attention deficit hyperactivity disorder. This paper outlines a two-year multidimensional preschool intervention (Movi-Kids) aimed at preventing obesity and improving academic achievement in children with or without attention deficit hyperactivity disorder. Methods/Design: Twenty-one schools from Ciudad Real and Cuenca, Spain, were randomized to intervention and control groups. In the first academic year, children in the third grade of preschool and the first grade of primary school in the intervention group received the Movi-Kids intervention. In the second academic year, schools were crossed over to the other group. The intervention included children, parents and teachers, and the school environment, and consisted of: (i) three hour-long sessions of recreational non-competitive physical activity after school, weekly, (ii) educational materials for parents and teachers addressing sedentary lifestyle risks and (iii) playground modifications to promote physical activity during breaks. Primary outcome measures of this study were academic achievement (intelligence, cognition, memory, attention and perception), assessed by the Battery of General and Differential Aptitudes, and adiposity measures (body mass index, waist circumference, triceps skinfold thickness and body fat percentage). Secondary outcome measures were: attention deficit hyperactivity disorder risk, motor skills, health-related quality of life and sleep quality. These variables will all be measured in both groups at baseline and at the end of the first and second academic years. Discussion: It seems reasonable that an intervention to promote physical activity based on playground games will be useful for simultaneously improving academic achievement and controlling obesity. Trial registration: ClinicalTrials.gov NCT01971827. © 2015 Sánchez-López et al.",2019,https://scholar.google.com.br/,no
301,AUTISTHERAPIBOT: Autonomous robotic autism therapists assistant for autistic children,"Recent studies unravels that Autistic Spectrum Disorder which include Asperger Syndrome have many bad impacts. Among the symptoms of ASD are difficulties to focus that leads to difficulties in learning especially to those ASD children. Thus, the objective of this project is to investigate the current teaching method used by the autism therapists and solve the weaknesses via robotic means. The NXT will be used in order to aid the therapists in educating those children with ASD. Upon the completion of the prototype, it will be tested against the autistic children to check on the efficacy of the developed prototype. The project will focus on how to attract the autistic children into learning via the usage of robotic application. In a preliminary investigation, multiple robotic designs and programming approach are studied to produce a robotic application that can assist therapists and engage with the target autistic children in order to facilitate their process of learning. Interviews with the therapists and live observation at the selected special school are conducted to understand the traditional learning process that are used by the therapists and identify the weaknesses in it to improvise it. The significance of this robotic application is to fulfill the depravedness in the learning capabilities of the autistic children and also to assist the therapists in their daily routine. © 2014 IEEE.",2019,https://scholar.google.com.br/,no
302,ASKNAO apps targeting at social skills development for children with autism,"This paper aims to review the ASKNAO apps targeting at social skills of children with autism. The ASKNAO Apps is a system that designed to teach children with autism the basic skills that are naturally learned by the typical children. Since ASKNAO apps is a commercial based system, the contents are yet to be categorized technically and specifically in accordance to the three autism criteria which are social skills, communication skills and repetitive behavior. By taking the first step in identifying the Apps suitability focusing on social skills, further study on application and assessment of ASKNAO can be conducted to teach the child in the direction of the user's requirements. © 2015 IEEE.",2019,https://scholar.google.com.br/,yes
303,Video Modeling for Teaching Daily Living Skills to Children With Autism Spectrum Disorder: A Pilot Study,"This pilot study investigated the efficacy of point-of-view video modeling as an intervention strategy to improve self-help skills in children with autism spectrum disorder (ASD). A single-subject A-B design was implemented with eight school-aged children ages 7.5 years to 13.5 years. Six of the students participated in general education classes with varying levels of support, and two were in a special education classroom. All were able to follow basic directions and answer simple questions verbally. Results suggest that point-of-view video modeling using an iPad may be an effective technique for teaching students with ASD self-care and daily living skills, with students showing an average of 50.5% improvement in task performance during a 6-week study period. Copyright © Taylor & Francis Group, LLC.",2019,https://scholar.google.com.br/,no
304,Effectiveness of siblings-delivered ipad game activities in teaching social interaction skills to children with autism spectrum disorders,"In this study, the effectiveness of a sibling training package offered for teaching social interaction skills that are used by typically developing children while playing iPad game activities with their siblings who have autism spectrum disorders (ASD) is investigated. Three children with ASD and their typically developing siblings participated in the study. Multiple probe design across participants was used in the study. Multiple probe design across participants is a model in which the effectiveness of an independent variable is examined on three different participants. Generalization sessions were conducted in the Unit for Children with Developmental Disabilities at the Research Institute for Individuals with Disabilities, Anadolu University. During these sessions, typically developing siblings implemented the same process with different children with ASD in the unit. Maintenance probe sessions were conducted in the first and second week after the intervention. Data revealed that they were able to learn how to use the social interaction skills necessary for the iPad game activities. All mothers reported their satisfaction about involving their typically developing children in the sibling training program as well as their children's performances during the study. © 2015 EDAM.",2019,https://scholar.google.com.br/,no
305,Mobile technologies in education and digital inclusion of students with autism spectrum disorders [Tecnologias móveis na inclusão escolar e digital de estudantes com transtornos de espectro autista],"Focused on inclusive public policies, the relationship between students with Autism Spectrum Disorders and mobile devices was examined in order to discuss the limits and possibilities of the technological configuration 1:1 for supporting education and digital inclusion programs in Brazilian public schools. Methodologically, this was a qualitative research, with exploratory and explanatory approaches. Epistemologically, the study was supported by the socio-historic theory and guided by two major questions: (i) Do mobile devices have accessible interfaces for individuals with Autism Spectrum Disorders? (ii) What movements were triggered by the mediation of mobile devices for enhancing the socio-digital inclusion of individuals with Autism Spectrum Disorders? From the collected data, we could observe frailties and potential for interaction for the three research subjects. The participants were attending the first years of Elementary School, during literacy process with the use of mobile devices. We concluded that the subjects' resistance towards the educational laptop can be justified by accessibility problems associated to the mobile device, many of which increased by the specificities of Autism Spectrum Disorders: poor user-friendly interface, difficult to understand due to the level of abstraction, and complex operational system, with its multiple choices and configurations. The interaction with the tablet showed a more friendly and intuitive use, as handling the object occurs more directly and naturally with fingers touching the screen. The architecture of this technology allows the use in different places and positions, a positive response to hyperactivity as well as qualifying strategies for pedagogical mediations. © 2015, Associacao Brasileira de Pesquisadores em Educacao Especial. All rights reserved.",2019,https://scholar.google.com.br/,yes
306,A framework for developing a curriculum regarding Autism spectrum disorders for primary care providers,"Introduction: The prevalence of Autism Spectrum Disorders (ASDs) has increased and varies across age groups. Thus there is an increasing need for educational opportunities for General Practitioners (GPs) and other Primary Care providers to help in early identification and referral to specialist services. An earlier survey of GPs in New South Wales (Australia) demonstrated two broad domains for educational activities: (1) a general knowledge (important for early identification and referral) and (2) surveillance (important for ongoing management). Aim: To seek further evidence to these domains and synthesize the important contents for educational programs for GPs. Materials and Methods: We conducted a (1) Confirmatory Factor Analysis (CFA) on our original survey data and (2) systematic review of the literature to identify important educational topics, using a life cycle approach. Results: CFA and literature review support theoretical framework of two domains. Alerts and red flags for ASDs, knowledge of simple surveillance tools, communication of diagnosis with parents, referral pathways particularly to speech pathologists before a formal diagnosis is confirmed, and appreciation of vulnerabilities for identifying supports were important in the general knowledge domain, while supporting the families through transition points such as from pre-school to school entry, secondary school and adolescence, role of psychopharmacology such as medications for sleep issues, and for common co-morbidities of anxiety were important in the surveillance dimension. Conclusion: GP supervisors and medical and nursing educators can use findings from this paper for developing structured learning activities for training primary health care workforce regarding ASD's. © 2015, Journal of Clinical and Diagnostic Research. All rights reserved.",2019,https://scholar.google.com.br/,no
307,Association between guardian's first notice of autism symptom of children and time to seek medical care,"OBJECTIVE: To understand the symptoms of autism of children that caused the first notice of guardian, related risk factors and the influence on the time to seek medical care.METHODS: The children with autism aged <5 years were selected from autism rehabilitation centers in Wuhan, Changsha, Haikou, Liuzhou and Changsha between September 2012 and April 2014, and their guardians were retrospectively surveyed by using questionnaire. SPSS 13.0 software was used for statistical analysis.RESULTS: A total of 415 children with autism were included in the study. Including 355 boys (85.54%) and 60 girls (14.46%), the sex ratio was 5.9 : 1. The most common concern of guardian were: language dysplasia (20.72%), ignoring of people or lack of interaction with others (18.55%), repeat and weird action pattern (14.94%). The age when the first symptom occurred, which causing guardians' concern, ranged from 8 months to 28 months, the time when guardian began to concern varied with symptom (?² =46.64, P<0.000 1). Guardian's educational level, guardian's contact time with the children, guardian's intimate degree with the children, the age of guardian, family type and tie had no statistical association with the fist autism symptom that caused guardian's concern. The age of the children at first medical care seeking ranged from 10.5 months to 33 months, the time of the first medical care seeking varied with symptom (?² =46.10, P<0.000 1). Up to 90.74% of the guardians delayed the medical care seeking of the children with autism, but the symptom specific differences in medical care delay had no statistical significance (?² =9.46, P=0.579 6).CONCLUSION: The symptom of the children with autism causing guardian's first notice were mainly verbal communication barrier, social interaction barrier and restricted interests and behaviors. Guardian's educational level and intimate degree with children had no correlation with the symptom which caused guardian's first notice. The time when guardian began to concern and the time for children's medical care varied with guardian's first notice.",2019,https://scholar.google.com.br/,no
308,Disentangling disease heterogeneity with max-margin multiple hyperplane classifier,"There is ample evidence for the heterogeneous nature of diseases. For example, Alzheimer's Disease, Schizophrenia and Autism Spectrum Disorder are typical disease examples that are characterized by high clinical heterogeneity, and likely by heterogeneity in the underlying brain phenotypes. Parsing this heterogeneity as captured by neuroimaging studies is important both for better understanding of disease mechanisms, and for building subtype-specific classifiers. However, few existing methodologies tackle this problem in a principled machine learning framework. In this work, we developed a novel non-linear learning algorithm for integrated binary classification and subpopulation clustering. Non-linearity is introduced through the use of multiple linear hyperplanes that form a convex polytope that separates healthy controls from pathologic samples. Disease heterogeneity is disentangled by implicitly clustering pathologic samples through their association to single linear sub-classifiers. We show results of the proposed approach from an imaging study of Alzheimer's Disease, which highlight the potential of the proposed approach to map disease heterogeneity in neuroimaging studies. © Springer International Publishing Switzerland 2015.",2019,https://scholar.google.com.br/,no
309,Extending attention span of ADHD children through an eye tracker directed adaptive user interface,"Attention Deficit Hyperactivity Disorder (ADHD) is a common neurobiological condition affecting school-age children. One of the main symptoms is short attention span, which is a key factor of poor academic performance, especially in tasks requiring high amount of concentration time. In this position paper, we outline our research plan of extending the attention span of children with ADHD by designing and developing a computer software application that adapts its user interface for incorporating multiple stimuli. The proposed adaptive user interface is directed by an eye tracker, which constantly monitors the user's attention state.",2019,https://scholar.google.com.br/,no
310,Digital Game-Based Learning for Low Functioning Autism Children in Learning Al-Quran,"The objective of the study is to propose several prototypes of digital game-based learning (DGBL) for the education of low functioning autism (LFA) children specifically in learning Al-Quran. Study on several models of the serious game has been conducted and the best model was selected to be applied in designing the prototypes. Experiment on fifteen LFA children, age within five to ten years old will be conducted in order to evaluate the effectiveness of the game in helping the process of learning Al-Quran. The evaluation will emphasize on the usability element on its user. The expectation of this study is that the game could engage the LFA children during the learning process and make them active in learning Al-Quran. Therefore with the creation of the game, it is hoped that it will provide the LFA children with opportunities to study Al-Quran like other normal Muslim children. © 2015 IEEE.",2019,https://scholar.google.com.br/,yes
311,"Automated measurement of mouse social behaviors using depth sensing, video tracking, and machine learning","A lack of automated, quantitative, and accurate assessment of social behaviors in mammalian animalmodels has limited progress toward understanding mechanisms underlying social interactions and their disorders such as autism. Here we present a new integrated hardware and software system that combines video tracking, depth sensing, and machine learning for automatic detection and quantification of social behaviors involving close and dynamic interactions between two mice of different coat colors in their home cage. We designed a hardware setup that integrates traditional video cameras with a depth camera, developed computer vision tools to extract the body ""pose"" of individual animals in a social context, and used a supervised learning algorithm to classify several well-described social behaviors. We validated the robustness of the automated classifiers in various experimental settings and used them to examine how genetic background, such as that of Black and Tan Brachyury (BTBR) mice (a previously reported autism model), influences social behavior. Our integrated approach allows for rapid, automated measurement of social behaviors across diverse experimental designs and also affords the ability to develop new, objective behavioral metrics.",2019,https://scholar.google.com.br/,no
312,A Bayesian model of the uncanny valley effect for explaining the effects of therapeutic robots in autism spectrum disorder,"One of the core features of autism spectrum disorder (ASD) is impaired reciprocal social interaction, especially in processing emotional information. Social robots are used to encourage children with ASD to take the initiative and to interact with the robotic tools to stimulate emotional responses. However, the existing evidence is limited by poor trial designs. The purpose of this study was to provide computational evidence in support of robot-Assisted therapy for children with ASD. We thus propose an emotional model of ASD that adapts a Bayesian model of the uncanny valley effect, which holds that a human-looking robot can provoke repulsion and sensations of eeriness. Based on the unique emotional responses of children with ASD to the robots, we postulate that ASD induces a unique emotional response curve, more like a cliff than a valley. Thus, we performed numerical simulations of robot-Assisted therapy to evaluate its effects. The results showed that, although a stimulus fell into the uncanny valley in the typical condition, it was effective at avoiding the uncanny cliff in the ASD condition. Consequently, individuals with ASD may find it more comfortable, and may modify their emotional response, if the robots look like deformed humans, even if they appear ""creepy"" to typical individuals. Therefore, we suggest that our model explains the effects of robot-Assisted therapy in children with ASD and that humanlooking robots may have potential advantages for improving social interactions in ASD. Copyright: © 2015 Yuki Ueyama.",2019,https://scholar.google.com.br/,no
313,A Series of leap motion-based matching games for enhancing the fine motor skills of children with autism,"This study assessed the effectiveness of rehabilitating children with autism with a series of Leap Motion-based applications in a special school setting. Experiment was carried out according to an AB sequence. Experimental result showed that the two participants' fine motor skills improved significantly, and their recognition of colors and fruits after the intervention was 100%. © 2015 IEEE.",2019,https://scholar.google.com.br/,no
314,A new approach to investigate the association between brain functional connectivity and disease characteristics of attention-deficit/hyperactivity disorder: Topological neuroimaging data analysis,"Background: Attention-deficit/hyperactivity disorder (ADHD) is currently diagnosed by a diagnostic interview, mainly based on subjective reports from parents or teachers. It is necessary to develop methods that rely on objectively measureable neurobiological data to assess brain-behavior relationship in patients with ADHD. We investigated the application of a topological data analysis tool, Mapper, to analyze the brain functional connectivity data from ADHD patients. Methods: To quantify the disease severity using the neuroimaging data, the decomposition of individual functional networks into normal and disease components by the healthy state model (HSM) was performed, and the magnitude of the disease component (MDC) was computed. Topological data analysis using Mapper was performed to distinguish children with ADHD (n = 196) from typically developing controls (TDC) (n = 214). Results: In the topological data analysis, the partial clustering results of patients with ADHD and normal subjects were shown in a chain-like graph. In the correlation analysis, the MDC showed a significant increase with lower intelligence scores in TDC. We also found that the rates of comorbidity in ADHD significantly increased when the deviation of the functional connectivity from HSM was large. In addition, a significant correlation between ADHD symptom severity and MDC was found in part of the dataset. Conclusions: The application of HSM and topological data analysis methods in assessing the brain functional connectivity seem to be promising tools to quantify ADHD symptom severity and to reveal the hidden relationship between clinical phenotypic variables and brain connectivity. © 2015 Kyeong et al.",2019,https://scholar.google.com.br/,no
315,Psychopathology and learning disorders: Are they comorbidities or are they manifestation of the same disorder? [Psychopathologie et troubles des apprentissages: Comorbidités ou syndromes?],"Learning disorders are often associated with psychopathological disorders. The most studied co-occurrences concern dyslexia, developmental coordination disorders, and ADHD. This article does not intend to make a review of these comorbidities, but rather raises some questions: which theoretical frameworks do we have to describe the associated psychopathology? It offers three relevant psychopathological models to answer those questions: probabilistic epigenesis, developmental psychopathology, and neuroconstructivism models, which propose an articulation between different levels - genetic, neuronal, neuroendocrine, behavioral, social, environmental? We propose a psychopathology that takes into account the contributions of different scientific data, that remain a clinical practice, and would identify therapeutic targets and levels, in a multiple reading and complementarist approach, where specific therapies can be proposed.",2019,https://scholar.google.com.br/,no
316,Measuring the face-sensitive N170 with a gaming EEG system: A validation study,"The N170 is a ""face-sensitive"" event-related potential (ERP) that occurs at around 170. ms over occipito-temporal brain regions. The N170's potential to provide insight into the neural processing of faces in certain populations (e.g., children and adults with cognitive impairments) is limited by its measurement in scientific laboratories that can appear threatening to some people. New method: The advent of cheap, easy-to-use portable gaming EEG systems provides an opportunity to record EEG in new contexts and populations. This study tested the validity of the face-sensitive N170 ERP measured with an adapted commercial EEG system (the Emotiv EPOC) that is used at home by gamers. Results: The N170 recorded through both the gaming EEG system and the research EEG system exhibited face-sensitivity, with larger mean amplitudes in response to the face stimuli than the non-face stimuli, and a delayed N170 peak in response to face inversion. Comparison with existing method: The EPOC system produced very similar N170 ERPs to a research-grade Neuroscan system, and was capable of recording face-sensitivity in the N170, validating its use as research tool in this arena. Conclusions: This opens new possibilities for measuring the face-sensitive N170 ERP in people who cannot travel to a traditional ERP laboratory (e.g., elderly people in care), who cannot tolerate laboratory conditions (e.g., people with autism), or who need to be tested in situ for practical or experimental reasons (e.g., children in schools). © 2015 Elsevier B.V.",2019,https://scholar.google.com.br/,no
317,Thriving in Youth with Autism Spectrum Disorder and Intellectual Disability,"Most research on mental health in individuals with autism spectrum disorder (ASD) and intellectual disability (ID) has focused on deficits. We examined individual (i.e., sociocommunicative skills, adaptive behavior, functional cognitive skills) and contextual (i.e., home, school, and community participation) correlates of thriving in 330 youth with ID and ASD compared to youth with ID only, 11–22 years of age (M = 16.74, SD = 2.95). Youth with ASD and ID were reported to thrive less than peers with ID only. Group differences in sociocommunicative ability and school participation mediated the relationship between ASD and less thriving. Research is needed to further elucidate a developmental-contextual framework that can inform interventions to promote mental health and wellness in individuals with ASD and ID. © 2015, The Author(s).",2019,https://scholar.google.com.br/,no
318,'I Built It!' - Exploring the effects of customizable virtual humans on adolescents with ASD,"Virtual Reality (VR) training games have many potential benefits for autism spectrum disorder (ASD) therapy, such as increasing motivation and improving the abilities of performing daily living activities. Persons with ASD often have deficits in hand-eye coordination, which makes many activities of daily living difficult. A VR game that trains hand-eye coordination could help users with ASD improve their quality of life. Moreover, incorporating users' interests into the game could be a good way to build a motivating game for users with ASD. We propose a Customizable Virtual Human (CVH) which enables users with ASD to easily customize a virtual human and then interact with the CVH in a 3D task. Specifically, we investigated the effects of CVHs with a VR hand-eye coordination training game - Imagination Soccer - and conducted a user study on adolescents with high functioning ASD. We compared the differences of participants' 3D interaction performances, game performances and user experiences (i.e. presence, involvement, and flow) under CVH and Non-customizable Virtual Human (NCVH) conditions. The results indicate that CVHs could effectively improve performance in 3D interaction tasks (i.e., blocking a soccer ball) for users with ASD, motivate them to play the game more, and offer a better user experience. © 2015 IEEE.",2019,https://scholar.google.com.br/,no
319,Evaluating functional outcomes in adolescents with attention-deficit/hyperactivity disorder: Development and initial testing of a self-report instrument,"Background: Engaging adolescents in decisions about their health may enhance their compliance with treatment and result in better health outcomes. Treatment outcomes in attention-deficit/hyperactivity disorder (ADHD) are rarely evaluated from the adolescents' point of view. There is also concern that adolescents with ADHD may not have insight about the impacts of their disease. This article describes research conducted to understand the experiences of adolescents with ADHD and how the research was used to develop an adolescent self-report instrument. Methods: This research involved an iterative process to ensure content validity and was conducted in the following stages: concept identification from literature reviews and interviews with teachers and clinicians, concept elicitation interviews with adolescents with ADHD and their caregivers, review of existing instruments, development of a new instrument and cognitive interviews. Experts in instrument development and translation and clinical practitioners in ADHD also participated. Results: A conceptual framework to measure the impact of ADHD on adolescent functioning identified from concept identification research informed concept elicitation interviews with 60 adolescents with ADHD and their primary caregivers. In the interviews, adolescents discussed difficulties with performing activities in various contexts: school, home, leisure activities and social interactions. Caregivers provided additional insights. The instrument review revealed that none of the existing instruments were suitable to collect data on the elicited concepts, therefore, a new instrument was developed. Revisions were made to the format and content of the instrument (a daily diary) based on feedback received from cognitive testing with 15 adolescents. Conclusions: Our research helped to obtain a comprehensive understanding of the impacts of ADHD on adolescent functioning, to inform the development of a new instrument for measuring outcomes. Adolescents were able to discuss the impact of ADHD on their lives in concept elicitation interviews and report the impacts of ADHD on a self-report instrument. The new instrument developed to reflect the perspective of adolescents with ADHD can be used to supplement outcome assessments in clinic and research settings. Scientific advocacy for the use of such measures can be valuable to measure outcomes meaningful to adolescents with ADHD and the clinical community. © 2015 Hareendran et al.",2019,https://scholar.google.com.br/,no
320,Adaptive and intuitive interactions with socially-competent pedagogical assistant robots,The paper presents a novel framework for including social competence in pedagogical assistant robots based on recent social neuroscience investigations. An educational model describing the interplay of social interaction and social observation in typical children and children with autistic spectrum conditions (ASC) is proposed. The behavioral results of a study of human gaze movements while viewing a robot tutor are briefly presented. The implications for design of adaptive and intuitive robotic tutoring systems as pedagogical assistants for typical children and children with special educational needs are discussed. © 2015 IEEE.,2019,https://scholar.google.com.br/,no
321,A comparison of the effects of rhythm and robotic interventions on repetitive behaviors and affective states of children with Autism Spectrum Disorder (ASD),"Abstract Repetitive behaviors and poor affect regulation are commonly seen in children with Autism Spectrum Disorder (ASD). We compared the effects of two novel interventions - rhythm and robotic therapies, with those of a standard-of-care intervention, on the repetitive behaviors and affective states of 36 children with ASD between 5 and 12 years using a randomized controlled trial design. We coded for frequencies of sensory, negative, and stereotyped behaviors and the duration of positive, negative, and interested affective states in children during early, mid, and late training sessions. In terms of repetitive behaviors, in the early session, the rhythm and robot groups engaged in greater negative behaviors, whereas the comparison group engaged in greater sensory behaviors. With training, the rhythm group reduced negative behaviors whereas there were no training-related changes in the other groups. In terms of affective states, the rhythm and robot groups showed greater negative affect, whereas the comparison group demonstrated greater interested affect across all sessions. With training, the rhythm group showed a reduction in negative affect and an increase in interested affect whereas the robot group showed a reduction in positive affect. Overall, it appears that rhythm-based interventions are socially engaging treatment tools to target core impairments in autism. © 2015 Elsevier Ltd.",2019,https://scholar.google.com.br/,no
322,Untrivial Pursuit: Measuring Motor Procedures Learning in Children with Autism,"Numerous studies have underscored prevalence of motor impairments in children with autism spectrum disorders (ASD), but only few of them have analyzed motor strategies exploited by ASD children when learning a new motor procedure. To evaluate motor procedure learning and performance strategies in both ASD and typically developing (TD) children, we built a virtual pursuit rotor (VPR) task, requiring tracking a moving target on a computer screen using a digitalized pen and tablet. Procedural learning was measured as increased time on target (TT) across blocks of trials on the same day and consolidation was assessed after a 24-hour rest. The program and the experimental setting (evaluated in a first experiment considering two groups of TD children) allowed also measures of continuous time on target (CTT), distance from target (DT) and distance from path (DP), as well as 2D reconstructions of children's trajectories. Results showed that the VPR was harder for children with ASD than for TD controls matched for chronological age and intelligence quotient, but both groups displayed comparable motor procedure learning (i.e., similarly incremented their TT). However, closer analysis of CTT, DT, and DP as well as 2D trajectories, showed different motor performance strategies in ASD, highlighting difficulties in overall actions planning. Data underscore the need for deeper investigations of motor strategies exploited by children with ASD when learning a new motor procedure. © 2015 International Society for Autism Research and Wiley Periodicals, Inc.",2019,https://scholar.google.com.br/,no
323,Pathological Internet use among adolescents: Comparing gamers and non-gamers,"Internet gaming disorder was recently included in Section 3 of the Diagnostic and Statistical Manual of Mental Disorders (DSM-5). Non-gaming Internet activities were not considered because of a lack of evidence. This study examined whether gamers differ from non-gamers with respect to their psychological well-being among students who show pathological Internet use (PIU). This cross-sectional study was conducted within the project ""Working in Europe to Stop Truancy Among Youth (WE-STAY)"". A total of 8807 European representative students from randomly selected schools were included. The Young Diagnostic Questionnaire was applied to assess PIU, and students with this condition were divided into gamers (PIU-G) and non-gamers (PIU-NG). Overall, 3.62% and 3.11% of the students were classified as having PIU-G and PIU-NG, respectively. A multinomial logistic regression revealed that students with PIU-G and those with PIU-NG showed similarly increased risks for emotional symptoms, conduct disorder, hyperactivity/inattention, self-injurious behaviors, and suicidal ideation and behaviors. Students with PIU-G were more likely to be male and have a higher risk for peer problems than those with PIU-NG. Students with PIU-NG had a higher risk of depression than those with PIU-G. The significant psychological impairment of PIU-NG suggests that it should be considered in future diagnostic criteria. © 2015 Elsevier Ireland Ltd.",2019,https://scholar.google.com.br/,no
324,Deep learninig of EEG signals for emotion recognition,"Emotion recognition is an important task for computer to understand the human status in brain computer interface (BCI) systems. It is difficult to perceive the emotion of some disabled people through their facial expression, such as functional autism patient. EEG signal provides us a non-invasive way to recognize the emotion of these disable people through EEG headset electrodes placed on their scalp. In this paper, we propose a deep learning algorithm to simultaneously learn the features and classify the emotions of EEG signals. It differs from the conventional methods as we apply deep learning on the raw signal without explicit hand-crafted feature extraction. Because the EEG signal has subject dependency, it is better to train the emotion model subject-wise, while there is not much epochs available for each subject. Deep learning algorithm provides a solution with a pre-training way using three layers of restricted Boltzmann machines (RBMs). Thus, we can use epochs of all subjects to pre-training the deep network, and use back-propagation to fine tuning the network subject by subject. Experiment results show that our proposed framework achieves better recognition accuracy than conventional algorithms. © 2015 IEEE.",2019,https://scholar.google.com.br/,no
325,Randomized Controlled Trial of Mind Reading and In Vivo Rehearsal for High-Functioning Children with ASD,"This randomized controlled trial evaluated the efficacy of a computer software (i.e., Mind Reading) and in vivo rehearsal treatment on the emotion decoding and encoding skills, autism symptoms, and social skills of 43 children, ages 7–12 years with high-functioning autism spectrum disorder (HFASD). Children in treatment (n = 22) received the manualized protocol over 12 weeks. Primary analyses indicated significantly better posttest performance for the treatment group (compared to controls) on 3 of the 4 measures of emotion decoding and encoding and these were maintained at 5-week follow-up. Analyses of secondary measures favored the treatment group for 1 of the 2 measures, specifically, ASD symptoms were significantly lower at posttest and follow-up. © 2015, Springer Science+Business Media New York.",2019,https://scholar.google.com.br/,no
326,Physician Perspectives on Providing Primary Medical Care to Adults with Autism Spectrum Disorders (ASD),"We conducted in-depth case studies of 10 health care professionals who actively provide primary medical care to adults with autism spectrum disorders. The study sought to understand their experiences in providing this care, the training they had received, the training they lack and their suggestions for encouraging more physicians to provide this care. Qualitative data were gathered by phone using a structured interview guide and analyzed using the framework approach. Challenges to providing care were identified at the systems, practice and provider, and education and training levels. Solutions and interventions targeting needed changes at each level were also proposed. The findings have implications for health care reform, medical school and residency training programs, and the development of best practices. © 2015, Springer Science+Business Media New York.",2019,https://scholar.google.com.br/,no
327,A Meta analysis of family risk factors for attention deficit hyperactivity disorder,"Objective: To investigate the risk factors for attention deficit hyperactivity disorder (ADHD) and to provide a basis for future prevention and treatment of this disease. Methods: Following a systematic search for casecontrol studies on the risk factors for ADHD in China between 2000 and 2014, relevant family risk factors were extracted accordingly. The quality of selected studies was evaluated according to the NOS scale. A Meta analysis on the selected studies was conducted using Stata 12.0 software. Results: A total of 16 studies were selected, involving 2 167 children with ADHD and 2 148 normal controls. Results of Meta analysis showed that good parenting (OR=0.32, 95% CI: 0.26-0.40), nuclear family (OR=0.56, 95% CI: 0.41-0.76), high education level of father (OR=0.56, 95% CI: 0.41-0.76), high education level of mother (OR=0.65, 95% CI: 0.47-0.89), and extroversion of mother (OR=0.33, 95% CI: 0.18-0.61) are favorable factors for ADHD. Poor parental relationship (OR=1.90, 95% CI: 1.17-3.06) and family history of ADHD (OR=5.86, 95% CI: 3.67-9.35) are risk factors for ADHD. Conclusions: Good parenting, nuclear family, high education level of parents, and mother with extroversion are protective factors for ADHD, whereas poor parental relationship and family history of ADHD are associated with an increased risk for ADHD. Copyright © 2015 Chinese Journal Of Contemporary Pediatrics.",2019,https://scholar.google.com.br/,no
328,User adaptable tasks for differential teaching with applications to robotic autism therapy,"Autism is characterized by limitations in social interaction, speech, imitation and motor coordination. Recent studies suggest a link between imitation and Autism. In this paper, a robot is utilized to practice imitation learning in individuals with Autism. A system is proposed to gradually improve the imitation and social interaction of patients by adaptive training, which involves repetition of tasks close to the individual capacity limit and gradually increasing the capacity by improving the difficulty level. An ideal robot motion such as a hand wave performed by a trainer is recorded using a Kinect sensor and is replayed on the small humanoid robot Zeno. The motion is encoded on the robot using the Dynamic Movement Primitives (DMP) architecture, which is a set of non-linear differential equations used to generalize a motion by just changing the time, frequency and amplitude of the trajectory. The robot can adapt its motion to match that of the subject by analyzing the subject's movements by changing the DMP trajectory parameters accordingly. In the future, it is expected that this system will help subjects of different capabilities learn in a consistent manner by adaptively adjusting to their progress. © 2015 ACM.",2019,https://scholar.google.com.br/,no
329,The effect of the video game Mindlight on anxiety symptoms in children with an Autism Spectrum Disorder,"Background: In the clinical setting, a large proportion of children with an autism spectrum disorder (ASD) experience anxiety symptoms. Because anxiety is an important cause of impairment for children with an ASD, it is necessary that effective anxiety interventions are implemented for these children. Recently, a serious game called Mindlight has been developed that is focused on decreasing anxiety in children. This approach is based on recent research suggesting that video games might be suitable as an intervention vehicle to enhance mental health in children. In the present study it will be investigated whether Mindlight is effective in decreasing (sub) clinical anxiety symptoms in children who are diagnosed with an ASD. Methods/Design: The present study involves a randomized controlled trial (RCT) with two conditions (experimental versus control), in which it is investigated whether Mindlight is effective in decreasing (sub) clinical anxiety symptoms in children with an ASD. For this study, children of 8-16 years old with a diagnosis of an ASD and (sub) clinical anxiety symptoms will be randomly assigned to the experimental (N = 60) or the control (N = 60) condition. Children in the experimental condition will play Mindlight for one hour per week, for six consecutive weeks. Children in the control condition will play the puzzle game Triple Town, also for one hour per week and for six consecutive weeks. All children will complete assessments at baseline, post-intervention and 3-months follow-up. Furthermore, parents and teachers will also complete assessments at the same time points. The primary outcome will be child report of anxiety symptoms. Secondary outcomes will be parent report of child anxiety, child/parent report of depressive symptoms, and parent/teacher report of social functioning and behavior problems. Discussion: This paper aims to describe a study that will examine the effect of the serious game Mindlight on (sub) clinical anxiety symptoms of children with an ASD in the age of 8-16 years old. It is expected that children in the experimental condition will show lower levels of anxiety symptoms at 3-months follow-up, compared to children in the control condition. If Mindlight turns out to be effective, it could be an important contribution to the already existing interventions for anxiety in children with an ASD. Mindlight could then be implemented as an evidence-based treatment for anxiety symptoms in children with an ASD in mental health institutes and special education schools. Trial registration: Dutch Trial Register NTR5069. Registered 20 April 2015. © 2015 Wijnhoven et al.",2019,https://scholar.google.com.br/,no
330,VR4VR: Vocational rehabilitation of individuals with disabilities in immersive virtual reality environments,"This paper presents a virtual reality for vocational rehabilitation system (VR4VR) that is currently in development at the University of South Florida's Center for Assistive, Rehabilitation, and Robotics Technologies (CARRT). VR4VR utilizes virtual reality to assess and train individuals with severe cognitive and physical disabilities. Using virtual reality offers several advantages such as being inexpensive, safer and easily adjustable to different user needs through customization of environments, content and real time interventions. The system is composed of the following components: a virtual reality training area surrounded by an optical motion tracking system, a curved screen with two projectors, a server computer, a remote control interface on a tablet computer for job coaches, and a virtual assistive robot. This paper focuses on virtual reality training for underserved individuals with cognitive disabilities, such as autism spectrum disorder (ASD) and traumatic brain injury (TBI). We describe six transferrable skill modules and corresponding design considerations. Future work focuses on people with severe mobility impairment, such as spinal cord injury (SCI). © 2015 ACM.",2019,https://scholar.google.com.br/,no
331,uChoose by interactable: Learning social skills via game play,"uChoose by InteractAble, Inc. is a fun and engaging game that uses a unique platform to teach social skills to individuals with autism spectrum disorders (ASDs). The highly visual and animated platform guides the user through various social scenarios using a series of multiple choice questions, mini games and conditional events for every game play. Achievable goals encourage the user to explore multiple outcomes for the same scenario with repeat plays. The near term learning outcome expected (and revealed in preliminary pilot studies), is a better understanding of various actions and cues key to successful social interactions. Longer term, after hours of play, we anticipate that a child with ASD will process information in social situations according to methods learned and generalized for unexpected situations. Copyright is held by the owner/author(s).",2019,https://scholar.google.com.br/,no
332,Parent Training in Autism Spectrum Disorder: What's in a Name?,"Parent training (PT) is well understood as an evidence-based treatment for typically developing children with disruptive behavior. Within the field of autism spectrum disorder (ASD), the term parent training has been used to describe a wide range of interventions including care coordination, psychoeducation, treatments for language or social development, as well as programs designed to address maladaptive behaviors. As a result, the meaning of “parent training” in ASD is profoundly uncertain. This paper describes the need to delineate the variants of PT in ASD and offers a coherent taxonomy. Uniform characterization of PT programs can facilitate communication with families, professionals, administrators, and third-party payers. Moreover, it may also serve as a framework for comparing and contrasting PT programs. In support of the taxonomy, a purposive sampling of the literature is presented to illustrate the range of parent training interventions in ASD. © 2015, Springer Science+Business Media New York.",2019,https://scholar.google.com.br/,no
333,An unbiased Bayesian approach to functional connectomics implicates social-communication networks in autism,"Resting-state functional magnetic resonance imaging (rsfMRI) studies reveal a complex pattern of hyper- and hypo-connectivity in children with autism spectrum disorder (ASD). Whereas rsfMRI findings tend to implicate the default mode network and subcortical areas in ASD, task fMRI and behavioral experiments point to social dysfunction as a unifying impairment of the disorder. Here, we leverage a novel Bayesian framework for whole-brain functional connectomics that aggregates population differences in connectivity to localize a subset of foci that are most affected by ASD. Our approach is entirely data-driven and does not impose spatial constraints on the region foci or dictate the trajectory of altered functional pathways. We apply our method to data from the openly shared Autism Brain Imaging Data Exchange (ABIDE) and pinpoint two intrinsic functional networks that distinguish ASD patients from typically developing controls. One network involves foci in the right temporal pole, left posterior cingulate cortex, left supramarginal gyrus, and left middle temporal gyrus. Automated decoding of this network by the Neurosynth meta-analytic database suggests high-level concepts of ""language"" and ""comprehension"" as the likely functional correlates. The second network consists of the left banks of the superior temporal sulcus, right posterior superior temporal sulcus extending into temporo-parietal junction, and right middle temporal gyrus. Associated functionality of these regions includes ""social"" and ""person"". The abnormal pathways emanating from the above foci indicate that ASD patients simultaneously exhibit reduced long-range or inter-hemispheric connectivity and increased short-range or intra-hemispheric connectivity. Our findings reveal new insights into ASD and highlight possible neural mechanisms of the disorder. © 2015 The Authors. Published by Elsevier Inc.",2019,https://scholar.google.com.br/,no
334,"A comprehensive scoping review of ability and disability in ADHD using the International Classification of Functioning, Disability and Health-Children and Youth Version (ICF-CY)","This is the first in a series of four empirical investigations to develop International Classification of Functioning, Disability and Health (ICF) Core Sets for Attention Deficit Hyperactivity Disorder (ADHD). The objective here was to use a comprehensive scoping review approach to identify the concepts of functional ability and disability used in the scientific ADHD literature and link these to the nomenclature of the ICF-CY. Systematic searches were conducted using Medline/PubMed, PsycINFO, ERIC and Cinahl, to extract the relevant concepts of functional ability and disability from the identified outcome studies of ADHD. These concepts were then linked to ICF-CY by two independent researchers using a standardized linking procedure. Data from identified studies were analysed until saturation of ICF-CY categories was reached. Eighty studies were included in the final analysis. Concepts contained in these studies were linked to 128 ICF-CY categories. Of these categories, 68 were considered to be particularly relevant to ADHD (i.e., identified in at least 5 % of the studies). Of these, 32 were related to Activities and participation, 31 were related to Body functions, and five were related to environmental factors. The five most frequently identified categories were school education (53 %), energy and drive functions (50 %), psychomotor functions (50 %), attention functions (49 %), and emotional functions (45 %). The broad variety of ICF-CY categories identified in this study underlines the necessity to consider ability and disability in ADHD across all dimensions of life, for which the ICF-CY provides a valuable and universally applicable framework. These results, in combination with three additional preparatory studies (expert survey, focus groups, clinical study), will provide a scientific basis to define the ICF Core Sets for ADHD for multi-purpose use in basic and applied research, and every day clinical practice. © 2015, Springer-Verlag Berlin Heidelberg.",2019,https://scholar.google.com.br/,no
335,An iPad-based tool for improving the skills of children with attention deficit disorder,"Attention Deficit Hyperactivity Disorder (ADHD), with a worldwide prevalence of 5.29%–7.1%, is one of the most common neurodevelopmental disorders among children and adolescents. Apart from typical symptoms like inattention, hyperactivity and impulsiveness, patients also evidence attention deficit problems with reading comprehension. This in turn causes poor school performance and widens the gap with peers without ADHD. This paper presents a novel and interactive tool based on Serious Games for Health, whose aim is not only to improve comprehension, but also hold the user's attention. This tool is geared towards assessing reading quality and is intended for iPad devices. Preliminary results obtained from the experiment performed to evaluate the game are included in this report. A group of six typically developing children from Colegio Vizcaya aged between 8 and 12 took part in the evaluation of motivation, satisfaction and usability of the same therapy in the new media. Results obtained by participants playing the game were analysed together with questionnaires concerning the usability of the system. Game evaluation resulted in relatively good statistics-average score was 3 points out of 4 and average time for completing the exercise was 59 seconds. A SUS questionnaire with an average score of 92.75 out of 100 indicates that the game presented is user-friendly and an effective tool. Moreover, based on the feedback obtained from participants, the game had been improved and additional functionality introduced. Older participants completed the first game faster than the younger ones, but age was not influential in subsequent games. © 2015 by the authors, licensee MDPI, Basel, Switzerland.",2019,https://scholar.google.com.br/,no
336,Trends in Employment for Individuals with Autism Spectrum Disorder: a Review of the Research Literature,"Employment is fundamental to the well-being of individuals including those with autism spectrum disorder (ASD). The purposes of this review are to provide an overview of employment-related research in individuals with ASD and increase our understanding of the factors that affect the employment situation of this population. Topics explored are employment outcomes revealed from adult outcome studies and national datasets as well as internal and external challenges that people with ASD may face in finding and maintaining employment. Social difficulties, comorbidity, education level, family support, employers' attitudes, access to services, and disability incentives have been implicated as factors that play an important role in predicting employment. Existing research evidence for specific employment training programs and strategies to successful employment are also introduced in regards to supported employment, transition services, assistive technology, and multidisciplinary collaboration. Finally, implications from both clinical practice and research perspective are provided. © 2014, Springer Science+Business Media New York.",2019,https://scholar.google.com.br/,no
337,Selecting computer-mediated interventions to support the social and emotional development of individuals with autism spectrum disorder,"This chapter is designed to provide parents, professionals, and individuals with Autism Spectrum Disorder (ASD) with tools to help them evaluate the effectiveness of computer-mediated interventions to support the social and emotional development of individuals with ASD. Starting with guidelines for selecting computer-mediated interventions, we highlight the importance of identifying target skills for intervention that match an individual's needs and interests. We describe how readers can assess the degree to which an intervention is evidence-based, and include an overview of different types of experiments and statistical methods. We examine a variety of computer-mediated interventions and the evidence base for each: computer-delivered instruction (including games), iPad-type apps, virtual environments, and robots. We describe websites that provide additional resources for finding educational games and apps. We conclude by emphasizing the uniqueness of each individual with ASD and the importance of selecting interventions that are well-matched to the specific needs of each individual. © 2015, IGI Global. All rights reserved.",2019,https://scholar.google.com.br/,yes
338,Aberrant Cross-Brain Network Interaction in Children With Attention-Deficit/Hyperactivity Disorder and Its Relation to Attention Deficits: A Multisite and Cross-Site Replication Study,"Background: Attention-deficit/hyperactivity disorder (ADHD) is increasingly viewed as a disorder stemming from disturbances in large-scale brain networks, yet the exact nature of these impairments in affected children is poorly understood. We investigated a saliency-based triple-network model and tested the hypothesis that cross-network interactions between the salience network (SN), central executive network, and default mode network are dysregulated in children with ADHD. We also determined whether network dysregulation measures can differentiate children with ADHD from control subjects across multisite datasets and predict clinical symptoms. Methods: Functional magnetic resonance imaging data from 180 children with ADHD and control subjects from three sites in the ADHD-200 database were selected using case-control design. We investigated between-group differences in resource allocation index (RAI) (a measure of SN-centered triple network interactions), relation between RAI and ADHD symptoms, and performance of multivariate classifiers built to differentiate children with ADHD from control subjects. Results: RAI was significantly lower in children with ADHD than in control subjects. Severity of inattention symptoms was correlated with RAI. Remarkably, these findings were replicated in three independent datasets. Multivariate classifiers based on cross-network coupling measures differentiated children with ADHD from control subjects with high classification rates (72% to 83%) for each dataset. A novel cross-site classifier based on training data from one site accurately (62% to 82%) differentiated children with ADHD on test data from the two other sites. Conclusions: Aberrant cross-network interactions between SN, central executive network, and default mode network are a reproducible feature of childhood ADHD. The triple-network model provides a novel, replicable, and parsimonious systems neuroscience framework for characterizing childhood ADHD and predicting clinical symptoms in affected children. © 2015 Society of Biological Psychiatry.",2019,https://scholar.google.com.br/,no
339,Cost-effectiveness of extended-release methylphenidate in children and adolescents with attention-deficit/hyperactivity disorder sub-optimally treated with immediate release methylphenidate,"Background: Attention-Deficit/Hyperactivity Disorder (ADHD) is a common psychiatric disorder in children and adolescents. Immediate-release methylphenidate (IR-MPH) is the medical treatment of first choice. The necessity to use several IR-MPH tablets per day and associated potential social stigma at school often leads to reduced compliance, sub-optimal treatment, and therefore economic loss. Replacement of IR-MPH with a single-dose extended release (ER-MPH) formulation may improve drug response and economic efficiency. Objective: To evaluate the cost-effectiveness from a societal perspective of a switch from IR-MPH to ER-MPH in patients who are sub-optimally treated. Methods: A daily Markov-cycle model covering a time-span of 10 years was developed including four different health states: (1) optimal response, (2) sub-optimal response, (3) discontinued treatment, and (4) natural remission. ER-MPH options included methylphenidate osmotic release oral system (MPH-OROS) and Equasym XL/Medikinet CR. Both direct costs and indirect costs were included in the analysis, and effects were expressed as quality-adjusted life years (QALYs). Univariate, multivariate as well as probabilistic sensitivity analysis were conducted and the main outcomes were incremental cost-effectiveness ratios. Results: Switching sub-optimally treated patients from IR-MPH to MPH-OROS or Equasym XL/Medikinet CR led to per-patient cost-savings of €4200 and €5400, respectively, over a 10-year treatment span. Sensitivity analysis with plausible variations of input parameters resulted in cost-savings in the vast majority of estimations. Conclusions: This study lends economic support to switching patients with ADHD with suboptimal response to short-acting IR-MPH to long-acting ER-MPH regimens. © 2015 van der Schans et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.",2019,https://scholar.google.com.br/,no
340,The Acquisition of Intraverbal Responding using a Speech Generating Device in School Aged Children with Autism,"Powerful, portable, and readably available handheld computing technology has led to an increase in research investigating the use of such technology as a speech-generating device (SGD). The results of such research have been favorable and the use of such devices as a SGD has become common practice. However, despite this increased interest in such devices, little research has gone beyond the acquisition of a mand (i.e., requesting) repertoire. The focus of the current investigation sought to expand the preliminary evidence base for the use of devices such as the iPad® as a SGD, by evaluating its use on the acquisition of intraverbal responding in school aged children with autism, using a multiple baseline across responses design. To investigate this two-school aged children were taught using a 5-s time delay with full-physical prompts to respond to an intraverbal statement regarding personal information, using the iPad® and application Proloqu2Go™ as a SGD. The results of the study were favorable, as both children acquired the ability to respond to three different intraverbal statements. The results offer additional support to the use of the iPad® as a SGD for individuals with autism. © 2015, Springer Science+Business Media New York.",2019,https://scholar.google.com.br/,no
341,Use of a Self-monitoring Application to Reduce Stereotypic Behavior in Adolescents with Autism: A Preliminary Investigation of I-Connect,"Many students with autism engage in a variety of complex stereotypic behaviors, impacting task completion and interfering with social opportunities. Self-monitoring is an intervention with empirical support for individuals with ASD to increase behavioral repertoires and decrease behaviors that are incompatible with successful outcomes. However, there is limited evidence for its utility for decreasing stereotypy, particularly for adolescents in school settings. This study evaluated the functional relationship between I-Connect, a technology-delivered self-monitoring program, and decreases in the level of stereotypy for two students with ASD in the school setting utilizing a withdrawal design with an embedded multiple baseline across participants. Both students demonstrated a marked decrease in stereotypy with the introduction of the self-monitoring application. Results and implications for practice and future research will be discussed. © 2014, Springer Science+Business Media New York.",2019,https://scholar.google.com.br/,no
342,Learning from the past and looking to the future: Emerging perspectives for improving the treatment of psychiatric disorders,"Modern neuropsychopharmacology commenced in the 1950s with the serendipitous discovery of first-generation antipsychotics and antidepressants which were therapeutically effective yet had marked adverse effects. Today, a broader palette of safer and better-tolerated agents is available for helping people that suffer from schizophrenia, depression and other psychiatric disorders, while complementary approaches like psychotherapy also have important roles to play in their treatment, both alone and in association with medication. Nonetheless, despite considerable efforts, current management is still only partially effective, and highly-prevalent psychiatric disorders of the brain continue to represent a huge personal and socio-economic burden. The lack of success in discovering more effective pharmacotherapy has contributed, together with many other factors, to a relative disengagement by pharmaceutical firms from neuropsychiatry. Nonetheless, interest remains high, and partnerships are proliferating with academic centres which are increasingly integrating drug discovery and translational research into their traditional activities. This is, then, a time of transition and an opportune moment to thoroughly survey the field. Accordingly, the present paper, first, chronicles the discovery and development of psychotropic agents, focusing in particular on their mechanisms of action and therapeutic utility, and how problems faced were eventually overcome. Second, it discusses the lessons learned from past successes and failures, and how they are being applied to promote future progress. Third, it comprehensively surveys emerging strategies that are (1), improving our understanding of the diagnosis and classification of psychiatric disorders, (2), deepening knowledge of their underlying risk factors and pathophysiological substrates, (3), refining cellular and animal models for discovery and validation of novel therapeutic agents, (4), improving the design and outcome of clinical trials, (5), moving towards reliable biomarkers of patient subpopulations and medication efficacy and (6), promoting collaborative approaches to innovation by uniting key partners from the regulators, industry and academia to patients. Notwithstanding the challenges ahead, the many changes and ideas articulated herein provide new hope and something of a framework for progress towards the improved prevention and relief of psychiatric and other CNS disorders, an urgent mission for our Century. © 2015 Elsevier B.V. and ECNP.",2019,https://scholar.google.com.br/,no
343,"Single center experience: Implantation failures, early, and late complications after implantation of a partially biodegradable ASD/PFO-device (BioStar®)","Introduction In the search for a biodegradable device that leaves nothing but the tissue of the patient after complete endotheliazation and absorption, the BioSTAR® device was introduced in 2007 (CE Mark in European community and HPB in Canada) for ASD and PFO closure. It consists of a metal framework covered by a biodegradable membrane generated from a layer of porcine collagen that is broken down and absorbed over time. In a sheep model, the results were promising, showing complete closure of the defect with degradation of approximately 90% of the implanted membrane material after two years. Methods We report a retrospective analysis of implantation failures, early and late complications in a series of 34 patients with 30 implanted BioStar® devices in a single center with a total follow-up of more than 75 patient years. Results We report 12% of implantation failures, 9% of early and 12% of late complications. Implantation failures include one embolized device, which was interventionally retrieved. Early complications were exclusively rhythm disturbances, one patient needed electrical and pharmacological therapy. Four relevant late complications occurred. One device required explantation after 61 days because of recurrent severe fever episodes, severe headache, and malaise that subsequently subsided after device removal. One patient presented with Dressler's syndrome with pericardial effusion 5 month after implantation requiring pericardiocentesis and steroid treatment. One device showed a central residual shunt that was not clearly seen initially. Finally, one device was explanted after hemorrhagic pericardial effusion due to perforation of an arm of the frame through the right atrial roof into the pericardial fold after 19 months. Conclusion We conclude that implantation of the Biostar® device is difficult in patients with deficient aortic rims and early complications are similar to those seen in other devices. Of importance, the late complications seen with the Biostar® device might be attributable to specific material and immunological properties of the partially biodegradable device. Although a biodegradable device might theoretically be more favorable more efforts for optimization of these devices have to be taken. © 2015 Wiley Periodicals, Inc.",2019,https://scholar.google.com.br/,no
344,Understanding visual consciousness in autism spectrum disorders,"The paper focuses on the question of what the (visual) perceptual differences are between individuals with autism spectrum disorders (ASD) and typically developing (TD) individuals. We argue against the view that autistic subjects have a deficiency in the most basic form of perceptual consciousness—namely, phenomenal consciousness. Instead, we maintain, the perceptual atypicality of individuals with autism is of a more conceptual and cognitive sort—their perceptual experiences share crucial aspects with TD individuals. Our starting point is Ben Shalom's (2005, 2009) three-level processing framework for explaining atypicality in several domains of processing among autistics, which we compare with two other tripartite models of perception—Jackendoff's (1987) and Prinz's (2000, 2005a, 2007) Intermediate Level Hypothesis and Lamme's (2004, 2006, 2010) neural account of consciousness. According to these models, whereas the second level of processing is concerned with viewer-centered visual representations of basic visual properties and incorporates some early forms of integration, the third level is more cognitive and conceptual. We argue that the data suggest that the atypicality in autism is restricted mainly to the third level. More specifically, second-level integration, which is the mark of phenomenal consciousness, is typical, yet third-level integration of perceptual objects and concepts is atypical. Thus, the basic experiences of individuals with autism are likely to be similar to typical subjects' experiences, the main difference lies in the sort of cognitive access the subjects have to their experiences. We conclude by discussing implications of the suggested analysis of experience in autism for conceptions of phenomenal consciousness. © 2015 Yatziv and Jacobson.",2019,https://scholar.google.com.br/,no
345,Lexical representation of emotions for high functioning autism(HFA) via emotional story intervention using smart media,"Children with High-Functioning Autism (HFA) have difficulty understanding and using emotional expressions. A variety of smart media, such as tablet PCs and robots, are being used to train children with autism spectrum disorders on emotional vocabulary use through language therapy. In this work, we explore the effectiveness of robot-based intervention (compared with PC-based intervention) on children with HFA, in particular, we evaluate the impact of using emotional stories to understand how intervention impacts the total number (and the diversity) of words to express their emotions. Our initial results revealed that children with HFA showed significantly higher performance when using robot intervention than PCs, in terms of the total number of emotional words used. Our study thus suggests that robot-based intervention can be used as a potential therapeutic tool for training children with HFA to increase their ability to use words to express their emotions.",2019,https://scholar.google.com.br/,no
346,Conceptualizing effectiveness in disability research,"Policies promoting evidence-based practice in education typically endorse evaluations of the effectiveness of teaching strategies through specific experimental research designs and methods. A number of researchers have critiqued this approach to evaluation as narrow and called for greater methodological sophistication. This paper discusses the value and complexity of working within and against the experimental research model in disability research by simultaneously engaging in inclusive research practices. A study is presented to support the discussion using case examples of researching on/for/with young people diagnosed with an autism spectrum disorder. The study incorporated a single-case research design to investigate the impact of an educational practice. The investigation was co-constructed and co-evaluated by students, parents and teachers to consider multiple pathways and perspectives on the intervention's impact on students' progress towards their goals. Deleuzian thinking was employed as a framework for producing different forms of knowledge and to help negotiate the tension existing between the processes of experimental and inclusive research. The study is both complicit with and a critique of traditional research approaches, by working partially within the experimental and inclusive models and reflecting on the benefits and limitations of each. © 2015 Taylor & Francis",2019,https://scholar.google.com.br/,no
347,Reprint of: Highthroughtput analysis of behavior for drug discovery,"Drug testing with traditional behavioral assays constitutes a major bottleneck in the development of novel therapies. PsychoGenics developed three comprehensive highthroughtput systems, SmartCube®, NeuroCube® and PhenoCube® systems, to increase the efficiency of the drug screening and phenotyping in rodents. These three systems capture different domains of behavior, namely, cognitive, motor, circadian, social, anxiety-like, gait and others, using custom-built computer vision software and machine learning algorithms for analysis. This review exemplifies the use of the three systems and explains how they can advance drug screening with their applications to phenotyping of disease models, drug screening, selection of lead candidates, behavior-driven lead optimization, and drug repurposing. © 2015 Elsevier B.V.",2019,https://scholar.google.com.br/,no
348,Improving executive functioning in children with ADHD: Training multiple executive functions within the context of a computer game. A randomized double-blind placebo controlled trial,"Introduction: Executive functions (EFs) training interventions aimed at ADHD-symptom reduction have yielded mixed results. Generally, these interventions focus on training a single cognitive domain (e.g., working memory [WM], inhibition, or cognitive-flexibility). However, evidence suggests that most children with ADHD show deficits on multiple EFs, and that these EFs are largely related to different brain regions. Therefore, training multiple EFs might be a potentially more effective strategy to reduce EF-related ADHD symptoms. Methods: Eighty-nine children with a clinical diagnosis of ADHD (aged 8-12) were randomized to either a full-active-condition where visuospatial WM, inhibition and cognitive-flexibility were trained, a partially-active-condition where inhibition and cognitive-flexibility were trained and the WM-training task was presented in placebo-mode, or to a full placebo-condition. Short-term and long-term (3-months) effects of this gamified, 25-session, home-based computer-training were evaluated on multiple outcome domains. Results: During training compliance was high (only 3% failed to meet compliance criteria). After training, only children in the full-active condition showed improvement on measures of visuospatial short-term-memory (STM) and WM. Inhibitory performance and interference control only improved in the full-active- and the partially-active condition. No Treatment-condition x Time interactions were found for cognitive-flexibility, verbal WM, complex-reasoning, nor for any parent-, teacher-, or child-rated ADHD behaviors, EF-behaviors, motivational behaviors, or general problem behaviors. Nonetheless, almost all measures showed main Time-effects, including the teacher-ratings. Conclusions: Improvements on inhibition and visuospatial STM and WM were specifically related to the type of treatment received. However, transfer to untrained EFs and behaviors was mostly nonspecific (i.e., only interference control improved exclusively in the two EF training conditions). As such, in this multiple EF-training, mainly nonspecific treatment factors - as opposed to the specific effects of training EFs-seem related to far transfer effects found on EF and behavior. Copyright: © 2015 Dovis et al.",2019,https://scholar.google.com.br/,no
349,Insufficient methodologically-sound evidence exists for the use of computer-based interventions to teach communication skills to individuals with autism,"Ramdoss, S., Lang, R., Mulloy, A., Franco, J., O'Reilly, M., Didden, R., & Lancioni, G. (2011). Use of computer-based instructions to teach communication skills to children with autism spectrum disorders: A systemic review. Journal of Behavioral Education, 20, 55–76. Sources of Funding and Declaration of Interests: No source of funding was reported and no conflicts of interests were reported. © 2015 Taylor & Francis.",2019,https://scholar.google.com.br/,no
350,"ADHD and autistic traits, family function, parenting style, and social adjustment for Internet addiction among children and adolescents in Taiwan: A longitudinal study","This longitudinal study investigated the prevalence, predictors, and related factors for Internet addiction among elementary and junior high school students in Taiwan. A convenient sample of grades 3, 5, and 8 students (n= 1153) was recruited from six elementary and one junior high schools. They were assessed during the beginning and the end of the spring semester of 2013. Internet addiction was examined by the Chen Internet Addiction Scale (CIAS). Other factors were screened using the Chinese version of the Autism Spectrum Quotient (AQ) for autistic trait, the Parental Bonding Instrument (PBI) for parenting, the Family APGAR for family support, the Social Adjustment Inventory for Children and Adolescents for social function, and the Swanson, Nolan, and Pelham, version IV scale (SNAP-IV) for ADHD symptoms. The prevalence of Internet addiction decreased from 11.4% to 10.6%. Male, low family support, poor social adjustment, and high ADHD-related symptoms were related to Internet addiction. However, there was an inverse relationship between autistic traits and Internet addiction. Further, its predictivity could be accounted by poor academic performance, male, and protective parenting style. Internet addiction is not uncommon among youths in Taiwan. The predictors identified in this study could be the specific measures for the development of a prevention program for Internet addiction in the youth population. © 2015 Elsevier Ltd.",2019,https://scholar.google.com.br/,no
351,A smart environment for children with autism,"Deploying pervasive technology in 'the wild' isn't trivial, it's even more challenging if it's intended for long-term use in challenging environments. Over the past five years, the authors have been designing, developing, and pilot-testing pervasive technology to support several dimensions of the therapy cycle of children with autism, including augmented reality to support cognition, ambient displays to encourage positive behaviors, and exergames to support motor development. They have gradually deployed a range of technologies in a school clinic, where 15 physiologist-teachers serve nearly 60 children with autism. Their effort is showing how smart environments can positively impact current therapeutic practices. In this article, the authors reflect on their experiences creating this smart environment. They also discuss their deployment process and demonstrate that their smart environment is easy to use, useful, supports sustained empirical measurement and iterative development, and offers numerous educational and therapeutic benefits for children with autism. They close with a discussion of potential application themes as future work. This article is part of a special issue on smart spaces. © 2002-2012 IEEE.",2019,https://scholar.google.com.br/,no
352,Adapting a humanoid robot for use with children with profound and multiple disabilities,"With all the developments in information technology (IT) for people with disabilities, few interventions have been designed for people with profound and multiple disabilities as there is little incentive for companies to design and manufacture technology purely for a group of consumers without much buying power. A possible solution is therefore to identify mainstream technology that, with adaptation, could serve the purposes required by those with profound and multiple disabilities. Because of its ability to engage the attention of young children with autism, the role of a humanoid robot was investigated. After viewing a demonstration, teachers of pupils with profound and multiple disabilities described actions they wished the robot to make in order to help nominated pupils to achieve learning objectives. They proposed a much wider range of suggestions for using the robot than it could currently provide. Adaptations they required fell into two groups: either increasing the methods through which the robot could be controlled or increasing the range of behaviours that the robot emitted. These were met in a variety of ways but most would require a degree of programming expertise above that possessed by most schoolteachers. © 2015 Nova Science Publishers, Inc.",2019,https://scholar.google.com.br/,no
353,HyDRA: Gene prioritization via hybrid distance-score rank aggregation,"Gene prioritization refers to a family of computational techniques for inferring disease genes through a set of training genes and carefully chosen similarity criteria. Test genes are scored based on their average similarity to the training set, and the rankings of genes under various similarity criteria are aggregated via statistical methods. The contributions of our work are threefold: (i) first, based on the realization that there is no unique way to define an optimal aggregate for rankings, we investigate the predictive quality of a number of new aggregation methods and known fusion techniques from machine learning and social choice theory. Within this context, we quantify the influence of the number of training genes and similarity criteria on the diagnostic quality of the aggregate and perform in-depth cross-validation studies, (ii) second, we propose a new approach to genomic data aggregation, termed HyDRA (Hybrid Distance-score Rank Aggregation), which combines the advantages of score-based and combinatorial aggregation techniques. We also propose incorporating a new top-versus-bottom (TvB) weighting feature into the hybrid schemes. The TvB feature ensures that aggregates are more reliable at the top of the list, rather than at the bottom, since only top candidates are tested experimentally, (iii) third, we propose an iterative procedure for gene discovery that operates via successful augmentation of the set of training genes by genes discovered in previous rounds, checked for consistency. Motivation: Fundamental results from social choice theory, political and computer sciences, and statistics have shown that there exists no consistent, fair and unique way to aggregate rankings. Instead, one has to decide on an aggregation approach using predefined set of desirable properties for the aggregate. The aggregation methods fall into two categories, score- and distance-based approaches, each of which has its own drawbacks and advantages. This work is motivated by the observation that merging these two techniques in a computationally efficient manner, and by incorporating additional constraints, one can ensure that the predictive quality of the resulting aggregation algorithm is very high. Results: We tested HyDRA on a number of gene sets, including autism, breast cancer, colorectal cancer, endometriosis, ischaemic stroke, leukemia, lymphoma and osteoarthritis. Furthermore, we performed iterative gene discovery for glioblastoma, meningioma and breast cancer, using a sequentially augmented list of training genes related to the Turcot syndrome, Li-Fraumeni condition and other diseases. The methods outperform state-of-the-art software tools such as ToppGene and Endeavour. Despite this finding, we recommend as best practice to take the union of top-ranked items produced by different methods for the final aggregated list. © The Author 2014.",2019,https://scholar.google.com.br/,no
354,Neurofeedback and serious games,"Neuroscience as well as computer gaming have rapidly advanced in the last decades. Yet, the combination of both fields is still in its infancy. One example of an emerging alliance is neurofeedback, where participants are required to learn controlling their own brain activity. So far, this kind of training is mostly applied in therapeutic settings, for example improving symptoms in epilepsy, attention-deficit/hyperactivity disorder, or autism spectrum disorder. However, there are some promising approaches that used neurofeedback in everyday situations for healthy subjects. This may prove especially valuable for serious games that aim to improve learning capabilities and cognitive aspects of individual users. The following chapter introduces the basic concepts and standards of neurofeedback. The different non-invasive imaging techniques are introduced along with successful applications in neurofeedback. Finally, benefits and pitfalls for future combinations of neurofeedback and games are discussed: while the former may profit from realistic and motivating video scenarios, the latter is expected to be a tool for evaluating and monitoring the direct effects on the user's brain. © 2015, IGI Global. All rights reserved.",2019,https://scholar.google.com.br/,no
355,Simulation games as interventions in the promotion of social skills development among children with autism spectrum disorders,"It has been suggested that game technology can be successfully used to aid in social skills development among those with special needs. Based on the body of research available, such technology has been used in social skills development with children with Autism Spectrum Disorders (ASD). Furthermore, there is research to suggest that certain game technology, such as simulation-based games, can enhance learning and the retention of knowledge, which is of important benefit, given children with ASD show great difficulty in generalizing newly learned skills and knowledge from the instructional to the functional setting. However, at the time of this publication, very little empirical evidence exists that has specifically investigated the use of simulation-based games as interventions in the promotion of social skill development among children with ASD. © 2015, IGI Global. All rights reserved.",2019,https://scholar.google.com.br/,no
356,Age-related trends in treatment use for children with autism spectrum disorder,"Numerous and increasing treatment options face parents of children with autism spectrum disorder (ASD). This study sought to elucidate age-related trends in treatment use among children with ASD from the Simons Simplex Collection (SSC, n = 2758). Our goals were to: (a) explore frequencies of use for various treatment types between preschool and adolescence, and (b) statistically compare rates of treatment-type use by children of different ages. Results indicated high reliance on school-based treatments (e.g., speech and occupational therapies), though use of these types of treatments decreased with age. Use of most treatment types peaked during the preschool years and decreased with age, except psychotropic medication, which was used more by older children. A stable proportion of the sample across ages endorsed biomedical treatments (i.e., complementary alternative medicine, CAM). Percentages of treatment-type use at three different ages (representing early childhood, middle childhood, adolescence) via Pearson chi-square analyses indicated significant associations (? <.006) between age and use of these treatment types: private and school-based speech, private and school-based occupational therapy, intensive behavioral treatment, and psychotropic medication. Results are considered within an ecological-behavioral framework to offer potential explanations for age-related differences in treatment use (e.g., family factors, special education legislation). © 2015 Elsevier Ltd. All rights reserved.",2019,https://scholar.google.com.br/,no
357,Are treatment effects of neurofeedback training in children with ADHD related to the successful regulation of brain activity? A review on the learning of regulation of brain activity and a contribution to the discussion on specificity,"While issues of efficacy and specificity are crucial for the future of neurofeedback training, there may be alternative designs and control analyses to circumvent the methodological and ethical problems associated with double-blind placebo studies. Surprisingly, most NF studies do not report the most immediate result of their NF training, i.e., whether or not children with ADHD gain control over their brain activity during the training sessions. For the investigation of specificity, however, it seems essential to analyze the learning and adaptation processes that take place in the course of the training and to relate improvements in self-regulated brain activity across training sessions to behavioral, neuropsychological and electrophysiological outcomes. To this aim, a review of studies on neurofeedback training with ADHD patients which include the analysis of learning across training sessions or relate training performance to outcome is presented. Methods on how to evaluate and quantify learning of EEG regulation over time are discussed. “Non-learning” has been reported in a small number of ADHD-studies, but has not been a focus of general methodological discussion so far. For this reason, selected results from the brain-computer interface (BCI) research on the so-called “brain-computer illiteracy”, the inability to gain control over one's brain activity, are also included. It is concluded that in the discussion on specificity, more attention should be devoted to the analysis of EEG regulation performance in the course of the training and its impact on clinical outcome. It is necessary to improve the knowledge on characteristic cross-session and within-session learning trajectories in ADHD and to provide the best conditions for learning. © 2015 Zuberer, Brandeis and Drechsler.",2019,https://scholar.google.com.br/,no
358,Measurement of the effect of physical exercise on the concentration of individuals with ADHD,"Attention Deficit Hyperactivity Disorder (ADHD) mainly affects the academic performance of children and adolescents. In addition to bringing physical and mental health benefits, physical activity has been used to prevent and improve ADHD comorbidities, however, its effectiveness has not been quantified. In this study, the effect of physical activity on children's attention was measured using a computer game. Intense physical activity was promoted by a relay race, which requires a 5-min run without a rest interval. The proposed physical stimulus was performed with 28 volunteers: 14 with ADHD (GE-EF) and 14 without ADHD symptoms (GC-EF). After 5 min of rest, these volunteers accessed the computer game to accomplish the tasks in the shortest time possible. The computer game was also accessed by another 28 volunteers: 14 with ADHD (GE) and 14 without these symptoms (GC). The response time to solve the tasks that require attention was recorded. The results of the four groups were analyzed using D'Agostino statistical tests of normality, Kruskal-Wallis analyses of variance and post-hoc Dunn tests. The groups of volunteers with ADHD who performed exercise (GE-EF) showed improved performance for the tasks that require attention with a difference of 30.52% compared with the volunteers with ADHD who did not perform the exercise (GE). The (GE-EF) group showed similar performance (2.5% difference) with the volunteers in the (GC) group who have no ADHD symptoms and did not exercise. This study shows that intense exercise can improve the attention of children with ADHD and may help their school performance. © 2015 Silva et al.",2019,https://scholar.google.com.br/,no
359,Using a Video Modeling-Based Intervention Package to Toilet Train Two Children with Autism,"The current study evaluated the effects of an intervention package designed to teach independent toileting skills to two boys with autism spectrum disorder (ASD). A non-concurrent multiple baseline across participants design was employed to investigate the effects of video modeling that utilized animation to depict in-toilet voiding combined with prompting and reinforcement procedures. Results indicated that the intervention package was effective in teaching a sequence of behaviors necessary for successful and independent toileting (e.g., walking to the toilet, undressing, sitting on the toilet, dressing, and flushing) as well as in-toilet urination for both boys. Skills generalized to the school and were maintained over 3 to 4 months. The intervention may have also been responsible for teaching in-toilet defecation for one participant. Results are interpreted in relation to the differential contributions of video modeling and behavioral instructional strategies. © 2015, Springer Science+Business Media New York.",2019,https://scholar.google.com.br/,no
360,An Interactive Robot Facilitating Social Skills for Children,"In this paper, we propose an interactive robot system to facilitate easy improvement of children's social capability, with robot-assisted interventions effectively offering social skill training for children with autism. This is achieved through therapeutic protocols with therapy, encouragement, and pause modes, which are determined by behavioral responses of children. Furthermore, the robot evaluates the level of children's reactivity in the child-robot interaction by recognition modules for frontal face and touch, and it generates appropriate training tasks through the combination of kinesic acts and displayable contents. From the experiments of the interplay training with autistic and non-autistic children, it is verified that the proposed system has positive effects on social development of children with autism spectrum disorders. © 2015 Authors.",2019,https://scholar.google.com.br/,no
361,A Tool to Diagnose Autism in Children Aged between Two to Five Old: An Exploratory Study with the Robot QueBall,"QueBall is a spherical robot capable of motion and equipped with touch sensors, multi-colored lights, sounds, and a wireless interface with an iOS device. While these capabilities may be useful in assisting the early diagnosis of autism, no detailed guidelines have yet been established to achieve this. In this report, we described the exploratory study conducted with an interdisciplinary research team to adapt QueBall's capabilities in order to have clinicians observe how children interact with QueBall. This is the preliminary phase in designing an experimental protocol to evaluate the use of QueBall in diagnosing autism for children from two to five years of age. © 2015 Authors.",2019,https://scholar.google.com.br/,no
362,A Cloud Robotic System based on Robot Companions for Children with Autism Spectrum Disorders to Perform Evaluations during LEGO Engineering Workshops,"In this paper, we propose a non-invasive way to measure the level of anxiety and stress of participants in the Autism Spectrum Disorders without using wearable devices. This measurement is done through a robot companion, which will log children behavior during children's social skills training sessions based on building LEGO Robotics. All this data can be uploaded to a cloud system for future comparison and research. The work presented is the validation of the technology proposed and the session's layout. © 2015 Authors.",2019,https://scholar.google.com.br/,no
363,Recent advances in autism research as reflected in DSM-5 criteria for autism spectrum disorder,"This article provides a selective review of advances in scientific knowledge about autism spectrum disorder (ASD), using DSM-5 (Diagnostic and Statistical Manual of Mental Disorders, fifth edition) diagnostic criteria as a framework for the discussion. We review literature that prompted changes to the organization of ASD symptoms and diagnostic subtypes in DSM-IV, and we examine the rationale for new DSM-5 specifiers, modifiers, and severity ratings as well as the introduction of the diagnosis of social (pragmatic) communication disorder. Our goal is to summarize and critically consider the contribution of clinical psychology research, along with that of other disciplines, to the current conceptualization of ASD. © 2015 by Annual Reviews. All rights reserved.",2019,https://scholar.google.com.br/,no
364,Internet addiction is related to attention deficit but not hyperactivity in a sample of high school students,"Objective. To assess the effects of attention-deficit/hyperactivity disorder (ADHD) symptom dimensions on Internet addiction (IA) after controlling for Internet usage features among high school students. Methods. This study consisted of 640 students (331 females and 309 males) ranging from 14 to 19 years of age. The Internet Addiction Scale, the Conners-Wells' Adolescent Self-Report Scale-Short Form, and a personal information form were completed by the participants. Statistical analyses were conducted for both sexes and the total sample. Results. According to the logistic regression analysis, attention deficit and playing online games were significant predictors of IA in both sexes. Other predictors of IA included behavioral problems for females, total weekly Internet usage time, and lifelong total Internet use for males. Hyperactivity and other Internet usage features did not predict IA. Conclusion. These results suggest that attention deficit and playing online games are important determinants of IA in this age group. © 2015 Informa Healthcare.",2019,https://scholar.google.com.br/,no
365,Consequences of the “Attention- Deficit/Hyperactivity Disorder” (ADHD) Diagnosis. An Investigation with Education Professionals,"The present research focuses on the functional and dysfunctional consequences of the use of the diagnostic label “Attention- Deficit/Hyperactivity Disorder” (ADHD) in an educational context. Assuming a social constructionist framework, a thematic content analysis of the narrative data produced by interviews with education staff in a communal school in Linkoping (Sweden) revealed how children's behavior become more reasonable through the diagnostic label and how the diagnosis has the power to reassure education professionals regarding their competences. Also, participants' accounts revealed a contradiction between the typical ADHD-child, generalized and stereotypic, and the declared uniqueness of each child. Finally, referring to a psychiatric diagnosis in an educational domain showed an unwanted consequence of stigmatization. Although participants declare to be aware of the stigmatizing power of dealing with ADHD as a disease, their use of the diagnostic label indirectly reinforce the stigmatized content of the generalized difference between children who are diagnosed as ADHD and children who are not. © 2014, National Academy of Psychology (NAOP) India.",2019,https://scholar.google.com.br/,no
366,The life path of parents and of their children presenting an autism spectrum disorder (ASD) [Le parcours des parents et des enfants présentant un TSA],"OBJECTIVES: This research aims to study parents' experiences (n=41) of their autistic child. in regards to different aspects of his development, such as diagnosis, health, family, interventions, child care services, school and awareness of the disorder.METHODS: In order to ensure variability in the levels of severity of the disorder, forty-one parents of persons with an Autism Spectrum Disorder (ASD) were recruited either through the Fédération québécoise de l'autisme (FQA) or through a convenience sample. Participants were asked to complete a 192-item questionnaire covering respondents' demographic information, the child's diagnosis as well as information regarding health, family, respite services, child care setting, interventions, school setting, adolescence, adulthood, individual rights and awareness of the disorder. This questionnaire was reviewed by ten doctoral students in psychology and by three ASD experts to assess the relevance, the correctness and the richness of the questions. The questionnaire was adapted accordingly and was administered to 10 parents within the framework of a qualitative study.RESULTS: This study revealed that parents' primary concerns regarding their child's development regarded language development, visual contact, isolation and motor abilities. These parents also mentioned feeling positive emotions, such as pride and joy, as well as negative emotions, such as worries about their child's future. Only a few of these families used respite services and most deemed intervention services as insufficient, about half of parents were satisfied with the services provided at school. Moreover, most of adults with ASD have always lived with at least one of their parents, some have occupations, but their salary is minimal. In terms of disorder awareness, parents mentioned that they would have preferred that their child not have the disorder in order for them to live an easier life.CONCLUSION: Data obtained from this study serves to provide a better comprehension parents' experiences, which can contribute to adapting the services for families of children living with ASD. In addition, an increase in public funding for intervention and respite services is recommended as it was considered insufficient.",2019,https://scholar.google.com.br/,no
367,A Kalman filtering framework for physiological detection of anxiety-related arousal in children with autism spectrum disorder,"Objective: Anxiety is associated with physiological changes that can be noninvasively measured using inexpensive and wearable sensors. These changes provide an objective and language-free measure of arousal associated with anxiety, which can complement treatment programs for clinical populations who have difficulty with introspection, communication, and emotion recognition. This motivates the development of automatic methods for detection of anxiety-related arousal using physiology signals. While several supervised learning methods have been proposed for this purpose, these methods require regular collection and updating of training data and are, therefore, not suitable for clinical populations, where obtaining labelled data may be challenging due to impairments in communication and introspection. In this context, the objective of this paper is to develop an unsupervised and real-time arousal detection algorithm. Methods: We propose a learning framework based on the Kalman filtering theory for detection of physiological arousal based on cardiac activity. The performance of the system was evaluated on data obtained from a sample of children with autism spectrum disorder. Results: The results indicate that the system can detect anxiety-related arousal in these children with sensitivity and specificity of 99% and 92%, respectively. Conclusion and significance: Our results show that the proposed method can detect physiological arousal associated with anxiety with high accuracy, providing support for technical feasibility of augmenting anxiety treatments with automatic detection techniques. This approach can ultimately lead to more effective anxiety treatment for a larger and more diverse population. © 1964-2012 IEEE.",2019,https://scholar.google.com.br/,no
368,Social visual engagement in infants and toddlers with autism: Early developmental transitions and a model of pathogenesis,"Efforts to determine and understand the causes of autism are currently hampered by a large disconnect between recent molecular genetics findings that are associated with the condition and the core behavioral symptoms that define the condition. In this perspective piece, we propose a systems biology framework to bridge that gap between genes and symptoms. The framework focuses on basic mechanisms of socialization that are highly-conserved in evolution and are early-emerging in development. By conceiving of these basic mechanisms of socialization as quantitative endophenotypes, we hope to connect genes and behavior in autism through integrative studies of neurodevelopmental, behavioral, and epigenetic changes. These changes both lead to and are led by the accomplishment of specific social adaptive tasks in a typical infant's life. However, based on recent research that indicates that infants later diagnosed with autism fail to accomplish at least some of these tasks, we suggest that a narrow developmental period, spanning critical transitions from reflexive, subcortically-controlled visual behavior to interactional, cortically-controlled and social visual behavior be prioritized for future study. Mapping epigenetic, neural, and behavioral changes that both drive and are driven by these early transitions may shed a bright light on the pathogenesis of autism. © 2014 Elsevier Ltd.",2019,https://scholar.google.com.br/,no
369,Sensitive and critical periods during neurotypical and aberrant neurodevelopment: A framework for neurodevelopmental disorders,"During sensitive and critical periods, the brain undergoes significant plasticity from the level of individual synapses and neuronal networks up to the level of behaviour. Both sensitive and critical periods during neurotypical development of the young animal provide a framework to the early temporally-regulated modifications that occur in the nervous system.In neurodevelopmental disorders (NDD), notably autistic syndromes and intellectual disability, children exhibit developmental delays in motor, social and sensory processes and often miss key developmental milestones. In corresponding genetic NDD mouse models, recent data reveal temporally-regulated and in some cases, transient impairments in many neuronal and behavioural phenotypes during development. However, the mechanisms underlying these impairments in NDDs and their potential links with neurobiological mechanisms governing neurotypical development are not fully investigated. This article highlights the potential for the use of known critical and sensitive periods during vertebrate development to investigate and advance our understanding of the neural bases underlying impairments in these developmental disorders of the nervous system. © 2014 Elsevier Ltd.",2019,https://scholar.google.com.br/,no
370,Real-time MEG neurofeedback training of posterior alpha activity modulates subsequent visual detection performance,"It has been demonstrated that alpha activity is lateralized when attention is directed to the left or right visual hemifield. We investigated whether real-time neurofeedback training of the alpha lateralization enhances participants' ability to modulate posterior alpha lateralization and causes subsequent short-term changes in visual detection performance. The experiment consisted of three phases: (i) pre-training assessment, (ii) neurofeedback phase and (iii) post-training assessment. In the pre- and post-training phases we measured the threshold to covertly detect a cued faint Gabor stimulus presented in the left or right hemifield. During magnetoencephalography (MEG) neurofeedback, two face stimuli superimposed with noise were presented bilaterally. Participants were cued to attend to one of the hemifields. The transparency of the superimposed noise and thus the visibility of the stimuli were varied according to the momentary degree of hemispheric alpha lateralization. In a double-blind procedure half of the participants were provided with sham feedback. We found that hemispheric alpha lateralization increased with the neurofeedback training, this was mainly driven by an ipsilateral alpha increase. Surprisingly, comparing pre- to post-training, detection performance decreased for a Gabor stimulus presented in the hemifield that was un-attended during neurofeedback. This effect was not observed in the sham group. Thus, neurofeedback training alters alpha lateralization, which in turn decreases performances in the untrained hemifield. Our findings suggest that alpha oscillations play a causal role for the allocation of attention. Furthermore, our neurofeedback protocol serves to reduce the detection of unattended visual information and could therefore be of potential use for training to reduce distractibility in attention deficit patients, but also highlights that neurofeedback paradigms can have negative impact on behavioral performance and should be applied with caution. © 2014 Elsevier Inc.",2019,https://scholar.google.com.br/,no
371,Resting state functional magnetic resonance imaging and neural network classified autism and control,"Although the neurodevelopmental and genetic underpinnings of autism spectrum disorder (ASD) have been investigated, the etiology of the disorder has remained elusive, and clinical diagnosis continues to rely on symptom-based criteria. In this study, to classify both control subjects and a large sample of patients with ASD, we used resting state functional magnetic resonance imaging (rs-fMRI) and a neural network. Imaging data from 312 subjects with ASD and 328 subjects with typical development was downloaded from the multi-center research project. Only subjects under 20 years of age were included in this analysis. Correlation matrices computed from rs-fMRI time-series data were entered into a probabilistic neural network (PNN) for classification. The PNN classified the two groups with approximately 90% accuracy (sensitivity=92%, specificity=87%). The accuracy of classification did not differ among the institutes, or with respect to experimental and imaging conditions, sex, handedness, or intellectual level. Medication status and degree of head movement did not affect accuracy values. The present study indicates that an intrinsic connectivity matrix produced from rs-fMRI data could yield a possible biomarker of ASD. These results support the view that altered network connectivity within the brain contributes to the neurobiology of ASD. © 2014 Elsevier Ltd.",2019,https://scholar.google.com.br/,no
372,Educational games based on distributed and tangible user interfaces to stimulate cognitive abilities in children with ADHD,"Children with attention deficit hyperactivity disorder (ADHD) experience behavioural and learning problems at home and at school, as well as a lack of self-control in their lives. We can take advantage of the evolution of new technologies to develop applications with the aim of enhancing and stimulating the learning process of children with ADHD. In addition, these applications may help teachers and therapists to track the progress of the children. In this paper, we present a novel software system with new interaction mechanisms with the aim of improving memory and attention in children with ADHD. The system is based on a set of collaborative games developed in a novel multi-device environment applying the distributed user interface paradigm together with tangible user interfaces (TUIs). The interaction with the system is very intuitive and simple as children interact directly with known physical objects used as TUIs instead of using the mouse and the keyboard. In this way, children can play while moving around the room and interact with the games that are projected on the wall. © 2014 British Educational Research Association.",2019,https://scholar.google.com.br/,no
373,A gaming approach to behavioural rehabilitation: Concept exploration,"The awareness of behavioural disabilities like autism has increased dramatically in the past few years, revealing staggering numbers of affected individuals, mainly children. The pervasiveness of mobile and gaming technologies presents an excellent opportunity to educate children with behavioural difficulties. In this paper, gaming technology was used to present real-life scenarios to children, helping them to behave under those circumstances. Various scenes unconsciously train the children to act in the right manner, which aids their logic, behaviour, and self-confidence. The synergy of advanced fun 2D gaming and animation, attractive graphics, and professional therapy guidance provides an effective and strong learning experience. Copyright © 2015 Inderscience Enterprises Ltd.",2019,https://scholar.google.com.br/,no
374,TOBY play-pad application to teach children with ASD-A pilot trial,"Purpose: To investigate use patterns and learning outcomes associated with the use of Therapy Outcomes By You (TOBY. Playpad, an early intervention iPad application. Methods: Participants were 33 families with a child with an autism spectrum disorder (ASD) aged 16 years or less, and with a diagnosis of autism or pervasive developmental disorder-not otherwise specified, and no secondary diagnoses. Families were provided with TOBY and asked to use it for 4-6 weeks, without further prompting or coaching. Dependent variables included participant use patterns and initial indicators of child progress. Results: Twenty-three participants engaged extensively with TOBY, being exposed to at least 100 complete learn units and completing between 17% and 100% of the curriculum. Conclusions: TOBY may make a useful contribution to early intervention programming for children with ASD delivering high rates of appropriate learning opportunities. Further research evaluating the efficacy of TOBY in relation to independent indicators of functioning is warranted. © 2013 Informa UK Ltd. All rights reserved: reproduction in whole or part not permitted.",2019,https://scholar.google.com.br/,yes
375,Searching for a minimal set of behaviors for autism detection through feature selection-based machine learning,"Although the prevalence of autism spectrum disorder (ASD) has risen sharply in the last few years reaching 1 in 68, the average age of diagnosis in the United States remains close to 4-well past the developmental window when early intervention has the largest gains. This emphasizes the importance of developing accurate methods to detect risk faster than the current standards of care. In the present study, we used machine learning to evaluate one of the best and most widely used instruments for clinical assessment of ASD, the Autism Diagnostic Observation Schedule (ADOS) to test whether only a subset of behaviors can differentiate between children on and off the autism spectrum. ADOS relies on behavioral observation in a clinical setting and consists of four modules, with module 2 reserved for individuals with some vocabulary and module 3 for higher levels of cognitive functioning. We ran eight machine learning algorithms using stepwise backward feature selection on score sheets from modules 2 and 3 from 4540 individuals. We found that 9 of the 28 behaviors captured by items from module 2, and 12 of the 28 behaviors captured by module 3 are sufficient to detect ASD risk with 98.27% and 97.66% accuracy, respectively. A greater than 55% reduction in the number of behaviorals with negligible loss of accuracy across both modules suggests a role for computational and statistical methods to streamline ASD risk detection and screening. These results may help enable development of mobile and parent-directed methods for preliminary risk evaluation and/or clinical triage that reach a larger percentage of the population and help to lower the average age of detection and diagnosis.",2019,https://scholar.google.com.br/,no
376,Design of Vibratory Haptic Interface Model (VHIM) for autistic children's social interaction,"The majority of educators consider problem solving as one of the most crucial learning outcomes. However, the instructional design models prescriptions for designing problem-solving instruction and engaging learners are still very limited. The design model process involved two instruments which were used to design model. The instruments used in this study to analyse children who have mild autism and children who have impairment in social interaction.This study depicts the workflows process design of the Vibratory Haptic Interface Model (VHIM) with the objective of gaining a comprehension on items of favourites among autistic children such as colours, games and shapes. The information gained assists in the creation of the Vibratory Haptic Interface Model (VHIM) design which incorporates favourite shapes, colours and 3D game. This study attempts to design the Vibratory Haptic Interface Model (VHIM) appropriate for specific disabilities in learning such as emotional and behavioural disorders which also comprise of autism and attention deficit hyperactivity disorder. With regard to the model for resolving well-structured problems, it is formulated in accordance to learning 's information processing theories. The VHIM Model presented in this study is valuable for enhancing social interaction and practice throughout disciplines. © 2015 Medwell Journals.",2019,https://scholar.google.com.br/,no
377,Blitzmerker: Learning idioms with a mobile game,"In this paper, we present a mobile learning game for helping children understand idiomatic expressions. This is particularly helpful for Autistic child- ren as they have problems understanding abstract concepts which can hinder their natural interaction. The game is also suitable for children from a foreign background who often encounter such expressions in their everyday communica- tion and also usually misinterpret them into their verbal meaning. The game has the option of learning either the English or the German Idioms and can be easily extended to include other languages. The game was created for Android phones and tablets and evaluated with 12 autistic children. Participants indicated that they enjoyed playing the game and that it helped them learn many idioms. © Springer International Publishing Switzerland 2015.",2019,https://scholar.google.com.br/,yes
378,Robot-Assisted learning for communication-care in autism intervention,"Robot-based intervention for children with autism is an evolving research niche in human-robot interaction (HRI). Recent studies have covered the role of robots in clinical and experimental setting but not much on integrating them in educational setting. Our previous work had shown that interaction with a robot poses no adverse effects and that the robot's specific interaction scenarios were associated with less autistic behavior. Extending this impact on school-going children, interactions that are in-Tune with special education lessons are needed. This study aims to propose the integration of a robot into current learning environment for children with special needs, specifically autism. Six interaction scenarios had been designed based on the existing syllabus to teach communication skills, using the Applied Behavior Analysis (ABA) technique as the framework. Development of the robotic experience for learning also covers the required set-up involving participation from teachers. The actual research conduct involving school children, teachers and robot shall take place in the next phase. © 2015 IEEE.",2019,https://scholar.google.com.br/,no
379,An efficient classification scheme for ADHD problem based on Binary Coded Genetic Algorithm and McFIS,"In this paper, we propose an efficient classification scheme for Attention Deficit Hyperactivity Disorder (ADHD) problem. Presented classifier is a combination of well known Meta-Cognitive Neuro-Fuzzy Interface System (McFIS) approach and proposed feature selection mechanism based on Binary Coded Genetic Algorithm coupled with Extreme Learning Machine (BCGA-ELM). In this research we choose magnetic resonance images (MRI) of hippocampus area taken from ADHD-200 data base. Each MRI scan is processed by computing population averages and applying region of interest mask. The set of hippocampus features is then processed by proposed BCGA-ELM approach. In BCGA-ELM each hippocampus feature represents as one bit value. '1' means that the feature is chosen for learning, '0' means the feature is skipped. BCGA-ELM performs a search for set of features with the most promising performances. The chosen features is then used as input for Meta-Cognitive Neuro-Fuzzy Inference System (McFIS) learning approach. Experiment results show that the presented BCGA-ELM-McFIS perform well in chosen hippocampus area. © 2015 IEEE.",2019,https://scholar.google.com.br/,no
380,Multi-dimensional correlates of Internet addiction symptoms in adolescents with attention-deficit/hyperactivity disorder,"This study examined the associations of the severity of Internet addiction symptoms with reinforcement sensitivity, family factors, Internet activities, and attention-deficit/hyperactivity disorder (ADHD) symptoms among adolescents in Taiwan diagnosed with ADHD. A total of 287 adolescents diagnosed with ADHD and aged between 11 and 18 years participated in this study. Their levels of Internet addiction symptoms, ADHD symptoms, reinforcement sensitivity, family factors, and various Internet activities in which the participants engaged were assessed. The correlates of the severities of Internet addiction symptoms were determined using multiple regression analyses. The results indicated that low satisfaction with family relationships was the strongest factor predicting severe Internet addiction symptoms, followed by using instant messaging, watching movies, high Behavioral Approach System (BAS) fun seeking, and high Behavioral Inhibition System scores. Meanwhile, low paternal occupational SES, low BAS drive, and online gaming were also significantly associated with severe Internet addiction symptoms. Multiple factors are significantly associated with the severity of Internet addiction symptoms among adolescents with ADHD. Clinicians, educational professionals, and parents of adolescents with ADHD should monitor the Internet use of adolescents who exhibit the factors identified in this study. © 2014 Elsevier Ireland Ltd.",2019,https://scholar.google.com.br/,no
381,Use of virtual classroom software as an evaluation tool and for treatment for children with Attention Deficit Hyperactivity [Intérêt de l'utilisation d'un logiciel de classe virtuelle dans l'aide au diagnostic et la prise en charge des enfants présentant un Trouble Déficit de l'Attention/Hyperactivité],"Virtual reality is a relatively new technology. The virtual environment offers the opportunity to administer controlled task like the typical neuropsychological tools, but in a more realistic, lifelike environment. The virtual classroom was able to distinguish performances of children with and without Attention Deficit Hyperactivity Disorder (ADHD). Attention Deficit Hyperactivity Disorder is one of themost common childhood psychiatric disorders, affecting over 5%of school age children. ADHD is characterized by difficulties with attention, hyperactivity and impulsivity and impaired functioning in two or more settings (for example at school and at home). In this study, 36 boys aged from 7 to 10 years completed the virtual classroom task. We compared the performance of the children diagnosed with ADHD with those of the control children. We also compared attentional performances recorded in the virtual classroom with measures of the Continuous Performance Test (CPT II) (a test usually used to evaluate sustained attention). ADHD subjects presented more omissions than control subjects. Moreover, ADHD patients showed a significant performance decrement over time. The virtual classroom has proved to be a good clinical tool for evaluation of attention in ADHD. The virtual classroom can also be to aid rehabilitation of cognitive abilities for example to entrain ADHD patients to resist to distracters.",2019,https://scholar.google.com.br/,no
382,Do iPads promote symbolic understanding and word learning in children with autism?,"The use of the Apple iPad has skyrocketed in educational settings, along with largely unsubstantiated claims of its efficacy for learning and communication in children with autism spectrum disorder (ASD). Here, we examine whether children with ASD are better able to learn new word-referent relations using an iPad or a traditional picture book. We also examine the hypothesis that presenting multiple, differently colored, exemplars of a target referent will promote adaptive label generalization compared to the use of a single exemplar. Sixteen minimally verbal children with ASD were taught a new word in four within-subjects conditions, which varied by media (iPad vs. book) and content (single vs. multiple exemplar presentation). Children were then tested on the ability to symbolically relate the word to a 3-D referent (real-life depicted object) and generalize it to a differently colored category member (another similarly shaped object). The extent of symbolic understanding did not differ between the two media, and levels of generalization did not differ across conditions. However, presentation of multiple exemplars increased the rate that children with ASD extended labels from pictures to depicted objects. Our findings are discussed in terms of the importance of content to picture-based learning and the potential benefits and challenges of using the Apple iPad as an educational resource for children with ASD. © 2015 Allen, Hartley and Cain.",2019,https://scholar.google.com.br/,no
383,Design and development of an educational app for children with autism,"Children with Autism Spectrum Disorders (ASDs) have three main symptoms, serious verbal and nonverbal barriers, social difficulties and stereotyped behaviors, as well as restricted interests. To improve the sociability of children with ASDs, more and more researchers and computer technicians are developing and designing educational apps to assist them. This application uses simple scenarios from real life with social games to increase their interest in verbal communication. It is proved to be effective according to feedback from professional researchers and experienced teachers in the domain of special education.",2019,https://scholar.google.com.br/,no
384,Humanoid-robot intervention for children with autism: A conceptual model on FBM,"Autism is a lifelong disability that affects children development in terms of social interaction, communication, and imagination. Children with autism often are not able to communicate in a meaningful way with their surroundings and could not relate to the real world. Encompassing humanoid-robot during the therapy session is said as being one of the most beneficial therapies towards these children since autistic children are reported to be keener in engaging in machinery and gadgets. Due to the limited studies in the perspective of the children's emotions and feelings, this study adopts Kansei assessment to investigate the emotions and feelings of the autistic children while engaging with the robot. Kansei assessment was done by the teacher which interpreted the emotional responses given by the autistic children. Two autistic children were involved in the study where both of the subjects are having mild autism. The data were then analyzed and translated to Fogg's Behavioral Model to represent the children's learning motivation. The developed Modified Fogg's Behavioral Model successfully shows the inter-relation between the three components of ability, trigger and motivation for the autistic children while they interact with the humanoid-robot. The final model provides some evidence that despite having limited ability, given the right intervention, the children with autism will exhibit the same level of motivation with normal children. © Springer Science+Business Media Singapore 2015.",2019,https://scholar.google.com.br/,no
385,Working memory and cognitive flexibility-training for children with an autism spectrum disorder: A randomized controlled trial,"Background People with autism spectrum disorders (ASDs) experience executive function (EF) deficits. There is an urgent need for effective interventions, but in spite of the increasing research focus on computerized cognitive training, this has not been studied in ASD. Hence, we investigated two EF training conditions in children with ASD. Methods In a randomized controlled trial, children with ASD (n = 121, 8-12 years, IQ > 80) were randomly assigned to an adaptive working memory (WM) training, an adaptive cognitive flexibility-training, or a non-adaptive control training (mock-training). Braingame Brian, a computerized EF-training with game-elements, was used. Outcome measures (pretraining, post-training, and 6-week-follow-up) were near-transfer to trained EFs, far-transfer to other EFs (sustained attention and inhibition), and parent's ratings of daily life EFs, social behavior, attention deficit hyperactivity disorder (ADHD)-behavior, and quality of life. Results Attrition-rate was 26%. Children in all conditions who completed the training improved in WM, cognitive flexibility, attention, and on parent's ratings, but not in inhibition. There were no significant differential intervention effects, although children in the WM condition showed a trend toward improvement on near-transfer WM and ADHD-behavior, and children in the cognitive flexibility condition showed a trend toward improvement on near-transfer flexibility. Conclusion Although children in the WM condition tended to improve more in WM and ADHD-behavior, the lack of differential improvement on most outcome measures, the absence of a clear effect of the adaptive training compared to the mock-training, and the high attrition rate suggest that the training in its present form is probably not suitable for children with ASD. © 2014 Association for Child and Adolescent Mental Health.",2019,https://scholar.google.com.br/,yes
386,Using mobile game application to teach children with Autism Spectrum Disorder (ASD) multiple cues responding: A pilot study,"The ability to respond to concurrent multiple cues is one of the common challenges faced by children with Autism Spectrum Disorders (ASD). This pilot study observed the efficacy of the application tool 'Go-Go-Games' (in the iOS platform), which was designed to teach a skill known as multiple cues responding to children with ASD. This study was conducted upon six children with ASD. This research focused on applying the tool on children with ASD to observe the positive effect of the 'Go Go Games' application on the selected participants. An observation with the aim to test the students' response based on the levels achieved in the game was conducted. The results indicated that this application might be an effective technology for helping children with ASD. © 2014 IEEE.",2019,https://scholar.google.com.br/,no
387,Reducing the Need for Personal Supports Among Workers with Autism Using an iPod Touch as an Assistive Technology: Delayed Randomized Control Trial,"Personal digital assistants (PDAs) are versatile task organizers that hold promise as assistive technologies for people with cognitive-behavioral challenges. This delayed randomized controlled trial compared two groups of adult workers with autism spectrum disorder (ASD) to determine whether the use of an Apple iPod Touch PDA as a vocational support improves work performance and reduces personal support needs on the job. Baseline data were collected on 50 adults with ASD who were beginning a vocational placement supported by a job coach. Participants were randomized to receive training in the use of a PDA as a vocational aid upon starting their job or after working 12 weeks without PDA support. Workers who received PDA training at the beginning of their job placement required significantly less hours of job coaching support (p = 0.013) during their first 12 weeks on the job than those who had not yet received the intervention. Functional performance between the two groups was not significantly different. The significant difference in hours of job coaching support persisted during the subsequent 12 weeks, in which both groups used a PDA (p = 0.017). © 2014, Springer Science+Business Media New York.",2019,https://scholar.google.com.br/,no
388,Randomness impact in digital game-based learning,"This research reports the findings of experiments conducted in Kuwait to explore how randomness in educational engineering video games can assist autistic children in experiencing randomness and developing their cognitive behaviors. The experiments are based on an engineering educational application that was implemented based on random numbers and by using the Stroop effect theory. Different scenarios for implementing the experiments were carried out and comparisons were performed. Three statistical tests have been used to draw the conclusions: the t-test, Levene's F- test, and Cohen's d. The results show significant improvement in autistic children's ability of paying attention, memorizing, reacting to random processes, and managing parallel information. © 2015 IEEE.",2019,https://scholar.google.com.br/,no
389,Professional and Parental Attitudes Toward iPad Application Use in Autism Spectrum Disorder,"This study explored the attitudes of parents and professionals who work with children with autism spectrum disorder (ASD) toward the utilization of iPads and use of iPad applications by children with ASD. A survey of parents (n = 90) and professionals (n = 31) assessed information and communication technology (ICT) anxiety and self-efficacy, attitude toward ICT and iPad applications, and iPad utilization. Both parents and professionals held positive attitudes toward ICT and iPad use for children with ASD. Parents reported high use of iPads by their children, and professionals reported some, albeit limited, utilization as part of their practice. These findings suggest that iPad applications are not being used by professionals to a degree that is consistent with their favorable attitudes toward them. iPad use has been enthusiastically adopted by many parents, however, there appears a need for training in their use and research to establish an evidence base. © Hammill Institute on Disabilities.",2019,https://scholar.google.com.br/,yes
390,The effect of applying humanoid robots as teacher assistants to help Iranian autistic pupils learn English as a Foreign language,"The present case study investigated the effect of applying a humanoid robot as a teacher assistant to teach a foreign language (English in this case) to Iranian children with autism. To do this, there were 4 male autistic children, 7-9 years old, 3 with high-functioning autism and one with low-functioning autism. The humanoid robot NAO was used as the main instrument of this study. There were 12 sessions including 10 teaching sessions. This study used a pre-test, mid-test, immediate post-test, and delayed post-test design to measure the learning gains of the autistic children participating in the robot-assisted language learning (RALL) program. The results showed the subjects' large learning gains which were fairly persistent according to their performances on the delayed post-test. The difference observed between the learning gains of the high-functioning and low-functioning participants is also discussed. © Springer International Publishing Switzerland 2015.",2019,https://scholar.google.com.br/,no
391,Advancing a Biopsychosocial and Contextual Model of Sleep in Adolescence: A Review and Introduction to the Special Issue,"Sleep problems in adolescence have been identified as an international public health issue. Over the past few decades, notable advances have been made in our understanding of the patterns and consequences of sleep in adolescence. Despite these important gains, there is much about the role of sleep in adolescence that remains to be understood. This Special Issue brings together studies that examine sleep as it specifically pertains to adolescent development and adjustment. In this introductory article, we argue for the importance of grounding the study of sleep and adolescence in developmental science and a developmental psychopathology framework. First, a review of the literature is used to outline a biopsychosocial and contextual model of sleep in adolescence. Second, attention-deficit/hyperactivity disorder (ADHD) is used as an exemplar of the proposed model given the pervasiveness of sleep problems among youth with ADHD and the likelihood that sleep problems and ADHD symptoms are interconnected in complex ways. Finally, a brief introduction to the empirical articles included in the Special Issue is provided, with particular attention given to how these articles fit within the proposed biopsychosocial and contextual model. Along with the framework proposed in this article, the studies included in this Special Issue advance the current literature and point to critical directions for future research. © 2014, Springer Science+Business Media New York.",2019,https://scholar.google.com.br/,no
392,Augmented reality-based self-facial modeling to promote the emotional expression and social skills of adolescents with autism spectrum disorders,"Autism spectrum disorders (ASD) are characterized by a reduced ability to understand the emotions of other people, this ability involves recognizing facial expressions. This study assessed the possibility of enabling three adolescents with ASD to become aware of facial expressions observed in situations in a school setting simulated using augmented reality (AR) technology. The AR system provided three-dimensional (3-D) animations of six basic facial expressions overlaid on participant faces to facilitate practicing emotional judgments and social skills. Based on the multiple baseline design across subjects, the data indicated that AR intervention can improve the appropriate recognition and response to facial emotional expressions seen in the situational task. © 2014 Elsevier Ltd.",2019,https://scholar.google.com.br/,no
393,Using Assistive Technology for Spiritual Enhancement of Brain-Impaired Children,"The purpose of this paper is to evaluate the feasibility of using assistive technology for spiritual enhancement of brain-impaired children. The assistive technology in this case is the humanoid robot. A qualitative approach was employed where the sample size was twenty teachers based at a special education primary school in Shah Alam, Selangor, Malaysia. Data were collected through interviews using a semi-structured interview guideline. From the analyses of the interview transcripts, the findings suggested that the teachers are optimistic on the use of humanoids to enhance the children's spiritual or religious knowledge, in particular, the repetitive motions in praying and memorizing the verses from the Quran. It is important to note that the teachers and school children are all of the Islamic faith. Although the study suggests a positive influence of humanoids for spiritual enhancement, more research is needed in this area to provide empirical evidence on assistive technology for brain-impaired children, especially those suffering from autism.",2019,https://scholar.google.com.br/,no
394,A participatory approach for game design to support the learning and communication of autistic children,"In this work we propose to apply a participatory design process for developing mobile games focused on learning and communication of autistic children. This study employs a game to help people with autism and describes the complete design process used in this research. As a result of the design process was possible to note the necessity to allow high customization and personalization of digital activities in order to promote the user engagement and gameplay ability. Moreover, more details are provided about the developed game. Two customized interactive activities were developed: Questions & Answers and the Emotional Thermometer that were evaluated with therapists, autistic children and HCI specialists. Finally, it is described the importance of therapists in game design process and the requirements for redesigning the application interface. © IFIP International Federation for Information Processing 2015.",2019,https://scholar.google.com.br/,no
395,ADHD in Schools: Adopting a Strengths-Based Perspective,"Children with attention-deficit/hyperactivity disorder (ADHD) present with a number of behavioural, social, and academic challenges. However, the importance of understanding the strengths and abilities of these children should not be overlooked, particularly in the school environment. This brief report highlights the application of positive psychology to a population typically portrayed in a negative light-children with ADHD. Specifically, this article provides an argument for seeking a more positive understanding of children with ADHD and illustrates the necessity of taking a strengths-based approach in working with and supporting these students. Avenues for adopting a strengths-based approach to ADHD within both research and practice are discussed, informed by concepts from related areas of positive psychology, strengths perspectives, and resilience. The benefits of and potential directions for integrating positive psychology frameworks into the ADHD research field are outlined, emphasising the need to link findings to evidence-based practice. Implications for school-based practice will also be examined, highlighting the importance of strengths-based assessment and intervention approaches in school environments so as to provide more positive and well-rounded support for children with ADHD. Ultimately, positive psychology offers a more balanced, holistic, and hopeful approach to a population typically viewed through a deficit lens and has the potential to inspire a greater emphasis on building capacity in these children and their families and schools. © 2015 Canadian Psychological Association.",2019,https://scholar.google.com.br/,no
396,Health care: Role of ICT in autism,"Recently, Considerable advancement has been seen for educating the people with autism. Research has shown that people with autism reveals positive behavior while interacting with innovative information technologies as compared to therapies [5]. This review focuses on the possible use of ICT in the education and development of the people with autism and reducing their difficulties in communication [18]. A variety of different ICT applications for the treatment of autism including the use of interactive virtual environments, devices, computers, serious games and avatars will be discussed in this paper. ICT is a rapidly developing area of research to be used as a therapy for autism. Despite the fact that ICT has exciting positive results, most of the ICT proposals or implementations have limited use, performance and capabilities in actual conditions [6, 18]. Interactive devices, including robotics are being developed and used for the education and development of the people with autism. These devices teach and practice a skill, promote behaviors and provide feedback in specific environments. Development of interactive devices including robots having humanlike abilities and joint attention are the issues that are to be focused in the future research for assisting the people with autism [14].",2019,https://scholar.google.com.br/,no
397,An approach for agitation detection and intervention in sufferers of autism spectrum disorder,Autism spectrum disorder (ASD) is a condition that is being diagnosed in a growing portion of the population. ASD represents a range of complex disorders with a number of symptoms including social difficulties and behavioral issues. Some individuals suffering from ASD are prone to incidents of agitation that can lead to escalation and meltdowns. Such incidents represent a risk to the individuals with ASD and others who share their environment. This paper introduces a novel approach to monitor triggers for these incidents with an aim to detect and predict an incident happening. Non-invasive sensors monitor factors within an environment that may indicate such an incident. Combined with an NFC and smart phone based mechanism to report incidents in a relatively friction free manner. These reports will be combined with sensor records to train a prediction system based on supervised machine learning. Future work will identify the best performing machine-learning technique and will evaluate the approach. © Springer International Publishing Switzerland 2015.,2019,https://scholar.google.com.br/,no
398,Social robots as co-therapists in autism therapy sessions: A single-case study,"This study aimed to explore the potential value of a humanoid robot, NAO, in assisting the therapist during therapy sessions with children in the autism spectrum (ASD). We report findings from a single case, a 10-year old boy, Joe (pseudonym), diagnosed with high functioning ASD. The intervention was conducted in four consecutive therapy sessions with Joe during which Joe played the “Animals Game” with NAO and the therapist. In this game, NAO asked Joe to find a specific animal from a deck of cards. Numerical data demonstrated Joe's progress across sessions in terms of discriminating the animals from images and learning the animals in English. Additionally, based on qualitative observations, we have evidence of Joe becoming more independent from session to session, initiating interaction with NAO, directing his gaze and expressing affective feelings. © Springer International Publishing Switzerland 2015.",2019,https://scholar.google.com.br/,no
399,ADHD rehabilitation through video gaming: A systematic review using PRISMA guidelines of the current findings and the associated risk of bias,"Empirical research studies have highlighted the need to investigate whether video game can be useful as a tool within a neuropsychological rehabilitation program for attention deficit hyperactivity disorder (ADHD) patients. However, little is known about the possible gains that this kind of video game-based interventions can produce and even if these gains can be transferred to real life abilities. The present paper aims to uncover key information related to the use of video game in ADHD neuropsychological rehabilitation/intervention by focusing on its gains and its capability to transfer/generalize these gains to real life situation via a systematic review of the empirical literature. The PRISMA guidelines were adopted. Internet-based bibliographic searches were conducted via seven major electronic databases (i.e., PsycARTICLES, PsycINFO, Web of Science, Core Collection BIOSIS Citation Index, MEDLINE, SciELO Citation Index, and PubMed) to access studies examining the association between video game interventions in ADHD patients and behavioral and cognitive outcomes. A total of 14 empirical studies meeting the inclusion criteria were identified. The studies reported the attention, working memory, and the behavioral aspects as the main target of the intervention. Cognitive and behavioral gains were reported after the video game training (VGT). However, many bias related to the choice of outcome instruments, sampling and blindness of assessors, weaken the results power. Additional researches are important to clarify the effects and stability of the VGT programs, and an important effort should be made to construct better methods to assess improvements on everyday cognitive abilities and real world functioning. © 2015 Strahler Rivero, Herrera Nuñez, Uehara Pires and Amodeo Bueno.",2019,https://scholar.google.com.br/,no
400,Parenting Behavior Mediates the Intergenerational Association of Parent and Child Offspring ADHD Symptoms,"Although there are likely to be multiple mechanisms underlying parent attention-deficit/hyperactivity disorder (ADHD) symptoms as a key risk factor for offspring ADHD, potential explanatory factors have yet to be reliably identified. Given that parent ADHD symptoms independently predict parenting behavior and child ADHD symptoms, we tested whether individual differences in multiple dimensions of positive and negative parenting behavior (i.e., corporal punishment, inconsistent discipline, positive parenting behavior, observed negative talk, and observed praise) mediated the association between parental and offspring ADHD. We used a prospective design that featured predictors (i.e., parent ADHD symptoms) and mediators (i.e., parenting behavior) that temporally preceded the outcome (i.e., offspring ADHD symptoms). Using a well-characterized sample of 120 children with and without ADHD (ages 5–10 at Wave 1, 7–12 at Wave 2) and their biological parents, we examined multimethod (i.e., observed, self-report) measures of positive and negative parenting behavior as simultaneous mediators of the association of Wave 1 parent and Wave 2 offspring ADHD symptoms. Using a multiple mediation framework, consisting of rigorous bootstrapping procedures and controlling for parent depression, child's baseline ADHD and oppositional defiant disorder, and child's age, corporal punishment significantly and uniquely mediated the association of Wave 1 parent ADHD symptoms and Wave 2 offspring ADHD. We consider the role of parenting behavior in the intergenerational transmission of ADHD as well as implications of these findings for the intervention and prevention of childhood ADHD. © 2015, Copyright © Taylor & Francis Group, LLC.",2019,https://scholar.google.com.br/,no
401,Comparison of therapist implemented and iPad-assisted interventions for children with autism,"Objective: This study compares intervention delivered by a therapist to intervention delivered using an iPad for two children with autism. Further, this study evaluates the influence of choice between the conditions. Methods: Time on-task, challenging behaviour, session duration and correct responses were compared across conditions in an alternating treatment design. The effect of choice was evaluated in an ABAB design. Results: The iPad was associated with shorter intervention sessions, more time on-task and less challenging behaviour for one participant. There was no difference between conditions for the second participant. Both participants selected the iPad when given the choice and, although the effect of choice was modest, choosing was associated with more time on-task and less challenging behaviour. Conclusions: These data suggest that iPad-assisted intervention can be as effective as therapist-implemented intervention. Further, even for children for whom no differences between the interventions exist, offering a choice may be beneficial. © 2015 Informa UK Ltd. All rights reserved.",2019,https://scholar.google.com.br/,yes
402,Design and evaluation of mobile learning applications for autistic children in Pakistan,"In this paper, we present the design and evaluation of culturally specific mobile learning applications, designed as a tool to encourage social interaction in autistic children. These applications were designed for Pakistani children keep their cultural context in mind. We performed longitudinal evaluation (around eight weeks) of these applications at an autistic school in Pakistan. Our initial results, based on pre and post evaluation questionnaires and video analysis of social interactions, showed that the applications had a positive effect on the development of socio-emotional skills of children and were appreciated not only by children but also by the teachers. © IFIP International Federation for Information Processing 2015.",2019,https://scholar.google.com.br/,no
403,Digital game based learning in children with ADHD: A case study in statisctics teaching for fourth grade students in Colombia [Aprendizaje basado en juegos digitales en niños con TDAH: Un estudio de caso en la enseñanza de estadística para estudiantes de cuarto grado en Colombia],"The current situation of technological innovation in education introduces a new insight into digital games, highlighting their pedagogical value. Considering this panorama, we propose digital game based learning, more specifically with massive multiplayer online games, as a favorable setting to enhance performance by children with ADHD  Attention-Deficit Hyperactivity Disorder) in order to improve their learning and strengthen their social skills, as well as provide for self-regulation of emotions. To this end, we carried out a case study in the Santa BertillaBoscardín primary school from Medellin city in Colombia, with fourth grade students in the subject of statistics, of whom 17 children were the experimental group and 40 were the control group. The results obtained using a standard test showed there was statistical significance (p-value < 0.005), not only did ADHD students manage to reach the same level of academic performance as control students, but theyalsoachieved slightly higher scores. © 2015, Associacao Brasileira de Pesquisadores em Educacao Especial. All rights reserved.",2019,https://scholar.google.com.br/,no
404,Mainstream ICT Can Support Children and Adolescents with ADHD and/or Autism in Their Everyday Activities,"This exploratory case study investigated how ICT can support children with ADHD and/or autism and their families in their daily activities. We focus in particular on the suitability of mainstream technology for such support. Two cases are presented, and implications for practice are discussed. The findings indicate that mainstream ICT can be of assistance, but that its implementation can be challenging in particular in regards to elaborate technological setup routines, vulnerability to malfunction, and time needed for assessment, training and follow-up. The work continues in the ongoing R&D-project Is it possible?. © 2015 The authors and IOS Press. All rights reserved.",2019,https://scholar.google.com.br/,no
405,Austim space: A visualized scenario learning aid on tablet PC for Chinese children with high-functioning autism,"In this paper, a visualized scenario learning aid on Tablet PC is developed for children with high-functioning autism. The aid assists autistic children in learning how to use daily living equipments or daily living skills with specific scenarios. Caretakers of autistic children can directly design learning targets on the corresponding space, e.g. bathroom or kitchen. When the autistic children select a specific space, this aid shows the possible learning targets. After they click on a learning target, then the corresponding videos or pictures are given. The developed aid links the specific space and its learning objective, thereby enhancing the autistic child's learning outcome. Furthermore, the developed aid employs a cloud server that enables caretakers to upload and share their self-produced learning scenarios with other caretakers who have similar needs. In addition, the developed aid is available to download cost-free from the iTunes App Store, and the software content is presented in Mandarin Chinese. Users of this aid do not require any cost and a specific level of English ability to use it.",2019,https://scholar.google.com.br/,yes
406,The impact of neuroscience on society: Cognitive enhancement in neuropsychiatric disorders and in healthy people,"In addition to causing distress and disability to the individual, neuropsychiatric disorders are also extremely expensive to society and governments. These disorders are both common and debilitating and impact on cognition, functionality and wellbeing. Cognitive enhancing drugs, such as cholinesterase inhibitors and methylphenidate, are used to treat cognitive dysfunction in Alzheimer's disease and attention deficit hyperactivity disorder, respectively. Other cognitive enhancers include specific computerized cognitive training and devices. An example of a novel form of cognitive enhancement using the technological advancement of a game on an iPad that also acts to increase motivation is presented. Cognitive enhancing drugs, such as methylphenidate and modafinil, which were developed as treatments, are increasingly being used by healthy people. Modafinil not only affects ‘cold' cognition, but also improves ‘hot' cognition, such as emotion recognition and task-related motivation. The lifestyle use of ‘smart drugs' raises both safety concerns as well as ethical issues, including coercion and increasing disparity in society. As a society, we need to consider which forms of cognitive enhancement (e.g. pharmacological, exercise, lifelong learning) are acceptable and for which groups (e.g. military, doctors) under what conditions (e.g. war, shift work) and by what methods we would wish to improve and flourish. © 2015 The Authors.",2019,https://scholar.google.com.br/,no
407,Development and evaluation of an interactive electro-encephalogram-based neurofeedback system for training attention and attention defects in children,"This paper proposes a new innovative BrainUp training system designed to train attention and reduce attention deficit in children. The BrainUp training system consists of EEG-based interactive games that may have some efficacy to train attention-related neurocognitive (dys)functions, including focus-, selective-, and sustainedattention tasks. The BrainUp method uses EEG-based feedback signals, provided by four different game scenes. In this paper we describe the details of the BrainUp System game design, the signal processing strategies of the gaming system and training methods. We also present some preliminary results to indicate that training with the BrainUp system may improve neurocognitive performance of children. We have examined a study group of 7 year old first-grade children and classified the participants into two groups based on their cognitive abilities using Conners-28 Teacher Rating Scale. All participants underwent twelve training days spanning over a six-week period. On each training day the participants underwent a ten-minute session game play. Neurocognitive functions were measured both before and after the trial using computerised cognitive tests, i.e., using the Cambridge Neuropsychological Test Automated Battery (CANTAB). We found that training with the BrainUp system significantly improved attention (e.g., visual sustained attention and visual recognition memory) as measured with the CANTAB in children who are either with or without attention deficit or neurocognitive dysfunctions. We discuss other issues that aim to improve our game design and attention training. Copyright © 2015 American Scientific Publishers All rights reserved.",2019,https://scholar.google.com.br/,no
408,A case study of robot interaction among individuals with profound and multiple learning disabilities,"A tremendous amount of research is being performed regarding robot interaction with individuals having intellectual disability, especially for kids with Autism Spectrum Disorders (ASD). These researches have shown many promising advancements about the use of interactive robots for rehabilitation of such individuals. However, these studies fail to analyze and explore the effects of robotics interaction with individuals having profound and multiple learning disabilities (PMLD). This research presents a thorough case study regarding interaction of individuals having PMLD with a humanoid robot in different possible categories of robotic interaction. Separate interaction activities are designed as a representative for the different categories of possible clinical applications of the interactive robot. All the trials were assessed using different evaluation techniques. Finally, the results strongly suggest that robotic interactions can help to induce a target behavior among these individuals, to teach and to encourage them which can bring an autonomy to certain extent in their life. © Springer International Publishing Switzerland 2015.",2019,https://scholar.google.com.br/,no
409,Development of an audiovisual speech perception app for children with autism spectrum disorders,"Perception of spoken language requires attention to acoustic as well as visible phonetic information. This article reviews the known differences in audiovisual speech perception in children with autism spectrum disorders (ASD) and specifies the need for interventions that address this construct. Elements of an audiovisual training program are described. This researcher-developed program delivered via an iPad app presents natural speech in the context of increasing noise, but supported with a speaking face. Children are cued to attend to visible articulatory information to assist in perception of the spoken words. Data from four children with ASD ages 8-10 are presented showing that the children improved their performance on an untrained auditory speech-in-noise task. © 2015 Informa UK Ltd.",2019,https://scholar.google.com.br/,no
410,A sparse reduced rank framework for group analysis of functional neuroimaging data,"In spatial-temporal neuroimaging studies, there is an evolving literature on the analysis of functional imaging data in order to learn the intrinsic functional connectivity patterns among different brain regions. However, there are only few efficient approaches for integrating functional connectivity pattern across subjects, while accounting for spatial-temporal functional variation across multiple groups of subjects. The objective of this paper is to develop a new sparse reduced rank (SRR) modeling framework for carrying out functional connectivity analysis across multiple groups of subjects in the frequency domain. Our new framework not only can extract both frequency and spatial factors across subjects, but also imposes sparse constraints on the frequency factors. It thus leads to the identification of important frequencies with high power spectra. In addition, we propose two novel adaptive criteria for automatic selection of sparsity level and model rank. Using simulated data, we demonstrate that SRR outperforms several existing methods. Finally, we apply SRR to detect group differences between controls and two subtypes of attention deficit hyperactivity disorder (ADHD) patients, through analyzing the ADHD-200 data.",2019,https://scholar.google.com.br/,no
411,A framework for developing culture-based multi-modal mind games: Improving social interaction skills of autistic children,"Cases of autism, a developmental disorder that disconnects individuals from their environment and people is on the rise with 30% increase being reported in Malaysia from 2008-2011. Early childhood intervention is essential in ensuring autistic children have the opportunity to develop their full potential and enabling them to contribute to society in later years. The intervention will also enhance education opportunities of such children, thus supporting the efforts of NASOM as well as the government's “education for all aspirations”. One approach that has shown great potential in enhancing social interaction skills among autistic children is the multi-modal mind games approach. The purpose of this paper is to present a framework in designing a culture-based multimedia supported mind games for autistic children. Action research method will be adopted since the cyclic nature of the method will provide opportunity for improving existing educational practices for autistic children. Needs analysis will be conducted to determine weaknesses and strengths of the current practices in developing social interaction skills among autistic children. Parents and teachers will be interviewed and autistic children between the age of five and eight will be observed to get a comprehensive view of the existing situation. Based on the analysis, a set of culture-based mind games multimedia supported as well as face to face interactions will be designed and prescribed to selected autistic children. © 2015 Penerbit UTM Press. All rights reserved.",2019,https://scholar.google.com.br/,yes
412,iCAN: A tablet-based pedagogical system for improving communication skills of children with autism,"The Picture Exchange Communication System (PECS) is the conventional pedagogical approach for developing the communication skills of children with autism, and research has supported the approach's great effectiveness in its communicative utilization of picture cards. Unfortunately, the paper-based approach's effectiveness is hampered by the time-consuming and complex preparation process of manually creating and managing these picture cards for use between the children and their caregivers. This paper presents iCAN, a tablet-based system that adopts the successful aspects of the traditional PECS approach while incorporating advantageous features such as support for digital, visualization, and voice capabilities, improved portability due to its smaller form factor on a tablet, and image-capturing capabilities for expanding the flexibility of content creation. We deployed our system onto eleven children participants - whom are diagnosed with moderate to severe autism - and their primary caregivers over a span of four weeks, and our results demonstrated that iCAN reduced content-preparation time by over 70% while also enhancing children with autism's willingness to learn and interact with others. © 2014, Academic Press. All rights reserved.",2019,https://scholar.google.com.br/,no
413,E-Learning Using Video Game for ADHD Children,"Neurofeedback shows great promise for children who suffer from ADHD. Unfortunately, there isn't enough research that looks at the increase in academic performance due to neurofeedback. This project will attempt to design and develop a mathematical video game that can be used in neurofeedback and will attempt to answer the following question: Will use of neurofeedback in conjunction with an academic video game (catered towards children with ADHD) result in improvements in academic performance in the classroom? This paper will develop the game using data collected through surveys and interviews about ADHD children.",2019,https://scholar.google.com.br/,no
414,"Repetition, response mobilization, and face: Analysis of group interactions with a 19-year-old with Asperger syndrome","This Conversation Analytic study examined the talk of an adolescent with Asperger syndrome (under previously used diagnostic criteria), Nathan, as he interacts with peers in a small group setting. We focused on Nathan's repetition aimed at pursuing response, and rely on analytical frameworks including response mobilization, face-work, and agreement preference. We found that while Nathan's repetitions resembled 'topic perseveration' previously described in the literature, they showed evidence of interactional awareness as they were employed when peers offered little or no response to his original utterance. However, we also found that while much of Nathan's talk was sophisticatedly structured, his repetition to pursue response eschewed interaction rituals that work to maintain social cohesion. As a result, Nathan's interactional priorities appeared mis-aligned with those of his peers, and failed to produce extended interactions in most cases. Learning outcomes: Readers will be able to describe features of conversational interaction, including response mobilization, agreement preference, and face work. They will understand the relevance of conversation analysis to the study of interaction in individuals with autism spectrum disorder. Lastly, they will be able to describe the conditions under which the subject used repetition within peer interactions, and the effects of his repetition on interaction. © 2015 Elsevier Inc.",2019,https://scholar.google.com.br/,no
415,Towards a robot-assisted autism diagnostic protocol: Modelling and assessment with POMDP,"The existing procedures for Autism Spectrum Disorder (ASD) diagnosis are often time consuming and tiresome both for highlytrained human evaluators and children. In addition, prospective human evaluators need to undergo a rigorous and lengthy training process that may not be accessible or affordable to all interested individuals. Hence, this paper proposes a framework for robot-assisted ASD evaluation based on Partially Observable Markov Decision Process (POMDP) modelling. POMDP is broadly used for modelling optimal sequential decision making tasks under uncertainty. Spurred by the widely accepted Autism Diagnostic Observation Schedule (ADOS), we start off with emulating ADOS. In other words, our POMDP model explicitly takes into account the ADOS stratification into several modules, ongoing task informativeness and robotic sensor deficiencies. Relying only on imperfect sensor observations, the robot provides an assessment of the child's ASDrelevant functioning level (which is partially observable) within a particular task. Finally, we demonstrate that the proposed POMDP framework provides fine-grained outcome quantification, which could also increase the appeal of robot-assisted diagnostic protocols in the future. © Springer International Publishing Switzerland 2015.",2019,https://scholar.google.com.br/,no
416,An iPad™-based picture and video activity schedule increases community shopping skills of a young adult with autism spectrum disorder and intellectual disability,"Objective: To evaluate the iPad 2™ with Book Creator™ software to provide visual cues and video prompting to teach shopping skills in the community to a young adult with an autism spectrum disorder and intellectual disability. Methods: A multiple probe across settings design was used to assess effects of the intervention on the participant's independence with following a shopping list in a grocery store across three community locations. Results: Visual cues and video prompting substantially increased the participant's shopping skills within two of the three community locations, skill increases maintained after the intervention was withdrawn, and shopping skills generalized to two untaught shopping items. Social validity surveys suggested that the participant's parent and staff favorably viewed the goals, procedures, and outcomes of intervention. Conclusions: The iPad 2™ with Book Creator™ software may be an effective way to teach independent shopping skills in the community, additional replications are needed. © 2015 Informa UK Ltd. All rights reserved.",2019,https://scholar.google.com.br/,no
417,Lehigh Instrument for Learning Interaction (LILI): An interactive robot to aid development of social skills for autistic children,"Recent studies show that autistic children tend to speak and interact more in the presence of an interactive robot. Unfortunately, most of the robotic experiments were conducted in highly controlled clinical settings or limited selected home environments due to the high deployment cost. In this paper, we design a low-cost interactive robot that can be readily deployed to home environments. Our robot, called Lehigh Instrument for Learning Interaction (LILI), interacts with users via gestures, voice commands, and an animated speaking avatar. LILI can recognize users' faces, and her motion can be controlled either via gesture or voice. We describe both the system and software architectures of LILI. Experimental results are also presented. © 2014 IEEE.",2019,https://scholar.google.com.br/,no
418,Brain connectivity and psychiatric comorbidity in adolescents with Internet gaming disorder,"Prolonged Internet video game play may have multiple and complex effects on human cognition and brain development in both negative and positive ways. There is not currently a consensus on the principle effects of video game play neither on brain development nor on the relationship to psychiatric comorbidity. In this study, 78 adolescents with Internet gaming disorder (IGD) and 73 comparison subjects without IGD, including subgroups with no other psychiatric comorbid disease, with major depressive disorder and with attention deficit hyperactivity disorder (ADHD), were included in a 3T resting state functional magnetic resonance imaging analysis. The severity of Internet gaming disorder, depression, anxiety and ADHD symptoms were assessed with the Young Internet Addiction Scale, the Beck Depression Inventory, the Beck Anxiety Inventory and the Korean ADHD rating scales, respectively. Patients with IGD showed an increased functional correlation between seven pairs of regions, all satisfying q<0.05 False discovery rates in light of multiple statistical tests: left frontal eye field to dorsal anterior cingulate, left frontal eye field to right anterior insula, left dorsolateral prefrontal cortex (DLPFC) to left temporoparietal junction (TPJ), right DLPFC to right TPJ, right auditory cortex to right motor cortex, right auditory cortex to supplementary motor area and right auditory cortex to dorsal anterior cingulate. These findings may represent a training effect of extended game play and suggest a risk or predisposition in game players for over-connectivity of the default mode and executive control networks that may relate to psychiatric comorbidity. This study measured brain functional connectivity in 151 adolescents with and without compulsive video game playing. Subjects with Internet gaming disorder showed higher connectivity between sensory cortex, salience network, and dorsal attention network, possibly adaptive training effects of gaming, but also increased connectivity between default mode and executive networks, which may relate to psychiatric comorbidity. The findings were not explained by depression or ADHD in the study population. © 2015 Society for the Study of Addiction.",2019,https://scholar.google.com.br/,no
419,Decision-Making Skills in ASD: Performance on the Iowa Gambling Task,"Decision making plays a key role in daily function, but little is known regarding how individuals with autism spectrum disorder (ASD) make decisions. The present studies examined decision making in persons with ASD using the Iowa Gambling Task (IGT), a computerized card game with the goal of earning money by deciding among decks of cards. To be successful, players need to figure out which decks are associated with winning and which are associated with losing money in the long run. Results of Study 1 indicated that participants with ASD made poorer decisions and showed slower learning of which decks earned more money compared with participants with typical development. Additionally, they made more frequent shifts between decks compared with participants with typical development. In Study 2, undergraduate students with typical development completed the IGT to examine whether instructing them to make frequent shifts between decks early in the IGT would negatively impact their decision making. Results of Study 2 suggested that when participants with typical development were required to make frequent shifts, they exhibited a slower rate of learning and poorer decision making, thus emulating participants with ASD in Study 1. The combined results suggest that the way that persons with ASD explore and attend to their environment may be related to poor decision making. Implications for cognitive learning styles are discussed. Autism Res 2015, 8: 105-114. © 2014 International Society for Autism Research, Wiley Periodicals, Inc.",2019,https://scholar.google.com.br/,yes
420,Highlights in the literature available in serious games for intellectual disabilities,"This review examines the literature on Serious Games used as learning tools for people with intellectual disabilities. Although intellectual disabilities are a very broad field where each individual has very specific characteristics, it would be beneficial to have general evidence-based recommendations about how to design videogames adapted to their cognitive requirements. Thus, the purpose of this paper is to identify and review the available literature on Serious Games for intellectual disabilities classifying them according to the learning outcomes associated. Search terms identified 43 papers covering this topic and this review presents the initial results. The final goal is to identify what is working in this kind of games and how this can be generalized into a methodology to simplify the creation of more effective games for people with intellectual disabilities. © Springer International Publishing Switzerland 2015.",2019,https://scholar.google.com.br/,no
421,IPad-presented social stories for young children with autism,"Objective: This study investigated the effectiveness of iPad-presented social stories in increasing the on-task behaviour of three young children with autism. Method: A single-subject with multiple baseline across participants design was employed with three 4-year-old children to assess intervention effectiveness during structured table top activities. Observational data were digitally recorded, scored, graphed, and interpreted using 10-second interval measures over 5-min periods across baseline, intervention, and withdrawal phases. Results: The combination of the social story together with the iPad proved to be an effective intervention for one of the three child participants. These findings confirm that the intervention may be effective with some children, but not others. Conclusion: Overall, this study builds on existing research that supports social stories as a promising practice. Further research into the use of iPad-presented social stories, particularly for children of varying ages, abilities, and learning styles is recommended. © 2015 Informa UK Ltd. All rights reserved.",2019,https://scholar.google.com.br/,no
422,A literature Review of Serious games for intellectual Disabilities,"Our review examines the literature on Serious Games used as learning tools for people with intellectual disabilities. Although intellectual disabilities are a very broad field where each individual has very specific characteristics, it would be beneficial to have general evidence-based recommendations about how to design videogames adapted to their cognitive requirements. Thus, the first step of our investigation is to identify and review the available literature on Serious Games for intellectual disabilities classifying them according to the learning outcomes associated. Search terms identified 43 papers covering this topic and our review presents the initial results. A second aim is to understand the mechanics designed, the methods used in the investigation and the data obtained. The final goal is to identify what is working in this kind of games and how this can be generalized into a methodology to simplify the creation of more effective games for people with intellectual disabilities. © Springer International Publishing Switzerland 2015.",2019,https://scholar.google.com.br/,no
423,Cognitive abilities on transitive inference using a novel touchscreen technology for mice,"Cognitive abilities are impaired in neurodevelopmental disorders, including autism spectrum disorder (ASD) and schizophrenia. Preclinical models with strong endophenotypes relevant to cognitive dysfunctions offer a valuable resource for therapeutic development. However, improved assays to test higher order cognition are needed. We employed touchscreen technology to design a complex transitive inference (TI) assay that requires cognitive flexibility and relational learning. C57BL/6J (B6) mice with good cognitive skills and BTBR T+tf/J (BTBR), a model of ASD with cognitive deficits, were evaluated in simple and complex touchscreen assays. Both B6 and BTBR acquired visual discrimination and reversal. BTBR displayed deficits on components of TI, when 4 stimuli pairs were interspersed, which required flexible integrated knowledge. BTBR displayed impairment on the A > E inference, analogous to the A > E deficit in ASD. B6 and BTBR mice both reached criterion on the B > D comparison, unlike the B > D impairment in schizophrenia. These results demonstrate that mice are capable of complex discriminations and higher order tasks using methods and equipment paralleling those used in humans. Our discovery that a mouse model of ASD displays a TI deficit similar to humans with ASD supports the use of the touchscreen technology for complex cognitive tasks in mouse models of neurodevelopmental disorders. © 2013 The Author. Published by Oxford University Press. All rights reserved.",2019,https://scholar.google.com.br/,no
424,Humanoid robot assisted training for facial expressions recognition based on affective feedback,"Different studies explore the use of electronic screen media to train specific social skills, since they provide visual elements which are well accepted by children with ASD. However, even if children have high levels of attention to the screen, this might also reduce the possibilities of interacting with others. The challenge lays on finding ways to encourage and motivate the child to keep learning and share the experience with others. For this reason, we propose a feasible framework composed of three technologies: a tablet to train facial expressions recognition, a humanoid robot as reinforcer, and a wearable device to quantify smiles. We did a feasibility test with adults not only to verify the machine response, but also to obtain qualitative data regarding the interaction with the robot. In this study we analyze the importance and the synergistic effect of combining screen media with the robot embodiment and affective computing technologies. © Springer International Publishing Switzerland 2015.",2019,https://scholar.google.com.br/,no
425,MEBook: Kinect-based self-modeling intervention for children with autism,"Autism spectrum disorder (ASD) is a chronic developmental disorder that impairs the development of social and communication skills. Multiple studies have shown that children with ASD prefer images of self over others. These studies explain the effectiveness of video self-modeling (VSM), an evidence-based autism intervention in which one learns by watching oneself performing a target behavior in video. VSM content is difficult to create as target behaviors are sporadic, but advances in sensing and graphics enable synthesis of such behaviors. In this paper, we propose the MEBook system which uses Kinect sensor to inject self-images into a social narrative game to teach students with ASD proper greeting behaviors. The social narrative is an animated story about the main character meeting and greeting different cartoon characters in a clinic. Self-modeling is achieved by first replacing the main characters face with an image of the subject, and then animating the subject to match the narration. The second component is a positive reinforcement game in which the subject is prompted to greet different cartoon characters. Through depth-based body posture tracking, proper greeting behaviors are recognized and immediately rewarded with praises and visual confetti. A multiple-baseline single-subject study has been conducted and the preliminary results show that MEBook is effective in teaching greeting behaviors to children with ASD. © 2015 IEEE.",2019,https://scholar.google.com.br/,no
426,Remotely-supervised transcranial direct current stimulation (tDCS) for clinical trials: Guidelines for technology and protocols,"The effect of transcranial direct current stimulation (tDCS) is cumulative. Treatment protocols typically require multiple consecutive sessions spanning weeks or months. However, traveling to clinic for a tDCS session can present an obstacle to subjects and their caregivers. With modified devices and headgear, tDCS treatment can be administered remotely under clinical supervision, potentially enhancing recruitment, throughput, and convenience. Here we propose standards and protocols for clinical trials utilizing remotely-supervised tDCS with the goal of providing safe, reproducible and well-tolerated stimulation therapy outside of the clinic. The recommendations include: (1) training of staff in tDCS treatment and supervision, (2) assessment of the user's capability to participate in tDCS remotely, (3) ongoing training procedures and materials including assessments of the user and/or caregiver, (4) simple and fail-safe electrode preparation techniques and tDCS headgear, (5) strict dose control for each session, (6) ongoing monitoring to quantify compliance (device preparation, electrode saturation/placement, stimulation protocol), with corresponding corrective steps as required, (7) monitoring for treatment-emergent adverse effects, (8) guidelines for discontinuation of a session and/or study participation including emergency failsafe procedures tailored to the treatment population's level of need. These guidelines are intended to provide a minimal level of methodological rigor for clinical trials seeking to apply tDCS outside a specialized treatment center. We outline indication-specific applications (Attention Deficit Hyperactivity Disorder, Depression, Multiple Sclerosis, Palliative Care) following these recommendations that support a standardized framework for evaluating the tolerability and reproducibility of remote-supervised tDCS that, once established, will allow for translation of tDCS clinical trials to a greater size and range of patient populations. © 2015 Charvet, Kasschau, Datta, Knotkova, Stevens, Alonzo, Loo, Krull and Bikson",2019,https://scholar.google.com.br/,no
427,SPARC: Supervised progressively autonomous robot competencies,"The Wizard-of-Oz robot control methodology is widely used and typically places a high burden of effort and attention on the human supervisor to ensure appropriate robot behaviour, which may distract from other aspects of the task engaged in. We propose that this load can be reduced by enabling the robot to learn online from the guidance of the supervisor to become progressively more autonomous: Supervised Progressively Autonomous Robot Competencies (SPARC). Applying this concept to the domain of Robot Assisted Therapy (RAT) for children with Autistic Spectrum Disorder, a novel methodology is employed to assess the effect of a learning robot on the workload of the human supervisor. A user study shows that controlling a learning robot enables supervisors to achieve similar task performance as with a non-learning robot, but with both fewer interventions and a reduced perception of workload. These results demonstrate the utility of the SPARC concept and its potential effectiveness to reduce load on human WoZ supervisors. © Springer International Publishing Switzerland 2015.",2019,https://scholar.google.com.br/,no
428,Learning entry profiles of children with autism from multivariate treatment information using restricted boltzmann machines,"Entry profiles can be generated before children with Autism Spectrum Disorders (ASD) begin to traverse an intervention program. They can help evaluate the progress of each child on the dedicated syllabus in addition to enabling narrowing down the best intervention course over time. However, the traits of ASD are expressed in different ways in every individual affected. The resulting spectrum nature of the disorder makes it challenging to discover profiles of children with ASD. Using data from 491 children, traversing the syllabus of a comprehensive intervention program on iPad called TOBY Playpad, we learn the entry profiles of the children based on their age, sex and performance on their first skills of the syllabus. Mixed-variate restricted Boltzmann machines allow us to integrate the heterogeneous data into one model making it a suitable technique. The data based discovery of entry profiles may assist in developing systems that can automatically suggest best suitable paths through the syllabus by clustering the children based on the characteristics they present at the beginning of the program. This may open the pathway for personalised intervention. © Springer International Publishing Switzerland 2015.",2019,https://scholar.google.com.br/,no
429,Adoption of the good behaviour game: An evidence-based intervention for the prevention of behaviour problems,"Background and objective: The Good Behaviour Game (GBG) has been shown to be effective in preventing childhood disruptive behaviours and their long-term unfavourable health-related outcomes. Like many other evidence-based preventive health programmes, however, its current use in Dutch primary schools is limited, and knowledge of the factors influencing the adoption of the programme is scarce. This study aimed to provide a theory-based description of the GBG adoption process and to examine factors influencing this process in primary schools in Amsterdam. Design and methods: In this mixed-methods observational study, semi-structured face-to-face interviews with decision makers from schools that did (n=11), and did not (n=6), adopt the programme were supplemented with structured telephone interviews with non-adopters (n=39). Based on Rogers' Diffusion Theory, the qualitative data were analysed using a deductive approach. Results: Factors facilitating the adoption of the GBG were specific school needs and problems, formulated in educational rather than health terms, and the visibility of the programme's positive effects. Factors impeding adoption were competing programmes in schools and being unaware of favourable funding opportunities. In contrast to previous studies, 'time investment' did not play an impeding role. Conclusion: Adoption of prevention programmes in schools may benefit from framing dissemination strategies in educational terms, and using self-assessment procedures to reveal specific needs/problems and to create a 'readiness to change'. In addition, adoption may benefit from using active dissemination strategies, including opinion leaders reporting their positive experiences with the programme, and the termination of any ineffective programmes that schools currently use. © The Author(s) 2014.",2019,https://scholar.google.com.br/,no
430,A pictorial mobile-based communication application for non-verbal people with autism,"Non-verbal people with autism are usually unable to communicate normally using natural languages. They can, however, learn to communicate through specific symbols and images. Special education instructors have adopted this method of communication to teach non-verbal people with autism. They introduce the symbols and images to them through different methodologies. This learning process appeared to be effective but it is very long. The process is carried out manually and requires a lots of times, dedication, and resources. The instructors should find the materials in different formats and circumstances. They should repeat the lessons several times and normally in a face-to-face framework. We propose in this paper a mobile-based application that allows non-verbal people with autism to learn and communicate with their surroundings using a smart device. They can then be taught to use specific symbols and images through the smart mobile phones. They can form simple words and sentences to express their feelings and needs. The application is flexible and allows the addition of new contents very easily. To assess the progress of the users, different exercises and puzzles are proposed. These allow the users to improve their skills and to continue learning outside the classrooms. © 2014 IEEE.",2019,https://scholar.google.com.br/,yes
431,Smartphone usage among adolescents [Serdül?k okostelefon-használata],"INTRODUCTION: Among our technological gadgets smartphones play the most important role, new generation devices offer other functions beyond calling (internet availability, computer games, music player, camera functions etc.) In everydays can be experienced that youth spend more and more time with their smartphones and despite the actuality of this issue there are no studies on the excessive smartphone usage in Hungary and we can find only a few international studies.AIM: Our goal is to examine smartphone usage in primary and secondary schools in Hajdu-Bihar county, Hungary and its relationship with personality traits. Our sample consist of 263 youth from primary and secondary schools.METHODS: We measured the characteristics of smartphone using and attitudes with a Mobilephone Using Questionnare. Personality traits are measured with Impulsiveness, Venturesomeness, Empathy Scale. The Child Behavior Checklist gives information about peer relationships, mental state and emotions.RESULTS: Average phone using time is 4,48 hours per day regarding the whole sample. This mean for boys is 3,40 hour for girls 5,39 hour. Average phone using time is higher at 16 (6,35 hour per day). The most frequent used applications are calling and visiting community sites. There is no connection between phone using and grades. The smartphone using time per day shows a significant positive relationship with Impulsivity, Anxiety and Depression, Attention deficits and Somatic problems within 17-19 ages.CONCLUSION: One of the explanation of excessive smartphone using may be the frequent visiting of community sites. Mobile phones in this case raise the availability of addictive object (community site) therefore contribute to the development of community site addiction. The connection with impulsivity, somatic problems and attention deficits refer to the anxiety reducing role of smartphones within 17-19 ages.",2019,https://scholar.google.com.br/,no
432,A pictorial mobile application for improving communication skills in non-verbal autism,"It is estimated that as many as 25 percent of individuals living with autism spectrum disorders are nonverbal. That is, they cannot functionally communicate with others using their voice. Despite that substantial fraction, we still know very little about these individuals, their abilities, and their needs. ""We still know very little about the cognitive capabilities of nonverbal people with autism, and how best to help them learn to communicate,"" said Geri Dawson, Ph.D., Autism Speaks chief science officer. communicate normally using natural languages. They can, however, learn to communicate through specific symbols and images. Special education instructors have adopted this method of communication to teach non-verbal people with autism. They introduce the symbols and images to them through different methodologies. This learning process appeared to be effective but it is very long. The process is carried out manually and requires a lots of times, dedication, and resources. The instructors should find the materials in different formats and circumstances. They should repeat the lessons several times and normally in a faceto- face framework. We propose in this paper a mobilebased application that allows non- verbal people with autism to learn and communicate with their surroundings using a smart device. They can then be taught to use specific symbols and images through the smart mobile phones. They can form simple words and sentences to express their feelings and needs. The application is flexible and allows the addition of new contents very easily. To assess the progress of the users, different exercises and puzzles are proposed. These allow the users to improve their skills and to continue learning outside the classrooms.",2019,https://scholar.google.com.br/,yes
433,Updating the research domain criteria: The utility of a motor dimension,"Within the NIMH Research Domain Criteria (RDoC) framework, dimensions of behavior are investigated across diagnoses with the goal of developing a better understanding of their underlying neural substrates. Currently, this framework includes five domains: cognitive, social, arousal/regulatory, negative, and positive valence systems. We argue that the inclusion of a motor systems domain is sorely needed as well. Independent of medication, distinct areas of motor dysfunction (e.g. motor planning/inhibition/learning/coordination, involuntary movements) commonly appear across a number of mental disorders (e.g. schizophrenia, bipolar disorder, autism, attention deficit hyperactivity disorder, Alzheimer's disease, depression) as well as neurological disorders accompanied by significant psychological symptoms (e.g. Parkinson's disease). In addition, motor systems are amenable to study across multiple levels of analysis from the cellular molecular level focusing on cytoarchitechtonics and neurotransmitter systems, to networks and circuits measured using neuroimaging, and finally at the level of overt behavioral performance. Critically, the neural systems associated with motor performance have been relatively well defined, and different circuits have been linked to distinct aspects of motor behavior. As such, they may also be differentially associated with symptoms and motor dysfunction across diagnoses, and be uniquely informative about underlying etiology. Importantly, motor signs can change across stages of illness, they are also often present in the prodromal phases of disease and closely linked with course, suggesting that these behaviors represent a core feature reflective of pathogenic processes. The inclusion of a motor domain would allow researchers to better understand psychopathology more broadly, and may also reveal important contributions to disease processes across diagnoses. © 2015 Cambridge University Press.",2019,https://scholar.google.com.br/,no
434,Student-Teacher Relationships and Early School Adaptation of Children with ASD: A Conceptual Framework,"In this conceptual article, we integrate existing literature on early school transitions, ecological systems theory, and student-teacher relationships to propose a framework for investigating the transition to school for children with autism spectrum disorders (ASD). A review of the literature suggests that the quality of early student-teacher relationships may play an important role in this process for young children with ASD. Factors important in predicting student-teacher relationship quality, and ultimately, early school outcomes, are derived from the existing literature, which is heavily focused on the experiences of typically developing children. Hypothesized direct effects of child characteristics, teacher factors, classroom/school characteristics, and parent-school connectedness on student-teacher relationship quality are set forth. Potential moderators of the relation between student-teacher relationship quality and child outcomes are proposed, including child cognitive functioning, child relationships with other school staff, classroom placement, and parent involvement. Continued research on these factors will help identify malleable targets for school-based intervention with teachers and children with ASD to enhance student-teacher relationship quality and, in turn, school adjustment for this student population. © 2015, Copyright © Taylor & Francis Group, LLC.",2019,https://scholar.google.com.br/,no
435,Parents' journey into the world of autism,"Background. Autism Spectrum Disorder (ASD) is a developmental disability that results in an impairment in an individual's social interaction and communication, as well as restricted, repetitive and stereotyped patterns of behaviour. Children with ASD display difficulties in the areas of social as well as communicative behaviour. Parents, caregivers and family members are the main communication partners of children with ASD. Living with a child with ASD can result in changes within a family system. Objective. To describe the challenges and experiences faced by families in their interaction with their child with ASD, caregiver coping strategies and the success of these strategies, and the generalisation and carryover of therapeutic strategies provided by a speech language pathologist (SLP). Methods. A qualitative descriptive research design was selected to explore the objectives of the study. Ten participants were recruited, all participants were parents of a child with ASD attending Learners with Special Educational Needs School in Gauteng, South Africa. Data were collected through a semistructured face-to-face interview survey comprising open- and closed-ended questions, and were analysed using thematic content analysis. Results. The results revealed five main themes, namely communicative challenges, family experiences, communicative coping strategies, speech and language therapy services and strategies provided by the SLPs. Communicative challenges were experienced by parents of one child with ASD. The communication and behaviour of children with ASD were found to affect the daily functioning of the family. The majority of parents reported not learning a new mode of communication, but rather adapting and adjusting to the communication of their child. Communicative coping strategies were required for novel social settings. There were mixed responses with respect to parent's abilities to access and learn new communicative coping strategies. Speech and language therapy assisted in improving the child's communication skills, while strategies provided by SLPs were explained to be effective even though generalisation of strategies was limited. Conclusion. This study concluded that parents and children with ASD experience challenges in communication and interaction. The family systems approach as well as the World Health Organization's International Classification of Impairments, Disabilities and Handicaps are two functional frameworks that can assist SLPs to provide intervention to children with ASD. © 2015, Health and Medical Publishing Group. All rights Reserved.",2019,https://scholar.google.com.br/,no
436,Using Video Modeling Incorporating Animation to Teach Toileting to Two Children with Autism Spectrum Disorder,"A multiple-baseline across behaviors design was employed to investigate the effects of a video modeling intervention incorporating real and animated models and a chaining procedure, on increasing independent toileting skills in two young boys diagnosed with ASD. Results showed this intervention was effective in reducing the number of prompts required for the boys to walk to the toilet, undress, sit on and urinate in the toilet, redress and flush. Gains were maintained over a 4 week period and generalized to other settings. Both participants could independently complete the toileting sequence post-intervention. The current study contributes to the small body of research literature regarding toilet training and video modeling, providing evidence for a rapid and effective toilet training method, and introduced the use of animation to overcome obvious practical limitations in depicting a sensitive private event such as toileting. © 2014, Springer Science+Business Media New York.",2019,https://scholar.google.com.br/,no
437,Preliminary study on social learning using mobile technology among children with autism,"Autism is a neurological disorder that influences the growth of the brain, resulting struggles in learning, communication, and social interaction. There is no cure for autism, however excellent educational practices and prompt intervention leads to rapid improvements. One of the excellent approaches is the Visual Approach, which uses pictures or other visual items to communicate with autistic children, as they are visually oriented. Moreover, the usage of technology is able to build their interest in learning activities. Major impairment of children with autism is their difficulty in social interaction. The objective of this paper is to discuss on the preliminary study of social learning among children with autism. The methodology used to conduct the preliminary study is through questionnaires to parents and teachers of children with autism, which the questions are to verify the literature reviews. The result of testing discovers that the real life conditions of the children are similar with the finding from the literature reviews. © Springer International Publishing Switzerland 2015.",2019,https://scholar.google.com.br/,no
438,Robot-assisted training of joint attention skills in children diagnosed with Autism,"Due to technological and scientific advances, a new approach to autism therapy has emerged, namely robot-assisted therapy. However, as of now, no systematic studies have examined the specific cognitive mechanisms that are affected by robot-assisted training. This study used knowledge and methodology of experimental psychology to design a training protocol involving a pet robot CuDDler (A*STAR Singapore), which targeted at the specific cognitive mechanism of responding to joint attention (RJA). The training protocol used a modified attention cueing paradigm, where head direction of the robot cued children's spatial attention to a stimulus presented on one of the sides of the robot. The children were engaged in a game that could be completed only through following the head direction of the robot. Over several weeks of training, children learned to follow the head movement of the robot and thus trained their RJA skills. Results showed improvement in RJA skills post training, relative to a pre-training test. Importantly, the RJA skills were transferred from interaction with the robot to interaction with the human experimenter. This shows that with the use of objective measures and protocols grounded in methods of experimental psychology, it is possible to design efficient training of specific social cognitive mechanisms, which are the basis for more complex social skills. © Springer International Publishing Switzerland 2015.",2019,https://scholar.google.com.br/,no
439,Prevention of ADHD related problems: A universal preschool program,"Purpose – Early onset of behavioral disorders is predictive of long term adverse outcomes. There are some indicated and selective early prevention programs for attention deficit/hyperactivity disorder (ADHD), one of the most common behavioral disorders in childhood and adolescence. The purpose of this paper is to present a universal preschool program for preventing the development of ADHD related symptoms for children aged three to six. Design/methodology/approach – A total of 413 preschool children (experimental group (EG)=193, control group (CG)=220), and their teachers participated in the study. Children in the EG were randomized to two conditions: universal intervention (behavior modification (BM)=99) vs additional ADHD specific elements (BM+attention training, BM+AT =94) to evaluate effects of a universal intervention vs additional ADHD specific elements. The universal intervention trained general behavior modification (BM) techniques to enhance start behavior (i.e. following color based rules, positive participation in activities, enhancement of skills related to attentional function), and to extinguish stop behavior (i.e. hyperactive behavior such as uncontrolled running around, disturbing others, quarreling, etc.). These techniques were based on published intervention programs (Phelan and Schonour, 2004). The AT consisted of thirteen teacher led 45 minute based sessions in a small group format with an introductory play activity, 15 minutes picture based AT tasks (task analysis, action planning, action, reappraisal), a social interaction game, and a game to enhance perception of visual, auditory, olfactory, haptic, and gustatory senses. To determine effects, the Strength and Difficulties Questionnaire (SDQ) and the Behavior Rating for Preschoolers (VBV) were used. A high risk group with high scores on those measures was analyzed separately. Findings – Children in all three groups did not differ significantly at baseline in all relevant variables (ADHD symptoms measured with the SDQ and VBV, socio-economic status (SES), gender, age: MANCOVA: F<inf>10,796</inf>=1.732, p=0.07) and none of the children had a diagnosis of ADHD. After training participation, children in the EG showed significantly less ADHD related problem behavior compared to children in the CG (F<inf>8,1,506</inf>=2.717, p=0.006), this was especially so for the high risk group (F<inf>4,754</inf>=2.60, p=0.035). Multi-level analyses revealed significant influences of age, gender, and SES on post-training symptom ratings (SDQ: t-statistic=3.03, p=0.003, VBV 3-6: t-statistic=4.151, p<0.001). Research limitations/implications – This is a quasi-experimental study, since due to time restriction half the preschools did not want to participate in the experimental study. Thus, participating children were not randomly assigned to the experimental and control conditions, though children were randomly assigned to two different treatments within the intervention group (EG1/EG2). Due to the design of the study and to ensure high participation rates, only preschool teachers rated children's behavior, though the predictive value of teacher ADHD symptoms exceeds parental ones. Finally, inclusion of parent training elements would most probably enhance effects. Practical implications – General BM techniques are easily taught and seem to positively influence children's ADHD related symptoms while not harming children without such symptoms. Since studies showed that after a bogus instruction teacher expected children to exhibit ADHD symptoms and rated them as more disturbed (Rosenthal effect), a universal approach is less stigmatizing and possibly more effective, especially when interventions start early in life before symptoms result in full diagnoses. Social implications – This study established positive universal effects, and moderate to large effects for the subgroup of high risk children with ADHD related symptoms. General behavior management in preschools might thus be a possible strategy for preventive interventions of ADHD related symptoms. Originality/value – The is one of the first studies on a preventive ADHD preschool program. General BM techniques of this study were easily taught and implemented, and showed positive effects. Since selective and indicated interventions depend on high program fidelity, are harder to implement, and related to higher costs, general BM techniques as introduced in this study, might be an option for universal prevention strategies for ADHD related symptoms in preschool settings. © Emerald Group Publishing Limited.",2019,https://scholar.google.com.br/,no
440,Using a 3D immersive virtual environment system to enhance social understanding and social skills for children with autism spectrum disorders,"Children with autism spectrum disorders (ASDs) have a severe deficiency in social understanding and skills. The present study utilized single-subject design (N = 3) with multiple probes to investigate the effectiveness of a three-dimensional social understanding system with a head-mounted display to improve social understanding and skills in three children with ASD. We tested the proposed system based on immersive virtual environments. The target behaviors of non-verbal communication, social initiations, and social cognition for each participant and the impact of using immersive digital equipment with this population were examined simultaneously. A preliminary empirical study for three participants diagnosed with ASD was conducted over a 6-week period. The findings indicate that participants' targeted behaviors improved from baseline to intervention through maintenance following their use of the system. These suggest that the system may present an effective learning environment for the promotion of social understanding and skills in children with ASD. © Hammill Institute on Disabilities 2014.",2019,https://scholar.google.com.br/,no
441,Wellness of American Indian and Alaska native youth,"In comparison with the general population, research indicates a need for greater health equity among American Indian and Alaska Natives (AI/AN). AI/ANs have demonstrated remarkable resilience in response to centuries of historical oppression, yet growing evidence documents mental health disparities. Consequently, some AI/AN youth, defined as 18 years or younger, experience elevated rates of suicide, substance use disorders, conduct and oppositional defiant disorders, attention deficit-hyperactivity disorders, and posttraumatic stress disorders. In this chapter, we systematically review the growing body of research examining the culturally specific risk and protective factors related to AI/AN youth wellness. This review includes published, peer-reviewed qualitative and quantitative research on AI/AN youth between the years 1988 to 2013. Organizing risk and protective factors within an ecosystemic resilience framework, the following broad risk and protective factors are critically reviewed: societal factors (historical oppression and discrimination), cultural factors (ethnic identity, spirituality, and connectedness), community factors (community environment, school environment, peer influence, and social support), family factors (family support, family income, parental mental health, family trauma, and stressful life events), and individual factors. This chapter includes a discussion of the risk and protective factors accounting for AI/AN youth mental health disparities, implications for correcting disparities and the importance of incorporating familial and community level interventions for AI/AN youth. © 2015 by Nova Science Publishers, Inc. All rights reserved.",2019,https://scholar.google.com.br/,no
442,Handheld devices and video modeling to enhance the learning of self-help skills in adolescents with autism spectrum disorder,"The viewing of videos is a much-studied intervention to teach self-help, social, and vocational skills. Many of the studies to date looked at video modeling using televisions, computers, and other large screens. This study looked at the use of video modeling on portable handheld devices to teach hand washing to three adolescent students with an autism spectrum disorder. Three students participated in this 4-week study conducted by occupational therapists. Baseline data were obtained for the first student for 1 week, the second for 2 weeks, and the third for 3 weeks, videos were introduced when the participants each finished the baseline phase. Given the cognitive and motor needs of the participants, the occupational therapist set the player so that the participants only had to press the play button to start the video playing. The participants were able to hold the players and view at distances that were most appropriate for their individual needs and preferences. The results suggest that video modeling on a handheld device improves the acquisition of self-help skills. © The Author(s) 2015.",2019,https://scholar.google.com.br/,no
443,Spectrum of feeding problems and gastrointestinal symptoms in children with autism spectrum disorders: A scoping review,"Introduction: Managing feeding problems and gastrointestinal (GI) symptoms in children with Autism Spectrum Disorders (ASD) is a challenging process for professionals and parents especially if they become persistent and longstanding. The aim of the study was to assess the evidence on feeding problems and GI symptoms among primary school children with ASD. Methods: A scoping review using electronic journal databases, published reports and other types of publication in the last 10 years was conducted. Key terms were defined in the searches and a scoping review framework was used to chart the evidence on feeding problems and GI symptoms in children with ASD. Eighty three articles met the inclusion criteria and 50 articles were used in the review. Results: There is emerging literature reporting consistently on a wide spectrum of feeding problems and GI symptoms among children with ASD. In addition, there is little published literature reporting or investigating the impact of these problems in children with ASD which include financial, social and stress impact on parents, children and their families. This review indicates that many school-aged children with ASD can experience several types of feeding problems and GI symptoms. Conclusion: It is important for professionals working in the community or public health, and educational settings to be able to identify these issues at an early stage, so that professionals could support parents with appropriate information and advice. A specific tool is needed to assess feeding problems and GI symptoms in children with ASD.",2019,https://scholar.google.com.br/,no
444,Mobile video modeling for employment interviews for individuals with autism,"BACKGROUND: Employment interviews require mastery of a variety of skills that can be challenging for transition age youth with autism. Previous work suggests that video modeling is a viable approach to teaching vocational skills. OBJECTIVES: This paper presents the results of an evaluation of the efficacy of peer and self-modeling for employment interviews across a variety of industries. METHODS: Fifteen students participated in mock employment interviews at the beginning and end of a one-month period. Eight of these were randomized into an intervention condition in which participants were asked to use VidCoach, a prototype video modeling application pre-loaded with seven interview videos, during the intervening month. We used t-tests to evaluate efficacy of each intervention, and qualitative interviews were used to supplement our understanding of these effects. RESULTS: Use of video-modeling resulted in a measurable improvement in interview performance. Participants in the intervention condition showed statistically significant improvement in overall interview performance rating by employers, as well as reduction of fidgeting, improvement in presenting ideas logically and succinctly, and improvement in hygiene and health care. Participants in the control group showed significant improvement in grammar and vocabulary usage. Use of the tool received high satisfaction ratings from participants. CONCLUSIONS: Mobile video modeling is an effective way to teach interview skills. © 2015 - IOS Press and the authors.",2019,https://scholar.google.com.br/,no
445,"Children with autism, robot and teacher: A societal meeting [L'enfant autiste, le robot, et l'enseignant: Une rencontre sociétale]","With the recent progress in technology, miniaturization and the global decrease of electronic components cost, humanoid robotics applied to various activity fields is becoming a reality in our society. Pairing technological and human features, humanoid robots are especially interesting for applications in special education, such as autism care. Predictable, tireless, with a simpler design than humans and showing no lassitude, humanoid robots might represent an educational tool enabling a deterministic teaching environment comfortable for pupils with autism. Additionally, their human shape and social interactions, through verbal and body language, make skill transfer to daily life easier than when learnt through a computer. Yet, such hardware requires the development of educational applications personalized to individuals on the spectrum and adapted to teaching methods in classroom environment. After a short review of the literature on the topic and an introduction to the NAO robot and his software suite for special education, feedback from the field will be reported. Other usages of social robotics in the domain of education and healthcare will be also described.",2019,https://scholar.google.com.br/,no
446,Atypical Learning in Autism Spectrum Disorders: A Functional Magnetic Resonance Imaging Study of Transitive Inference,"Objective To investigate the neural mechanisms underlying impairments in generalizing learning shown by adolescents with autism spectrum disorder (ASD). Method A total of 21 high-functioning individuals with ASD aged 12 to 18 years, and 23 gender-, IQ-, and age-matched adolescents with typical development (TYP), completed a transitive inference (TI) task implemented using rapid event-related functional magnetic resonance imaging (fMRI). Participants were trained on overlapping pairs in a stimulus hierarchy of colored ovals where A>B>C>D>E>F and then tested on generalizing this training to new stimulus pairings (AF, BD, BE) in a ""Big Game."" Whole-brain univariate, region of interest, and functional connectivity analyses were used. Results During training, the TYP group exhibited increased recruitment of the prefrontal cortex (PFC), whereas the group with ASD showed greater functional connectivity between the PFC and the anterior cingulate cortex (ACC). Both groups recruited the hippocampus and caudate comparably, however, functional connectivity between these regions was positively associated with TI performance for only the group with ASD. During the Big Game, the TYP group showed greater recruitment of the PFC, parietal cortex, and the ACC. Recruitment of these regions increased with age in the group with ASD. Conclusion During TI, TYP individuals recruited cognitive control-related brain regions implicated in mature problem solving/reasoning including the PFC, parietal cortex, and ACC, whereas the group with ASD showed functional connectivity of the hippocampus and the caudate that was associated with task performance. Failure to reliably engage cognitive control-related brain regions may produce less integrated flexible learning in individuals with ASD unless they are provided with task support that, in essence, provides them with cognitive control, however, this pattern may normalize with age. © 2015 American Academy of Child and Adolescent Psychiatry.",2019,https://scholar.google.com.br/,no
447,Altered resting perfusion and functional connectivity of default mode network in youth with autism spectrum disorder,"Background: Neuroimaging studies can shed light on the neurobiological underpinnings of autism spectrum disorders (ASD). Studies of the resting brain have shown both altered baseline metabolism from PET/SPECT and altered functional connectivity (FC) of intrinsic brain networks based on resting-state fMRI. To date, however, no study has investigated these two physiological parameters of resting brain function jointly, or explored the relationship between these measures and ASD symptom severity. Methods: Here, we used pseudo-continuous arterial spin labeling with 3D background-suppressed GRASE to assess resting cerebral blood flow (CBF) and FC in 17 youth with ASD and 22 matched typically developing (TD) children. Results: A pattern of altered resting perfusion was found in ASD versus TD children including frontotemporal hyperperfusion and hypoperfusion in the dorsal anterior cingulate cortex. We found increased local FC in the anterior module of the default mode network (DMN) accompanied by decreased CBF in the same area. In our cohort, both alterations were associated with greater social impairments as assessed with the Social Responsiveness Scale (SRS-total T scores). While FC was correlated with CBF in TD children, this association between FC and baseline perfusion was disrupted in children with ASD. Furthermore, there was reduced long-range FC between anterior and posterior modules of the DMN in children with ASD. Conclusion: Taken together, the findings of this study - the first to jointly assess resting CBF and FC in ASD - highlight new avenues for identifying novel imaging markers of ASD symptomatology. © 2015 Published by Wiley Periodicals, Inc.",2019,https://scholar.google.com.br/,no
448,The Inclusion of Children with ASD: Using the Theory of Planned Behaviour as a Theoretical Framework to Explore Peer Attitudes,"This study used the Theory of Planned Behaviour to explore the attitudes, behavioural intentions and behaviour of 318 mainstream primary school children in an urban East London borough towards peers with Autism Spectrum Disorders (ASD). Pupils were presented with a vignette about a hypothetical peer with ASD then completed self-report questionnaires and peer socio-metric measures. The results showed that children's attitudes, the social pressure they felt from others and the amount of control they felt they had over their own behaviour, significantly predicted their behavioural intentions to befriend a peer with ASD. The strongest association was between perceived behavioural control and behavioural intentions. A significant association was also found between children's behavioural intentions and actual behaviour towards an included peer. Support was therefore found for the use of the Theory of Planned Behaviour as a valuable tool by which to explore the social inclusion of children with ASD. © 2015 Taylor & Francis.",2019,https://scholar.google.com.br/,no
449,Information technology based training in autism: A review [Entraînement des compétences assistées par les technologies numériques dans l'autisme: Une revue],"The number of studies focusing on the use of information technology for individuals with Autism Spectrum Disorders (ASD) has been rising steeply over the last fifteen years. One of the main incentives for this research is that technology is considered appealing to individuals with ASD. A significant part of those projects are dedicated to children, for whom technology based trainings are designed for social abilities adapted to their age, recognition of emotions, spoken language and useful conceptual knowledge for schooling. Researchers in the field are highly inventive in developing an array of technologies. They design projects using technologies that go beyond desktop computers and graphic tablets, such as robotics, virtual reality, collaborative platform or eye-tracking. The systematic analysis of literature yields elements of evidence in favor of the effectiveness of these treatments. Notwithstanding, some questions do remain regarding the heterogeneity of the methods, the impact of human mediation, the maintenance of acquired skills and their generalization to daily living skills.",2019,https://scholar.google.com.br/,no
450,A tangible digital installation in the classroom: Role play and autistic children,"Abstract: This paper describes a three weeks study involving 15 children affected by autism spectrum disorders (9-12 years old) in a primary Danish school. The aim of the study was to support the class teachers in assessing the benefits of gamebased learning with respect to their main two challenges: Facilitating the emergence of imagination and conceptual thinking, and managing the interplay between cooperation and competition. This cooperation originates from one of the teachers' interest in MicroCulture, a digital and tangible installation earlier created by the authors and aimed at bridging history learning across museums and schools. The design of MicroCulture focused on urban development seen as a social process, in order to cover children's multiple play modalities and support their interaction with guides and teachers, MicroCulture offers exploratory gameplay, with no predefined final goal and no score. At Aadal school the teachers introduced MicroCulture to the children and used it to discuss specific aspects of the life of the Vikings, and allowing them to play in small groups. The data were gathered through ethnographic observations, interaction analysis of video recordings and interviews with some of the school's teachers. We found that through mediated play and teacher's facilitation, children occasionally engaged in interactions leading to conceptual thinking, cooperation, and forms of role play. According to the teachers such occurrences represented a valuable achievement in the development of her classes, offering opportunities to discuss and explore with the children different forms of social interaction. Difficulties were encountered as the teachers had to find ways of supporting the children, strategically shifting between guidance and responsibility transfer, moderate children interaction towards cooperation while it often could resulted in conflicts. These results are contrasted against early findings concerning MicroCulture and museum-going pupils without autism. Our findings also show that MicroCulture will require further redesign, to better accommodate teachers and autistic children's needs.",2019,https://scholar.google.com.br/,no
451,Identification of infants at risk for autism using multi-parameter hierarchical white matter connectomes,"Autism spectrum disorder (ASD) is a variety of developmental disorders that cause life-long communication and social deficits. However, ASD could only be diagnosed at children as early as 2 years of age, while early signs may emerge within the first year. White matter (WM) connectivity abnormalities have been documented in the first year of lives of ASD subjects. We introduce a novel multi-kernel support vector machine (SVM) framework to identify infants at high-risk for ASD at 6 months old, by utilizing the diffusion parameters derived from a hierarchical set of WM connectomes. Experiments show that the proposed method achieves an accuracy of 76%, in comparison to 70% with the best single connectome. The complementary information extracted from hierarchical networks enhances the classification performance, with the top discriminative connections consistent with other studies. Our framework provides essential imaging connectomic markers and contributes to the evaluation of ASD risks as early as 6 months. © Springer International Publishing Switzerland 2015.",2019,https://scholar.google.com.br/,no
452,Effects of smart-tablet-based neurofeedback training on cognitive function in children with attention problems,"We sought to determine whether smart-tablet-based neurofeedback could improve executive function - including attention, working memory, and self-regulation - in children with attention problems. Forty children (10-12 years old) with attention problems, as determined by ratings on the Conners Parent Rating Scale, were assigned to either a neurofeedback group that received 16 sessions or a control group. A comprehensive test battery that assessed general intelligence, visual and auditory attention, attentional shifting, response inhibition and behavior rating scales were administered to both groups before neurofeedback training. Several neuropsychological tests were conducted at posttraining and follow-up assessment. Scores on several neuropsychological tests and parent behavior rating scales showed significant improvement in the training group but not in the controls. The improvements remained through the follow-up assessment. This study suggests that the smart-tablet-based neurofeedback training program might improve cognitive function in children with attention problems. © SAGE Publications.",2019,https://scholar.google.com.br/,no
453,Self-Instruction Using Mobile Technology to Learn Functional Skills,"The purpose of this study was to evaluate the use of a mobile device for video self-instruction of a functional skill. In pre-training, researchers taught participants to access video models on a mobile device in order to independently complete three tasks. Then, in baseline, researchers asked participants to complete a novel skill and collected data on their performance. Intervention involved allowing access to the mobile device. Data were collected on participants' ability to pick up and navigate the device as well as their ability to complete the novel skill following self-instruction (i.e., replacing computer memory). Two participants independently initiated the use of the mobile device to self-instruct, and one participant required verbal prompting to initiate using the device. All participants acquired the novel skill replacing computer memory by self-instruction. © 2015 Published by Elsevier Ltd.",2019,https://scholar.google.com.br/,no
454,Assisting students with autism to cooperate with their peers to perform computer mouse collaborative pointing operation on a single display simultaneously,"The purpose of this study was to provide students with autism spectrum disorder (ASD) the chance to cooperate with their peers to perform computer mouse collaborative pointing operation. In this study, we adopted the Single Display Groupware (SDG) concept to develop the Multiple Cursor Collaborative Operating Program (MCCOP) software, which allows multiple users to operate a single computer simultaneously without interfering with each other. With the implementation of MCCOP software, users control their own cursors to perform a function in their respective cursor moving areas on a single display. A collaborative pointing test software (CPTS) program was designed in this experiment to evaluate participants' collaborative pointing performance. This study adopted an ABAB design, and the experimental results show that all participants significantly increased their collaborative pointing performance during the intervention phase, compared to the baseline phase. Practical and developmental implications of the findings are discussed. © 2014 Elsevier Ltd. All rights reserved.",2019,https://scholar.google.com.br/,no
455,Systematic review of medical home models to promote transitions to primary adult health care for adolescents living with autism spectrum disorder,"Background: There is a growing number of children diagnosed and living with autism spectrum disorders (ASDs) in the United States. This increasing incidence and prevalence of ASDs require care coordination within a medical home model, which needs to continue into adulthood. Aim: This paper is an evidence review of medical home models for transitioning adolescents living with ASDs from pediatric primary healthcare practices to adult primary care practices. Method: Databases were reviewed and articles selected based on inclusion and exclusion criteria. Results: Nine articles were reviewed and four met criteria. None of the articles addressed medical home models to transition adolescents living with ASDs into adult primary healthcare services. Linking Evidence to Action: There is a need for nursing to work within an interdisciplinary framework to educate adult healthcare providers on the needs of adolescents living with ASDs and to evaluate medical home transition models for this vulnerable population. © 2015 Sigma Theta Tau International.",2019,https://scholar.google.com.br/,no
456,Early Intervention for children with autism spectrum disorder under 3 years of age: Recommendations for practice and research,"This article reviews current evidence for autism spectrum disorder (ASD) interventions for children aged < 3 years, based on peerreviewed articles published up to December 2013. Several groups have adapted treatments initially designed for older, preschool-aged children with ASD, integrating best practice in behavioral teaching methods into a developmental framework based on current scientific understanding of how infants and toddlers learn. The central role of parents has been emphasized, and interventions are designed to incorporate learning opportunities into everyday activities, capitalize on ""teachable moments, "" and facilitate the generalization of skills beyond the familiar home setting. Our review identified several comprehensive and targeted treatment models with evidence of clear benefits. Although some trials were limited to 8- to 12-week outcome data, enhanced outcomes associated with some interventions were evaluated over periods as long as 2 years. Based on this review, recommendations are proposed for clinical practice and future research. Copyright © 2015 by the American Academy of Pediatrics.",2019,https://scholar.google.com.br/,no
457,The Med AppJam: A Model for an Interprofessional Student-Centered mHealth App Competition,"The Med AppJam is a 2-week long competition where students from the University of California, Irvine School of Medicine are partnered with students from the University of California, Irvine School of Information and Computer Sciences in interprofessional teams to develop mobile health applications for use by clinicians and patients. The success of the Med AppJam comes from the unique opportunity for students to mutually contribute their content expertise to improve the clinical landscape while expanding their technology literacy and savvy. Since 2012, about 285 computer science students and over 90 medical students have collaborated to design and develop 53 iOS mHealth apps during the event. The Med AppJam model has been replicated in an Autism AppJam, a competition focused on the needs of a specific population, and with high school students in a mini Pre-Med AppJam using a paper prototyping approach. It is proposed that other medical schools consider implementation of a local Med AppJam as a viable model for engaging students in technology for healthcare. © 2015, Springer Science+Business Media New York.",2019,https://scholar.google.com.br/,no
458,Can young people with autism spectrum disorder benefit from an open learner model?,"This paper describes the evaluation of Maths Island Tutor - an intelligent tutoring system for children with autism spectrum disorder (ASD). The tutor includes an open learner model (OLM). In order to benefit from this feature, the learner needs to be able to process metacognitive attributes, which can be impaired in ASD. In order to address the needs of this specific population, young people with ASD were involved in the design of the software for their use, including the OLM. A preliminary study evaluating the system demonstrated that young people with ASD did initiate access to their OLM, could correctly reproduce details from their OLM, and could also highlight the location of (study-intended) errors within their OLMs giving rise to suggestions about their abilities to remember and potentially meta-cognitively reflect on their learning. © Springer International Publishing Switzerland 2015.",2019,https://scholar.google.com.br/,no
459,Assessments of intellectually gifted students with(out) characteristic(s) of ASD: An explorative evaluation among diagnosticians in various psycho-educational organisations,"Recently, Burger-Veltmeijer, Minnaert & Van den Bosch (2014) constructed a conceptual framework, called the Strengths and Weaknesses Heuristic (S&W Heuristic) which might provide systematicity and coherence in research as well as psycho-educational praxis, regarding assessments of Intellectually Gifted (IG) students with (suspicion of) Autism Spectrum Disorders (ASD). In this contribution it was evaluated whether assessments in psychoeducational practice were consistent with the theoretical principles of the S&W Heuristic. The results indicated the possibility of missed signals of ASD-characteristics among IG-students as well as a trend that a rather large number of the assessments of IG students with(out) characteristics of ASD might not be arranged in a systematic dimensional needs-based way, according to the basic principles of the S&W Heuristic. These findings suggest either the necessity of optimisation of assessments trajectories in psycho-educational practice, or the necessity of optimisation of the S&W Heuristic itself. © Education & Psychology I+D+i and Ilustre Colegio Oficial de la Psicología de Andalucía Oriental (Spain).",2019,https://scholar.google.com.br/,no
460,Handbook of adolescent behavioral problems: Evidence-based approaches to prevention and treatment,"The Second Edition of the Handbook of Adolescent Behavioral Problems clarifies the current state of treatment and prevention through comprehensive examinations of mental disorders and dysfunctional behaviors as well as the varied forces affecting their development. New or revised chapters offer a basic framework for approaching mental health concerns in youth and provide the latest information on how conditions (e.g., bipolar disorder, suicidality, and OCD) and behaviors (e.g., sex offenses, gang activities, dating violence, and self-harm) manifest in adolescents. Each chapter offers diagnostic guidance, up-to-date findings on prevalence, biological/genetic aspects, risk and resilience factors, and a practical review of prevention and treatment methods. Best-practice recommendations clearly differentiate among what works, what might work, what doesn't work, and what needs further research across modalities, including pharmacotherapy. Key topics addressed include: Families and adolescent development. Adolescent mental health and the DSM-5. Oppositional Defiant Disorder and Conduct Disorder. Autism spectrum disorder. Media and technology addiction. School failure versus school success. Bullying and cyberbullying. The Second Edition of the Handbook of Adolescent Behavior Problems is a must-have reference for researchers, clinicians, allied practitioners and professionals, and graduate students in school and clinical child psychology, education, pediatrics, psychiatry, social work, school counseling, and public health. © Springer Science+Business Media New York 2005, 2015.",2019,https://scholar.google.com.br/,no
461,Gray Matter Alterations in Young Children with Autism Spectrum Disorders: Comparing Morphometry at the Voxel and Regional Level,"Sophisticated algorithms to infer disease diagnosis, pathology progression and patient outcome are increasingly being developed to analyze brain MRI data. They have been successfully implemented in a variety of diseases and are currently investigated in the field of neuropsychiatric disorders, including autism spectrum disorder (ASD). We aim to test the ability to predict ASD from subtle morphological changes in structural magnetic resonance imaging (sMRI). The analysis of sMRI of a cohort of male ASD children and controls matched for age and nonverbal intelligence quotient (NVIQ) has been carried out with two widely used preprocessing software packages (SPM and Freesurfer) to extract brain morphometric information at different spatial scales. Then, support vector machines have been implemented to classify the brain features and to localize which brain regions contribute most to the ASD-control separation. RESULTS: The features extracted from the gray matter subregions provide the best classification performance, reaching an area under the receiver operating characteristic curve (AUC) of 74%. This value is enhanced to 80% when considering only subjects with NVIQ over 70. Despite the subtle impact of ASD on brain morphology and a limited cohort size, results from sMRI-based classifiers suggest a consistent network of altered brain regions. © 2015 by the American Society of Neuroimaging.",2019,https://scholar.google.com.br/,no
462,Natural interfaces and virtual environments for the acquisition of street crossing and path following skills in adults with Autism Spectrum Disorders: A feasibility study,"Background: Lack of social skills and/or a reduced ability to determine when to use them are common symptoms of Autism Spectrum Disorder (ASD). Here we examine whether an integrated approach based on virtual environments and natural interfaces is effective in teaching safety skills in adults with ASD. We specifically focus on pedestrian skills, namely street crossing with or without traffic lights, and following road signs. Methods: Seven adults with ASD explored a virtual environment (VE) representing a city (buildings, sidewalks, streets, squares), which was continuously displayed on a wide screen. A markerless motion capture device recorded the subjects' movements, which were translated into control commands for the VE according to a predefined vocabulary of gestures. The treatment protocol consisted of ten 45-minutes sessions (1 session/week). During a familiarization phase, the participants practiced the vocabulary of gestures. In a subsequent training phase, participants had to follow road signs (to either a police station or a pharmacy) and to cross streets with and without traffic lights. We assessed the performance in both street crossing (number and type of errors) and navigation (walking speed, path length and ability to turn without stopping). To assess their understanding of the practiced skill, before and after treatment subjects had to answer a test questionnaire. To assess transfer of the learned skill to real-life situations, another specific questionnaire was separately administered to both parents/legal guardians and the subjects' personal caregivers. Results: One subject did not complete the familiarization phase because of problems with depth perception. The six subjects who completed the protocol easily learned the simple body gestures required to interact with the VE. Over sessions they significantly improved their navigation performance, but did not significantly reduce the errors made in street crossing. In the test questionnaire they exhibited no significant reduction in the number of errors. However, both parents and caregivers reported a significant improvement in the subjects' street crossing performance. Their answers were also highly consistent, thus pointing at a significant transfer to real-life behaviors. Conclusions: Rehabilitation of adults with ASD mainly focuses on educational interventions that have an impact in their quality of life, which includes safety skills. Our results confirm that interaction with VEs may be effective in facilitating the acquisition of these skills. © 2015 Saiano et al., licensee BioMed Central.",2019,https://scholar.google.com.br/,no
463,User experience on numerical application between children with down syndrome and autism,The use of information technology in special education can enhance the ability in learning process. The purpose of this study is to compare the experience of children with Down Syndrome (DS) and children with autism in using a mobile numerical application named MathDS. Five children with DS and six children with autism involved in this study. The results indicate that the students with autism are more confident and satisfied with the application compared to the children with DS. Furthermore the analysis shows that the children with autism can easily understand on how to use the application and can get familiar with the product easily compared to children with DS. This might be because of the characteristics and also the behavior of the children. Copyright © 2015 ACM.,2019,https://scholar.google.com.br/,yes
464,Teaching strategies and pedagogical resources for teaching students with adhd in physical education classes [Estratégias de ensino e recursos pedagógicos para o ensino de alunos com tdah em aulas de educação física],"ADHD is a common neurobehavioral, multifactorial disorder, that is common in the population of schoolage children, whose main feature is a persistent pattern of inattention and or hyperactivity/impulsivity, which often results in emotional, social and above all, functional impairments. In this perspective, the research aimed to plan, implement and analyze an intervention program consisting of psychomotor, play activities and game strategies. The study was based on the adaptation of learning resources and teaching strategies used in physical education classes aiming to stimulate memory, attention and concentration in children with ADHD. The study included four students diagnosed between the ages of six and ten years, of both genders, enrolled in a regular teaching school. The scale of motor development was initially applied for data collection, in order to identify the motor condition of the students. Having obtained the data and after a documentary analysis, three thematic types of activities were selected and applied: psychomotor, play activities and strategy games. The instruments used were: participant observation with field journal registration and filming. Content analysis was used for data analysis and six categories were obtained: 1. Teacher / student and student / student bond, 2. Cooperative Work., 3. Mediation, 4. Routine, 5. Resource Selection and 6. Environment. These categories could underpin representative discussions of a proposal for an Inclusive Physical Education program for students with ADHD, consistent with the possibility of establishing routines that can integrate memory stimuli, attention and concentration of these subjects. © 2015, Associacao Brasileira de Pesquisadores em Educacao Especial. All rights reserved.",2019,https://scholar.google.com.br/,no
465,"Effectiveness of work, activities of daily living, education, and sleep interventions for people with autism spectrum disorder: A systematic review","Objective. To examine interventions addressing work, activities of daily living (ADLs), instrumental activities of daily living (IADLs), education, and sleep for people with autism spectrum disorder. Method. A total of 23 studies were identified, and 9 work-, 11 ADL/IADL-, and 3 education-related interventions were examined. No sleep studies were identified. Results. Use of mobile and tablet technologies for vocational skills was supported. Support for ADL/IADL intervention is variable, with indications that Cognitive Orientation to Occupational Performance, sensory integration, and contextual interventions may increase occupational performance. Preliminary evidence suggests that daily yoga and brief exercise may improve classroom performance and behavior, group physical activities may assist with school readiness variables. Evidence for using technologies for IADLs was limited, as was evidence determining effective interventions for feeding and eating issues. Conclusions. Studies investigating interventions related to sleep are lacking. More studies are needed in all areas, presenting opportunities for the expansion of science-driven occupational therapy practice and research for people with ASD.",2019,https://scholar.google.com.br/,no
466,Brain-computer interface and its applications in cognitive training,"We investigated the use of Brain-Computer Interface (BCI) in cognitive training. We developed a BCI to quantify a person's attention level. Based on this algorithm, a feedforward mechanism is then used to build gaming interfaces for cognitive training. Several clinical trials have been conducted and significant improvement has been achieved in both children with ADHD and elderly with cognitive decline. Pivotal trials to demonstrate the efficacy of cognitive training are under way in both children and elderly subjects. © 2015 IEEE.",2019,https://scholar.google.com.br/,no
467,Evidence-based technology design and commercialisation: Recommendations derived from research in education and autism,"The proliferation of mobile technologies and apps raises questions for researchers in the field of educational technology. Many apps are marketed as having impact on learning or therapeutic outcome in populations with additional support needs. This paper briefly outlines three possible academic responses to the rise of therapeutic technologies for vulnerable populations. These are: reviewing existing scientific evidence to inform design, knowledge exchange with consumers and commercial partners, and rigorous evaluation of technologies in an academic context. The examples are drawn from autism research, but have implications for the evaluation of technologies generally, and for provision of guidance to various user communities. Better communication and closer working between developers, researchers and consumers is necessary to ensure relevant research outcomes and evidence-based practice in educational technology. The paper concludes with concrete recommendations for researchers in Education, Psychology, or Computer Science in carrying out work relevant to commercial enterprise and consumers. © 2015, Association for Educational Communications and Technology.",2019,https://scholar.google.com.br/,no
468,Evidence-based development and evaluation of mobile cognitive support apps for people on the autism spectrum: Methodological conclusions from two R+D projects,"A growing body of evidence confirms that mobile digital devices have key potentials as assistive/educational tools for people with autism spectrum disorders. The aim of this paper is to outline key aspects of development and evaluation methodologies that build on, and provide systematic evidence on effects of using such apps. We rely on the results of two R+D projects, both using quantitative and qualitative methods to support development and to evaluate developed apps (n=54 and n=22). Analyzing methodological conclusions from these studies we outline some guidelines for an 'ideal' R+D methodology but we also point to important trade-offs between the need for best systematic evidence and the limitations on development time and costs. We see these trade-offs as a key issue to be resolved in this field. © 2015 The authors and IOS Press. All rights reserved.",2019,https://scholar.google.com.br/,no
469,Towards an Evidence-Based Clinical Forensic Diagnostic Assessment Framework for Juvenile Fire Setting and Bomb Making: DSM-5 Quadrant,"Juvenile fire setting and bomb making (JFSB) poses clinical, cross-disciplinary, ethical, and legal challenges. For example, the discipline lacks an available assessment method that is specifically designed to guide the diagnostic work with JFSBs. Consistent with the Diagnostic and Statistical Manual of Mental Disorders (5th edition, DSM-5), an expanded dimensional diagnostic framework referred to as the DSM-5 Quadrant is recommended as a valid approach to augment the clinical utility for both case conceptualization and crafting forensically relevant interventions aimed at these youth. This article identifies issues associated with assessing mental health symptoms frequently found within the JFSB population. Copyright © Taylor & Francis Group, LLC.",2019,https://scholar.google.com.br/,no
470,"Effectiveness of a Universal, Interdependent Group Contingency Program on Children's Academic Achievement: A Countywide Evaluation","The Good Behavior Game (GBG) is a universal prevention program designed to increase academic engagement and to decrease disruptive behavior in elementary school-age children. Teachers and other school personnel use interdependent group contingencies to improve students' behavior in the classroom. Previous research indicates the GBG is efficacious in reducing behavior problems, however, little research has examined its effects on academic achievement in real-world settings. In this study, the authors evaluated the PAX GBG, a commercially available version of the GBG, as it is typically administered in elementary schools. The authors examined standardized reading and mathematics scores across one academic year for 949 students enrolled in the GBG or comparison classrooms. Results showed significant but small effects of the GBG on reading and mathematics. Results were greatest for boys, children with lower achievement scores at baseline, and students from more economically disadvantaged school districts. School personnel may find the PAX GBG useful in improving children's behavior and academic skills. © 2015, Copyright © Taylor & Francis Group, LLC.",2019,https://scholar.google.com.br/,no
471,Self-controlled technologies to support skill attainment in persons with an autism spectrum disorder and/or an intellectual disability: A systematic literature review,"Persons with an autism spectrum disorder and/or intellectual disability have difficulties in processing information, which impedes the learning of daily living skills and cognitive concepts. Technological aids support learning, and if used temporarily and in a self-controlled manner, they may contribute to independent societal participation. This systematic review examines the studies that applied self-controlled technologies. The 28 relevant studies showed that skills and concepts are learned through prompting, interaction with devices, and practicing in (realistic) virtual environments. For attaining cognitive concepts, advanced technologies such as virtual reality are effective. Five studies focussed on cognitive concepts and two on emotion concepts. More research is necessary to examine the generalization of results and effect of using technology for learning cognitive and emotional concepts.Implications for RehabilitationPersons with a moderate to mild intellectual disability and/or with autism can use self-controlled technology to learn new activities of daily living and cognitive concepts (e.g. time perception and imagination).Specific kinds of technologies can be used to learn specific kinds of skills (e.g. videos on computers or handheld devices for daily living skills, Virtual Reality for time perception and emotions of others).For learning new cognitive concepts it is advisable to use more advanced technologies as they have the potential to offer more features to support learning. © 2015 Informa UK Ltd.",2019,https://scholar.google.com.br/,no
472,The use of comic strip conversations in shaping social behaviour of children with autism in the context of play,"The play world of children with autism is based on a fixed formula of their behaviour. They do not participate willingly in games taken up spontaneously and any attempts to initiate them or join games voluntarily are not always successful. They wish to participate in social contacts like every child, they have motivation towards it but they lack the appropriate knowledge and skills in how to get involved in them normally (Pisula, 2005, p. 103, see Njardvik, Matson & Cherry, 1999, pp. 287 – 295). The effective method that supports problem solving and enables children to learn social skills, including play skills, is the usage of Comic Strip Conversations, which arranges in a systematic way “what people say and do, and emphasize what people may be thinking” (Gray, 1994, p. 1). © 2015, Adam Marszalek Publishing House. All rights reserved.",2019,https://scholar.google.com.br/,no
473,Development of social skills in children: Neural and behavioral evidence for the elaboration of cognitive models,"Social skills refer to a wide group of abilities that allow us to interact and communicate with others. Children learn how to solve social situations by predicting and understanding other's behaviors. The way in which humans learn to interact successfully with others encompasses a complex interaction between neural, behavioral, and environmental elements. These have a role in the accomplishment of positive developmental outcomes, including peer acceptance, academic achievement, and mental health. All these social abilities depend on widespread brain networks that are recently being studied by neuroscience. In this paper, we will first review the studies on this topic, aiming to clarify the behavioral and neural mechanisms related to the acquisition of social skills during infancy and their appearance in time. Second, we will briefly describe how developmental diseases like Autism Spectrum Disorders (ASD) can inform about the neurobiological mechanisms of social skills. We finally sketch a general framework for the elaboration of cognitive models in order to facilitate the comprehension of human social development. © 2015 Soto-Icaza, Aboitiz and Billeke.",2019,https://scholar.google.com.br/,no
474,Adopting agile methods in the public sector: A systematic literature review,"Agile software development (ASD) has become an important research topic. However, despite the increase in the number of studies in this area in the last few years, there is a lack of structured information about its adoption in the public sector. Since the public sector is the part of the economy concerned with providing various government services, the goal of this study is to report from a systematic literature review and provide information that may enhance the understanding of the implications of adopting ASD within public companies. As the main results, we found that ASD could indeed be adopted in the public sector. The analysis suggests that a good alternative is to start the adoption of ASD with people willing to change-strongly supported by senior management-working on important pilotprojects. Second, we found that job satisfaction is greater when adopting agile methods within public companies. Finally, we also found some barriers that are difficult to overcome, including the ingrained use of plan-drive methods, as well as big bang deliveries and lack of experience in ASD. Copyright © 2015 by KSI Research Inc. and Knowledge Systems Institute Graduate School.",2019,https://scholar.google.com.br/,no
475,Technology use and sleep quality in preadolescence and adolescence,"Study Objectives: The purpose of this study was to analyze differences between preadolescents and adolescents on the use of technology and to test the contribution of using Internet and mobile phone, and circadian preference on sleep quality. Methods: We recruited a sample of 850 (364 males) preadolescents and adolescents. Self-report questionnaires about sleep schedule, sleep wake behavior problems, circadian preferences, and the use of technology (e.g., Internet and mobile phone) were administered. Students were asked to fill out the School Sleep Habits Survey, a self-report questionnaire on the use of technology, the Mobile Phone Involvement Questionnaire (MPIQ), and the Shorter Promis Questionnaire (SPQ). Results: Adolescents reported more sleep problems, a tendency toward eveningness, and an increase of Internet and phone activities, as well as social network activities, while preadolescents were more involved in gaming console and television viewing. The regression analysis performed separately in the two age groups showed that sleep quality was affected by the circadian preference (eveningness) in both groups. Adolescents' bad sleep quality was consistently associated with the mobile phone use and number of devices in the bedroom, while in preadolescents, with Internet use and turning-off time. Conclusions: The evening circadian preference, mobile phone and Internet use, numbers of other activities after 21:00, late turning off time, and number of devices in the bedroom have different negative influence on sleep quality in preadolescents and adolescents.",2019,https://scholar.google.com.br/,no
476,Does diffusion MRI tell us anything about the white matter? An overview of methods and pitfalls,"One key pitfall in diffusion magnetic resonance imaging (dMRI) clinical neuroimaging research is the challenge of understanding and interpreting the results of a complex analysis pipeline. The sophisticated algorithms employed by the analysis software, combined with the relatively non-specific nature of many diffusion measurements, lead to challenges in interpretation of the results. This paper is aimed at an intended audience of clinical researchers who are learning about dMRI or trying to interpret dMRI results, and who may be wondering ""Does dMRI tell us anything about the white matter?"" We present a critical review of dMRI methods and measures used in clinical neuroimaging research, focusing on the most commonly used analysis methods and the most commonly reported measures. We describe important pitfalls in every section, and provide extensive references for the reader interested in more detail. © 2014 Elsevier B.V.",2019,https://scholar.google.com.br/,no
477,The use of video modeling with the picture exchange communication system to increase independent communicative initiations in preschoolers with autism [Otizmli çocuklara do?rudan ve video modelle birlikte sunulan pecs uygulamasinin etkilerinin kar?ila?tirilmasi],"In the present study, the effectiveness and efficiency of the use of video modeling (VM) alone and VM procedure with the picture exchange communication system (PECS) procedures were compared in order to increase independent communicative initiations in preschool-age students will be evaluated in this study. An alternating treatments design was used in the study. The three participants were diagnosed with autism and they are preschool children. All participants were attending to the Unit for Children with Developmental Disabilities in the Research Institute for the Handicapped. The dependent variable is the number of independent initiations made by the student. Independent variables are using the first phase of PECS alone and using the first phase of PECS together with video modeling. The period of experiment consist of baseline, training, post training, and maintenance, sessions. Generalization data was collected during training sessions. In each session, two trainers were take place, one is communicative partner and the other is physical prompter. Besides, in order to collect generalization data, once in every three sessions mothers of participants will attend sessions as the communicative partner or physical prompter. For preparing the video model recordings, a preschool child without special needs was used. An Ipad was used for providing the video model recordings to the participant children.",2019,https://scholar.google.com.br/,no
478,Virtual reality games as an intervention for children: A pilot study,"Purpose: This pilot study explored the use of virtual reality-based games as an enjoyable yet effective intervention to improve skills in children with developmental disabilities. Although the intervention was primarily targeted at the enhancement of motor skills, the children's communication, cognitive and social/emotional skills were also monitored and changes, if any, were tracked during this period. Methods: Therapists guided 5 children (4 boys with Autism Spectrum Disorder and 1 girl with Learning Disability) while they played carefully chosen games on the Xbox-Kinect, in individual sessions. Each child attended between 4 and 6 sessions over a span of one month. Therapists used a 4-point rating scale to evaluate specific skills in each of the four domains (motor, communication, cognitive and social/emotional) at the beginning of the intervention, and again at the end. Results: Pre-and post-intervention scores revealed that the children made significant progress, not only in certain motor skills but also in skills from the cognitive and social/emotional domains. None of the children regressed in any of the skills monitored from the different domains. Conclusions: Initial findings indicate that virtual reality games provide a useful platform for building interventions for children with developmental disabilities. There is much scope for future research in this area. The results of the study provide insights into the skills which might require prolonged, consistent inputs during the intervention, and the ones which might be acquired quickly through leaps in learning. The different ways in which children with varied developmental profiles might benefit from virtual reality-based interventions were also highlighted. © 2015, Action for Disability Regional Rehabilitation Centre. All rights reserved.",2019,https://scholar.google.com.br/,no
479,An integrated approach to treatment of patients with personality disorders,We describe a framework for the application of treatment modules to the major domains of dysfunction manifested by clients with personality disorder. This integrated approach takes the clinician beyond the existing limited treatment research by using strategies and techniques from all the major treatment schools and orientations. This effort is necessary and timely because the field of personality disorders is currently struggling to further define and understand personality pathology beyond categories by articulating major dimensions of dysfunction across the personality disorder types marked by various degrees of severity. © 2015 American Psychological Association.,2019,https://scholar.google.com.br/,no
480,SnoezelenCAVE: Virtual reality CAVE Snoezelen framework for Autism spectrum disorders,"Autism Spectrum Disorder has become broadly recognized around the world, and Snoezelen (i.e. multi-sensory room) is one of the methods that provides therapy for Autism Spectrum Disorder. This paper presents a system proposal of a new technique called “SnoezelenCAVE” that relies on immersive virtual reality technology. In this “SnoezelenCAVE”, a Multi-sensory environment will be developed in a CAVE setup. It includes an integration of hand motion device and voice recognition system. This proposed designs will focus on virtual environments stimulating visual learning, auditory techniques and natural free hand interaction method in relaxing virtual environments. © Springer International Publishing Switzerland 2015.",2019,https://scholar.google.com.br/,no
481,Appearance-based trust behaviour is reduced in children with autism spectrum disorder,"Typical individuals make rapid and reliable evaluations of trustworthiness from facial appearances, which can powerfully influence behaviour. However, the same may not be true for children with autism spectrum disorder. Using an economic trust game, the current study revealed that like typical children, children with autism spectrum disorder rationally modulate their trust behaviour based on non-face cues to partner trustworthiness (e.g. reputation information). Critically, however, they are no more likely to place their trust in partners with faces that look trustworthy to them, than those that look untrustworthy. These results cannot be accounted for by any group differences in children's conceptualization of trustworthiness, ability to read trustworthiness from faces or understanding of the experimental paradigm. Instead, they seem to suggest that there may be a selective failure to spontaneously use facial cues to trustworthiness to guide behaviour in an ecologically valid context. © The Author(s) 2014.",2019,https://scholar.google.com.br/,no
482,Suicide in childhood or accidental hanging? A case report [Suizid im kindesalter oder unfallbedingtes erhängen? Eine fallvorstellung],"Suicides of children, adolescents and young adults are a rare manner of death. Hanging is the dominant suicide method in all age groups. Risk factors for suicide at a young age are mental diseases, use of illicit drugs, antisocial behaviour and problems within the family. A 10-year-old boy was found to have hanged himself with a scarf at the handrail of a staircase. He had had school problems and was often sent home earlier as he tended to disturb classes. In the week prior to his death the headmaster of his school had told him that he should better attend another type of school. The deceased's elder brother had recorded a video with his mobile phone some years before showing his sister in a simulated hanging situation. Apart from the macroscopic and microscopic findings of the reported case, the frequency and special characteristics of suicides in childhood and adolescence are discussed. © 2015, Verlag Schmidt-Romhild. All rights reserved.",2019,https://scholar.google.com.br/,no
483,The intelligent robot contents for children with speech-language disorder,"The purpose of this study is the development of language-intervention content, ""Special Friend, iRobiQ."" The play-robot content serves various roles: The promotion of language interaction for children with speech-language disorders, an interlocutor friend (Talking Friend, iRobiQ), the transmission of data for diagnosis and evaluation between parents and experts, and a monitor for the supervisor of the speech-language disorder children outside of a therapy setting (Helping Friend, iRobiQ). This content design used a script approach, which provides entertaining educational elements for speech-language disorder children, as a player and learner. It has greetings and a birthday celebration script (cake, gift, song), with the theme of the practical language goals necessary for speech-language disorder children. The format provides a platform for the exchange of emotions as a peer. When examining the effectiveness of its adaptability for use in the field, four certified speech-language therapists used the content with four autism/MR (Mental Retardation) children who were 4-5 years old over eight sessions in October 2012. The children learned to initiate conversations with the robot with the emotional exchange of expressions, as reported positively. These results suggest the future development of speech-language therapist assistant robots.",2019,https://scholar.google.com.br/,no
484,Paradoxical benzodiazepine response: A rationale for bumetanide in neurodevelopmental disorders?,"The diuretic agent bumetanide has recently been put forward as a novel, abstract promising treatment of behavioral symptoms in autism spectrum disorder (ASD) and related conditions. Bumetanide can decrease neuronal chloride concentrations and may thereby reinstate g-aminobutyric acid (GABA)-ergic inhibition in patients with neurodevelopmental disorders. However, strategies to select appropriate candidates for bumetanide treatment are lacking. We hypothesized that a paradoxical response to GABA-enforcing agents such as benzodiazepines may predict the efficacy of bumetanide treatment in neurodevelopmental disorders. We describe a case of a 10-year-old girl with ASD, epilepsy, cortical dysplasia, and a 15q11.2 duplication who had exhibited marked behavioral arousal after previous treatment with clobazam, a benzodiazepine. We hypothesized that this response indicated the presence of depolarizing excitatory GABA and started bumetanide treatment with monitoring of behavior, cognition, and EEG. The treatment resulted in a marked clinical improvement in sensory behaviors, rigidity, and memory performance, which was substantiated by questionnaires and cognitive assessments. At baseline, the girl's EEG showed a depression in absolute a power, an electrographic sign previously related to ASD, which was normalized with bumetanide treatment. The effects of bumetanide on cognition and EEG seemed to mirror the nonparadoxical responses to benzodiazepines in healthy subjects. In addition, temporal lobe epilepsy and cortical dysplasia have both been linked to disturbed chloride homeostasis and seem to support our assumption that the observed paradoxical response was due to GABA-mediated excitation. This case highlights that a paradoxical behavioral response to GABA-enforcing drugs may constitute a framework for targeted treatment with bumetanide. Copyright © 2015 by the American Academy of Pediatrics.",2019,https://scholar.google.com.br/,no
485,Anesthesia and the developing brain,"Despite the profound evolution in the safety and efficacy of neonatal and pediatric anesthesia, questions remain concerning the long-term neurotoxic and neurocognitive effects of the drugs used in anesthetic care. A variety of prospective animal models and retrospective human studies exist that inconsistently demonstrate a detrimental effect of early life exposure to anesthetic drugs and subsequent learning performance. Limitations associated with both non-human and human observational studies are critiqued. Research currently underway is briefly described. A framework for discussing the relevant issues with concerned parents is presented.",2019,https://scholar.google.com.br/,no
486,"The Impact of Policy, Environmental, and Educational Interventions: A Synthesis of the Evidence From Two Public Health Success Stories","Motor vehicle safety and tobacco control are among the greatest public health achievements of the 20th century, according to the Centers for Disease Control and Prevention. As the number of miles traveled in the United States multiplied 10 times from the 1920s to the 1990s, the annual motor vehicle crash death rate per vehicle mile traveled decreased by 90%. Similarly, tobacco-related deaths from heart disease, stroke, and cancer were rapidly mounting over the first two thirds of the 20th century. Then, in the last third of the century, tobacco consumption decreased by more than 50%, and rates of heart disease and stroke deaths, and later cancer deaths, declined similarly. This analysis addresses the central question of what lessons can be learned from these success stories that will help public health professionals successfully tackle new and emerging health behavior problems of today and tomorrow? Surveillance, research, multilevel interventions, environmental modifications, and strong policies were key to reducing motor vehicle- and tobacco-related health problems. Generating public support and advocacy, and changing social norms also played critical roles in promoting the safer and smoke-free behaviors. Lessons learned include the need for evidence-based practices and interventions that are ecologically comprehensive with an emphasis on changing environmental determinants and capitalizing on the concept of reciprocal determinism. The analysis concludes with a description of how the PRECEDE-PROCEED planning framework can be used to apply the lessons from motor vehicle safety and tobacco control to other public health threats. © 2015 Society for Public Health Education.",2019,https://scholar.google.com.br/,no
487,An empirical study to develop a Decision Support System (DSS) for measuring the impact of quality measurements over agile Software Development (ASD),"Background/Objectives: Primarily, this quantitative research aims to study the impact of integrating quality measurements with ASD, quantify it, and develop a DSS for predicting its outcome. Methods/Statistical Analysis: Included within a survey, the population sample is represented by project managers, who were divided into two independent groups: The first one adopts an explicit quality measurement framework while the second group does not apply quality measurements. After that, the researcher tested both groups in an independent samples t-test, and analysed results statistically. After experimenting different machine learning models, the researcher developed a DSS based on Linear Regression. Findings: Only 150 responded out of 200 respondents. The research dataset passed the ""independent t-test"" validity test with the fulfilment of the six assumptions. After conducting the independent t-test design, the researcher found that the value of Sig. (2-tailed) is less than .05, which means that the differences between the experimented groups are statistically significant. After that, the researcher utilized WEKA experimenter with 10-folds cross validation to test the dataset fitness with four different machine learning algorithms, which are Linear Regression (base), Multilayer Perceptron, KStar, and Decision Stump. The results showed that Linear Regression (base) provides better fitness with the dataset. Moreover, The R Square for it is .836. Based on Linear Regression, the researcher developed web and windows version of the DSS using VB.NET. In summary, research results shows that there is empirical evidence to support the proposition that quality measurements integration with ASD presents a strategic value to organizations. The contribution of these findings is materialized in its empirical nature and the scariness of research in this domain. Application/Improvements: Henceforward, the researcher are planning to expand the population sample, publishing the developed DSS online with integrated feedback, and developing other DSSs for supporting integrating quality measurements with ASD.",2019,https://scholar.google.com.br/,no
488,Virtual reality in rehabilitation and therapy,"This paper describes virtual reality and some of its potential applications in rehabilitation and therapy. Some aspects of this technology are discussed with respect to different problem areas (sensorimotor impairments, autism, learning difficulties), as well as previous research which investigated changes within some motor and motivation parameters in relation to rehabilitation of children with motor impairments. Emphasis is on the positive effects of virtual reality as a method in which rehabilitation and therapy can be offered and evaluated within a functional, purposeful and motivating context.",2019,https://scholar.google.com.br/,no
489,ADACOF: An educational approach based on ICT digital learning code joint phonetic children with disabilities [ADACOF: Una aproximación educativa basada en TIC para el aprendizaje digital de la articulación del código fonético en niños con discapacidad],"This paper presents a new approach to provide support in learning the phonetic code (language therapy) using support from ICT (mobile technologies). Our proposal can be used in therapy sessions with children with speech disorders and/or associated pathologies (brain paralysis, autism, etcetera), or as a tool to help treat speech production difficulties in children in regular schools. Spontaneous and repetitive pronunciation tests were used to determine the children's pronunciation difficulties and the recording of activity tasks, the creation of individual reports and the generation of work plans were automated for this same purpose. Tests were applied to 32 children with a variety of disorders, attending special education centers in Cuenca- Ecuador in order to analyze the potential of this type of support tool. © 2015, (publisher). All rights reserved.",2019,https://scholar.google.com.br/,no
490,Current issues in the use of fMRI-based neurofeedback to relieve psychiatric symptoms,"fMRI-based neurofeedback (fMRI-NF) is a non-invasive technique that allows participants to achieve control of their own brain activity using the real-time feedback of the activity (measured indirectly based on the BOLD signal) of a particular brain region or network. The feasibility of fMRI-NF in healthy subjects has been documented for a variety of brain areas and neural systems, and this technique has also been proposed for the treatment of psychiatric disorders in recent years. Through a systematic review of the scientific literature this paper probes the rationale and expected applications of fMRI-NF in psychiatry, discusses issues that must be addressed in the use of this technique to treat mental disorders. Six relevant references and five ongoing studies were identified according to our inclusion criteria. These studies show that in most psychiatric disorders (major depressive disorder, schizophrenia, personality disorders, addiction), patients are able to learn voluntary control of the neuronal activity of the targetedbrain region(s). Interestingly, in some cases, this learning is associated with clinical improvement, showing that fMRI-NF can potentially be developed into a therapeutic tool. However, only low-level evidence is available to support the use of this relatively new technique in clinical practice. Notably, no randomized, controlled trial is currently available in this field of research. Finally, methodological issues and clinical perspectives (especially the potential use of pattern recognition in fMRI-NF protocols) are discussed. © 2015 Bentham Science Publishers. © 2015 Bentham Science Publishers.",2019,https://scholar.google.com.br/,no
491,Automated social skills trainer,"Social skills training is a well-established method to decrease human anxiety and discomfort in social interaction, and acquire social skills. In this paper, we attempt to automate the process of social skills training by developing a dialogue system named ""automated social skills trainer,"" which provides social skills training through human-computer interaction. The system includes a virtual avatar that recognizes user speech and language information and gives feedback to users to improve their social skills. Its design is based on conventional social skills training performed by human participants, including defining target skills, modeling, role-play, feedback, reinforcement, and homework. An experimental evaluation measuring the relationship between social skill and speech and language features shows that these features have a relationship with autistic traits. Additional experiments measuring the effect of performing social skills training with the proposed application show that most participants improve their skill by using the system for 50 minutes. Copyright © 2015 ACM.",2019,https://scholar.google.com.br/,no
492,"A complexity approach toward mind-brain-education (MBE), challenges and opportunities in educational intervention and research","In the context of an educational or clinical intervention, we often ask questions such as ""How does this intervention influence the task behavior of autistic children?"" or ""How does working memory influence inhibition of immediate responses?"" What do we mean by the word influence here? In this article, we introduce the framework of complex dynamic systems (CDS) to disentangle the meaning of words such as influence, and to discuss the issue of education and intervention as something that takes place in the form of complex, real-time, situated processes. What are the applied implications of such a CDS framework? Can we use it to improve education? Five general principles-process laws-are introduced, which can be used to guide the way we formulate research questions and methods, and the way we use the results of such research. In addition, we briefly discuss a project in progress, in which we ourselves attempt to apply the process laws that govern educational activities. Finally, we report about a discussion about the usability of the process laws, both in educational research and in the classroom, as was held during our workshop at the Mind, Brain, and Education Conference, November 2014. © 2015 International Mind, Brain, and Education Society and Wiley Periodicals, Inc.",2019,https://scholar.google.com.br/,no
493,Unraveling the Biology of Auditory Learning: A Cognitive-Sensorimotor-Reward Framework,"The auditory system is stunning in its capacity for change: a single neuron can modulate its tuning in minutes. Here we articulate a conceptual framework to understand the biology of auditory learning where an animal must engage cognitive, sensorimotor, and reward systems to spark neural remodeling. Central to our framework is a consideration of the auditory system as an integrated whole that interacts with other circuits to guide and refine life in sound. Despite our emphasis on the auditory system, these principles may apply across the nervous system. Understanding neuroplastic changes in both normal and impaired sensory systems guides strategies to improve everyday communication. © 2015 Elsevier Ltd.",2019,https://scholar.google.com.br/,no
494,"From brain synapses to systems for learning and memory: Object recognition, spatial navigation, timed conditioning, and movement control","This article provides an overview of neural models of synaptic learning and memory whose expression in adaptive behavior depends critically on the circuits and systems in which the synapses are embedded. It reviews Adaptive Resonance Theory, or ART, models that use excitatory matching and match-based learning to achieve fast category learning and whose learned memories are dynamically stabilized by top-down expectations, attentional focusing, and memory search. ART clarifies mechanistic relationships between consciousness, learning, expectation, attention, resonance, and synchrony. ART models are embedded in ARTSCAN architectures that unify processes of invariant object category learning, recognition, spatial and object attention, predictive remapping, and eye movement search, and that clarify how conscious object vision and recognition may fail during perceptual crowding and parietal neglect. The generality of learned categories depends upon a vigilance process that is regulated by acetylcholine via the nucleus basalis. Vigilance can get stuck at too high or too low values, thereby causing learning problems in autism and medial temporal amnesia. Similar synaptic learning laws support qualitatively different behaviors: Invariant object category learning in the inferotemporal cortex, learning of grid cells and place cells in the entorhinal and hippocampal cortices during spatial navigation, and learning of time cells in the entorhinal-hippocampal system during adaptively timed conditioning, including trace conditioning. Spatial and temporal processes through the medial and lateral entorhinal-hippocampal system seem to be carried out with homologous circuit designs. Variations of a shared laminar neocortical circuit design have modeled 3D vision, speech perception, and cognitive working memory and learning. A complementary kind of inhibitory matching and mismatch learning controls movement. © 2014 Elsevier B.V. All rights reserved.",2019,https://scholar.google.com.br/,no
495,Interactive digital storytelling and HCI techniques applied for edutainment in interactive health projects: Analysis of two USC's labyrinth projects,". The interactive narratives for developing interactive & educational documentaries have served for developing interactive installations & products in galleries, exhibitions, museums, universities, webs & videogames. During the last years, these previous experiences of applying interactive narrative techniques in digital historical or educational products have served to developed interactive narratives applied to health education, treatment or recovery. Two of the projects developed by the USC's Labyrinth Project, directed by Marsha Kinder, are examples of the application of experiences in other narrative genres to health edutainment. This paper analyzes the interactive narrative elements integrated on the interfaces of the projects: A Tale of Two MAO Genes & Interacting with Autism. This analysis develops a model that describes the interactive immersive narrative elements integrated on their interfaces. It serves to identify the interactive narrative elements that create immersion in edutainment health projects so they can be applied on new narratives about recovering from addiction. © Springer International Publishing Switzerland 2015.",2019,https://scholar.google.com.br/,no
496,Assessing a new projective problem solving tool using conjoint analysis,"An innovative process that assists users in non-quantitative problem solving is presented. The process, called Ramic, employs the idea of psychological projection in an innovative way to help users focus, express and think through problems. Its applicability ranges from assisting with simple non-analytic decision-making to developing and assessing strategies. In the virtual realm, harnessing the power of psychological projection for problem solving has been attempted in the form of a process called Sand Tray. Attempts at virtualization have garnered little traction potentially due to encumbrance of the interface. Ramic, in contrast, is innately set up for digital use through a relatively simple interface. A key question this paper explores is how to quantitatively measure the value of Ramic in relation to the well-established process of Sand Tray. Even though these processes operate on qualitative problems, a preference analysis tool called conjoint analysis is used to build an experiment and derive specific user utilities for each process. To perform the study, both processes required testing in the physical domain. A 32-person study is presented and indicates the Ramic projective process to have a 23% higher user utility than Sand Tray in the area of problem solving. As such, it presents an opportunity to explore a new way in which individuals can approach non-analytical problem solving and how computers can assist them in the task. © 2015 World Scientific Publishing Company.",2019,https://scholar.google.com.br/,no
497,Systemic archetypes use to developing an interactive software: A children with moderated autism case [Uso de Arquetipos Sistémicos para el desarrollo de un software interactivo],"The purpose of the present paper is the identification of value elements during the development of an interactive software, which is proposed for children with learning and development difficulties. In order to identify value elements the Systemic Archetype of co-creation is used, those values are identified by using a phenomenological analysis focused on experience of the co-creation network beneficiaries. The study comprises a previous phenomenological analysis of children's needs within their natural environment with parents and educators. The initial focus is the use case in the scenario that a child faces when going to the bathroom, identifying value elements for aural and graphic stimuli, then registered in software and used in the design phase. Results show the methodology allows the capture of value elements that express functional and no functional requirements, through qualifying speech acts with the purpose of design and develop software that could be redesigned in a co-created way with key actors using the service. © 2015 AISTI.",2019,https://scholar.google.com.br/,no
498,Acute stimulant ingestion and neurocognitive performance in healthy participants,"Context: Concussion management has become an area of great concern in athletics, and neurocognitive tests, such as Immediate Post-Concussion Assessment and Cognitive Testing (ImPACT), are commonly used as management tools. Given the restrictive nature of current management plans, anecdotal concerns have been raised about athletes trying to cheat the assessments and return to participation sooner. Stimulants have been shown to improve neurocognitive measures similar to those used in ImPACT. Therefore, they could possibly improve performance during baseline and postinjury testing. Objective: To examine the effects of a supplement containing stimulants on ImPACT performance. Design: Crossover study. Setting: Research laboratory. Patients or Other Participants: A total of 5 men (age = 20.6 ± 1.5 years, height = 176.3 ± 9.6 cm, mass = 76.9 ± 18.6 kg) and 7 women (age = 20.6 ± 1.1 years, height = 162.9 ± 7.8 cm, mass = 60.9 ± 8.2 kg) with no histories of physician-diagnosed head injury, learning disability, or attention-deficit disorder. Intervention(s): Participants were assessed under supplement (5.5 g of Jacked 3D, which contains caffeine and 1,3-dimethylamylamine), placebo, and control conditions separated by 1 week. Main Outcome Measure(s): I compared ImPACT composite scores for verbal and visual memory, visual motor speed, reaction time, impulse control, and a cognitive-efficiency index under each of the 3 conditions and assessed them 30 minutes after ingestion. Results: I observed a difference when comparing reaction times, as the participants reacted faster during the supplement condition (0.53 ± 0.03 seconds) than during the placebo (0.55 ± 0.03 seconds) and control (0.55 ± 0.03 seconds) conditions (F<inf>2,22</inf> = 4.31, P = .03). A difference also was observed for the cognitive-efficiency index, as participants scored higher during the supplement condition (0.49 ± 0.09) than during the placebo (0.41 ± 0.10) and control (0.41 ± 0.12) conditions (F<inf>2,22</inf> = 4.07, P = .03). Conclusions: Stimulant ingestion 30 minutes before testing resulted in improved memory, visual processing speed, and reaction time. However, the improvements were relatively nominal, and the question of clinical importance remains. Thus, it is unclear if stimulant ingestion would affect the return-to-participation progression. © by the National Athletic Trainers' Association, Inc.",2019,https://scholar.google.com.br/,no
499,Empowering patients and caregivers to manage healthcare via streamlined presentation of web objects selected by modeling learning benefits obtained by similar peers,"In this article, we introduce a framework for selecting web objects (texts, videos, simulations) from a large online repository to present to patients and caregivers, in order to assist in their healthcare. Motivated by the paradigm of peer-based intelligent tutoring, we model the learning gains achieved by users when exposed to specific web objects in order to recommend those objects most likely to deliver benefit to new users. We are able to show that this streamlined presentation leads to effective knowledge gains, both through a process of simulated learning and through a user study, for the specific application of caring for children with autism. The value of our framework for peer-driven content selection of health information is emphasized through two additional roles for peers: attaching commentary to web objects and proposing subdivided objects for presentation, both of which are demonstrated to deliver effective learning gains, in simulations. In all, we are offering an opportunity for patients to navigate the deep waters of excessive online information towards effective management of healthcare, through content selection influenced by previous peer experiences. © 2015 ACM.",2019,https://scholar.google.com.br/,no
500,Teaching sight words to elementary students with intellectual disability and autism: A comparison of teacher-directed versus computer-assisted simultaneous prompting,"The purpose of this study was to compare the effects of teacher-directed simultaneous prompting to computer-assisted simultaneous prompting for teaching sight words to 3 elementary school students with intellectual disability. Activities in the computer-assisted condition were designed with Intellitools Classroom Suite software whereas traditional materials (i.e., flashcards) were used in the teacher-directed condition. Treatment conditions were compared using an adapted alternating treatments design. Acquisition of sight words occurred in both conditions for all 3 participants, however, each participant either clearly responded better in the teacher-directed condition or reported a preference for the teacher-directed condition when performance was similar with computer-assisted instruction being more efficient. Practical implications and directions for future research are discussed. © AAIDD.",2019,https://scholar.google.com.br/,no
501,Play with objects in young males with fragile X syndrome: A preliminary study,"Using the Developmental Play Assessment, this preliminary study described the categories and levels of play with objects produced by 10 young boys with diagnoses of full mutation fragile X syndrome, the leading inherited cause of intellectual disability. Additionally, the study examined concurrent associations between child characteristics and three different summary level variables representing object play skills. Presentation Combinations (i.e., recreating structured configurations of objects) was the highest play level emerging or mastered for all participants. The number of toys touched during the play sample, an index of object interest, was positively related to standardized measures of receptive and expressive language while the number of different actions produced, an index of play diversity, was negatively related to autism symptom severity. Both variables were significantly related to the number of nonverbal communication acts children produced while interacting with their mothers in play. Clinical implications and future directions are discussed. Learning outcomes: Readers will be able to: (1) define a framework for categorizing developmental levels of play, (2) discuss the constructs represented by three different summary level metrics of play with objects, (3) describe the relationship between object-play skills and child characteristics for young males with FXS. © 2014 Elsevier Inc.",2019,https://scholar.google.com.br/,no
502,FADR: Functional-anatomical discriminative regions for rest fMRI characterization,"Resting state fMRI is a powerful method of functional brain imaging, which can reveal information of functional connectivity between regions during rest. In this paper, we present a novel method, called Functional-Anatomical Discriminative Regions (FADR), for selecting a discriminative subset of functional-anatomical regions of the brain in order to characterize functional connectivity abnormalities in mental disorders. FADR integrates Independent Component Analysis with a sparse feature selection strategy, namely Elastic Net, in a supervised framework to extract a new sparse representation. In particular, ICA is used for obtaining group Resting State Networks and functional information is extracted from the subject-specific spatial maps. Anatomical information is incorporated to localize the discriminative regions. Thus, functional-anatomical information is combined in the new descriptor, which characterizes areas of different networks and carries discriminative power. Experimental results on the public database ADHD-200 validate the method being able to automatically extract discriminative areas and extending results from previous studies. The classification ability is evaluated showing that our method performs better than the average of the teams in the ADHD-200 Global Competition while giving relevant information about the disease by selecting the most discriminative regions at the same time. © Springer International Publishing Switzerland 2015.",2019,https://scholar.google.com.br/,no
503,Visual motion imagery neurofeedback based on the hMT+/V5 complex: Evidence for a feedback-specific neural circuit involving neocortical and cerebellar regions,"Objective. Current approaches in neurofeedback/brain-computer interface research often focus on identifying, on a subject-by-subject basis, the neural regions that are best suited for self-driven modulation. It is known that the hMT+/V5 complex, an early visual cortical region, is recruited during explicit and implicit motion imagery, in addition to real motion perception. This study tests the feasibility of training healthy volunteers to regulate the level of activation in their hMT+/V5 complex using real-time fMRI neurofeedback and visual motion imagery strategies. Approach. We functionally localized the hMT+/V5 complex to further use as a target region for neurofeedback. An uniform strategy based on motion imagery was used to guide subjects to neuromodulate hMT+/V5. Main results. We found that 15/20 participants achieved successful neurofeedback. This modulation led to the recruitment of a specific network as further assessed by psychophysiological interaction analysis. This specific circuit, including hMT+/V5, putative V6 and medial cerebellum was activated for successful neurofeedback runs. The putamen and anterior insula were recruited for both successful and non-successful runs. Significance. Our findings indicate that hMT+/V5 is a region that can be modulated by focused imagery and that a specific cortico-cerebellar circuit is recruited during visual motion imagery leading to successful neurofeedback. These findings contribute to the debate on the relative potential of extrinsic (sensory) versus intrinsic (default-mode) brain regions in the clinical application of neurofeedback paradigms. This novel circuit might be a good target for future neurofeedback approaches that aim, for example, the training of focused attention in disorders such as ADHD. © 2015 IOP Publishing Ltd.",2019,https://scholar.google.com.br/,no
504,Further delineation of the KBG syndrome phenotype caused by ANKRD11 aberrations,"Loss-of-function variants in ANKRD11 were identified as the cause of KBG syndrome, an autosomal dominant syndrome with specific dental, neurobehavioural, craniofacial and skeletal anomalies. We present the largest cohort of KBG syndrome cases confirmed by ANKRD11 variants reported so far, consisting of 20 patients from 13 families. Sixteen patients were molecularly diagnosed by Sanger sequencing of ANKRD11, one familial case and three sporadic patients were diagnosed through whole-exome sequencing and one patient was identified through genomewide array analysis. All patients were evaluated by a clinical geneticist. Detailed orofacial phenotyping, including orthodontic evaluation, intra-oral photographs and orthopantomograms, was performed in 10 patients and revealed besides the hallmark feature of macrodontia of central upper incisors, several additional dental anomalies as oligodontia, talon cusps and macrodontia of other teeth. Three-dimensional (3D) stereophotogrammetry was performed in 14 patients and 3D analysis of patients compared with controls showed consistent facial dysmorphisms comprising a bulbous nasal tip, upturned nose with a broad base and a round or triangular face. Many patients exhibited neurobehavioural problems, such as autism spectrum disorder or hyperactivity. One-third of patients presented with (conductive) hearing loss. Congenital heart defects, velopharyngeal insufficiency and hip anomalies were less frequent. On the basis of our observations, we recommend cardiac assessment in children and regular hearing tests in all individuals with a molecular diagnosis of KBG syndrome. As ANKRD11 is a relatively common gene in which sequence variants have been identified in individuals with neurodevelopmental disorders, it seems an important contributor to the aetiology of both sporadic and familial cases. © 2015 Macmillan Publishers Limited All rights reserved.",2019,https://scholar.google.com.br/,no
505,Designing AAC research and intervention to improve outcomes for individuals with complex communication needs,"There is a rapidly growing body of research that demonstrates the positive effects of augmentative and alternative communication (AAC) intervention on the communication of children and adults with complex communication needs. Despite the positive impact of many AAC interventions, however, many individuals with complex communication needs continue to experience serious challenges participating in educational, vocational, healthcare, and community environments. In this paper, we apply the framework proposed by the International Classification of Functioning, Disability and Health (ICF) to illustrate the need to re-think AAC intervention to improve outcomes for individuals with complex communication needs, and to foster a new generation of intervention research that will provide a solid foundation for improved services. Specifically, the paper emphasizes the need to take a more holistic view of communication intervention and highlights the following key principles to guide AAC intervention and research: (a) build on the individual's strengths and focus on the integration of skills to maximize communication, (b) focus on the individual's participation in real-world contexts, (c) address psychosocial factors as well as skills, and (d) attend to extrinsic environmental factors as well as intrinsic factors related to the individual who requires AAC. © 2015 International Society for Augmentative and Alternative Communication.",2019,https://scholar.google.com.br/,no
506,mirTrios: An integrated pipeline for detection of de novo and rare inherited mutations from trios-based next-generation sequencing,"Objectives: Recently, several studies documented that de novo mutations (DNMs) play important roles in the aetiology of sporadic diseases. Next-generation sequencing (NGS) enables variant calling at single-base resolution on a genome-wide scale. However, accurate identification of DNMs from NGS data still remains a major challenge. We developed mirTrios, a web server, to accurately detect DNMs and rare inherited mutations from NGS data in sporadic diseases. Methods: The expectation-maximisation (EM) model was adopted to accurately identify DNMs from variant call files of a trio generated by GATK (Genome Analysis Toolkit). The GATK results, which contain certain basic properties (such as PL, PRT and PART), are iteratively integrated into the EM model to strike a threshold for DNMs detection. Training sets of true and false positive DNMs in the EM model were built from whole genome sequencing data of 64 trios. Results: With our in-house whole exome sequencing datasets from 20 trios, mirTrios totally identified 27 DNMs in the coding region, 25 of which (92.6%) are validated as true positives. In addition, to facilitate the interpretation of diverse mutations, mirTrios can also be employed in the identification of rare inherited mutations. Embedded with abundant annotation of DNMs and rare inherited mutations, mirTrios also supports known diagnostic variants and causative gene identification, as well as the prioritisation of novel and promising candidate genes. Conclusions: mirTrios provides an intuitive interface for the general geneticist and clinician, and can be widely used for detection of DNMs and rare inherited mutations, and annotation in sporadic diseases. mirTrios is freely available at http://centre.bioinformatics.zj.cn/ mirTrios/.",2019,https://scholar.google.com.br/,no
507,The prediction of nitrogen content of jujube leaves based on gray neural network optimized by particle swarm,"A new method for building prediction model of nitrogen content of jujube leaves based on theory of spectrum was proposed. The field experiment was conducted in Shangzhuang jujube orchards of Beijing haidian. The area of jujube orchards is 2 hm2-, the type of jujube is Zhanhua 1. The experiment chose 15 jujube trees, and 5 leaves from each tree. Spectra data of jujube leaves were collected during period of budding, branch leaf, flowering and coloring. Spectral instrument used in experiments is ASD, it can get the spectrum in the wavelength range of 350~2500nm, the spectrometer contains a 512 pixel detector of NMOS photodiode for 350-1000nm, and spectral resolution is 1nm. Each simple was tested 5 times and average was used as reflectivity of the sample. (FOSS) KjeltecTM2300 was used for nitrogen content testing of leaves. In order to eliminate the noise, improve the efficiency of data processing, SNV were used to process original spectral data and achieve smooth denoising. Uninformative variables elimination is presented and used to select the useful wavelength from visible near infrared spectral region. It is based on the analysis of b algorithm of PLS regression coefficients, and used to eliminate variables which do not provide information. UVE is more intuitive and easy to understand in the wavelength selection as it set noise and concentration information integrated, and also the running time of the algorithm is faster. At the same time, it uses the full spectrum data of wavelength selection, so the result has high precision. The result indicates that visible and near infrared spectra all contain useful information about jujube leaves. They are distributed in 425~445nm, 515~550nm, 568~605nm, 655~675nm, 744~770nm red light wavebands and 780-860 nm near infrared range. Finally, gray neural network optimized by particle swarm was used to establish prediction model of nitrogen content of jujube leaves. Grey GM(1,1) model has accumulated generating operation characteristics, the operation can effectively reduce the randomness of the data. The complexity of spectral data makes the prediction method must consider the non linear characteristics. The development of chaos theory and the neural network provide the effective way for prediction method. 60 samples were used as training set, 15 samples were used to test the established prediction model. Test results showed that the prediction model of nitrogen content of jujube leaves created by gray neural network optimized by particle swarm had good prediction result. Copyright © (2015) by the American Society of Agricultural & Biological Engineers All rights reserved.",2019,https://scholar.google.com.br/,no
508,Robotics for assisting children with physical and cognitive disabilities,"This chapter summarizes the findings of a study on robotics research and application for assisting children with disabilities between the years 2009 and 2013. The said disabilities include impairment of motor skills, locomotion, and social interaction that is commonly attributed to children suffering from Autistic Spectrum Disorders (ASD) and Cerebral Palsy (CP). As opposed to assistive technologies for disabilities that largely account for restoration of physical capabilities, disabled children also require dedicated rehabilitation for social interaction and mental health. As such, the breadth of this study covers existing efforts in rehabilitation of both physical and socio-psychological domains, which involve Human-Robot Interaction. Overviewed topics include assisted locomotion training, passive stretching and active movement rehabilitation, upper-extremity motor function, social interactivity, therapist-mediators, active play encouragement, as well as several life-long assistive robotics in current use. This chapter concludes by drawing attention to ethical and adoption issues that may obstruct the field's effectiveness. © 2015, IGI Global.",2019,https://scholar.google.com.br/,no
509,Reversal Learning Task in Children with Autism Spectrum Disorder: A Robot-Based Approach,"Children with autism spectrum disorder (ASD) engage in highly perseverative and inflexible behaviours. Technological tools, such as robots, received increased attention as social reinforces and/or assisting tools for improving the performance of children with ASD. The aim of our study is to investigate the role of the robotic toy Keepon in a cognitive flexibility task performed by children with ASD and typically developing (TD) children. The number of participants included in this study is 81 children: 40 TD children and 41 children with ASD. Each participant had to go through two conditions: robot interaction and human interaction in which they had performed the reversal learning task. Our primary outcomes are the number of errors from acquisition phase and from reversal phase of the task, as secondary outcomes we have measured attentional engagement and positive affect. The results of this study showed that children with ASD are more engaged in the task and they seem to enjoy more the task when interacting with the robot compared with the interaction with the adult. On the other hand their cognitive flexibility performance is, in general, similar in the robot and the human conditions with the exception of the learning phase where the robot can interfere with the performance. Implication for future research and practice are discussed. © 2014, Springer Science+Business Media New York.",2019,https://scholar.google.com.br/,no
510,Molecular and clinical analyses of 16q24.1 duplications involving identify an evolutionarily unstable large minisatellite,"Background: Point mutations or genomic deletions of result in a lethal developmental lung disease Alveolar Capillary Dysplasia with Misalignment of Pulmonary Veins. However, the clinical consequences of the constitutively increased dosage of are unknown. Methods: Copy-number variations and their parental origin were identified using a combination of array CGH, long-range PCR, DNA sequencing, and microsatellite analyses. Minisatellite sequences across different species were compared using a gready clustering algorithm and genome-wide analysis of the distribution of minisatellite sequences was performed using R statistical software. Results: We report four unrelated families with 16q24.1 duplications encompassing entire . In a 4-year-old boy with speech delay and a café-au-lait macule, we identified an ~15 kb 16q24.1 duplication inherited from the reportedly healthy father, in addition to a ~1.09 Mb mosaic 17q11.2 deletion. In a 13-year-old patient with autism and mood disorder, we found an ~0.3 Mb duplication harboring and an ~0.5 Mb 16q23.3 duplication, both inherited from the father with bipolar disorder. In a 47-year old patient with pyloric stenosis, mesenterium commune, and aplasia of the appendix, we identified an ~0.4 Mb duplication in 16q24.1 encompassing 16 genes including . The patient transmitted the duplication to her daughter, who presented with similar symptoms. In a fourth patient with speech and motor delay, and borderline intellectual disability, we identified an ~1.7 Mb duplication adjacent to a large minisatellite. This duplication has a complex structure and arose on the maternal chromosome, likely as a result of a DNA replication error initiated by the adjacent large tandem repeat. Using bioinformatic and array CGH analyses of the minisatellite, we found a large variation of its size in several different species and individuals, demonstrating both its evolutionarily instability and population polymorphism. Conclusions: Our data indicate that constitutional duplication of in humans is not associated with any pediatric lung abnormalities. We propose that patients with gut malrotation, pyloric or duodenal stenosis, and gall bladder agenesis should be tested for alterations. We suggest that instability of minisatellites greater than 1 kb can lead to structural variation due to DNA replication errors. © Dharmadhikari et al., licensee BioMed Central.",2019,https://scholar.google.com.br/,no
511,Gambling and attention deficit hyperactivity disorders (ADHD) in a population of french students,"Attention deficit disorder with or without hyperactivity (ADD/ADHD) is a neurodevelopmental disorder that can be exacerbated by psychosocial factors. Various studies confirm that the severity of a psychiatric disorder, particularly when it comes to ADHD, is strongly correlated with the amount of use. This study (1) evaluated the association between ADHD and gambling among young students, (2) determined which symptom among ADHD's three symptoms (attention deficit, hyperactivity, or impulsivity) had the strongest association with video game addiction and gambling, and (3) determined the impact of the association between ADHD and video game addiction and gambling on self-esteem and academic performance of students. A total of 720 students (445 males and 274 females) were recruited from eight higher educational institutions of Ile de France. They all completed a battery of questionnaire consisting of Canadian Problem Gambling Index, UPPS Impulsive Behavior Scale, Wender Utah Rating Scale (WURS), Adult ADHD Self-Report Scale (ASRS) and Rosenberg scales, and socio-demographic data. 13.33 % of the participants had symptoms of ADHD during childhood (WURS scale score) and 40.41 % of them have symptoms of ADHD in adulthood (ASRS score). Finally, among the participants, 37.5 % had excessive gambling addiction, have positive results on WURS and ASRS scales, thus having a probable ADHD, whereas 14.55 % had no gambling addiction. The results demonstrated that adult ADHD was associated with gambling addiction. Significant associations were observed between ADHD and impulsivity, academic difficulties and gambling addiction. The association between ADHD and gambling seems to be common among vulnerable populations such as adolescents and could be related to variables such as self-esteem, which appears to potentially worsen the prognosis. Further research on this relationship is needed to optimize prevention strategies and effective treatment. © Springer Science+Business Media New York 2014.",2019,https://scholar.google.com.br/,no
512,A dynamic attention assessment and enhancement tool using computer graphics,"Training Programs to enhance Math Solving Skills, Memory, Visualization, etc in children are gaining popularity worldwide. Any skill is better acquired, when attention, the basic cognitive ability of the trainee is improved. This study makes an attempt to devise a technique in the form of a Brain Computer Interface (BCI) Game, to assist the trainers in monitoring and evaluating the attention levels of the trainees, at regular intervals during the training period. The gaming environment is designed using Open Source Graphics Library (OpenGL) package and the game control is through the player's brain waves using the BCI technology. The players control the movement of an object from a source to a destination location on the screen by focussing their thought processes. The time taken to complete one game can be recorded. More the time taken, lesser would be the attention sustaining capacity of the player. Thirteen subjects under different levels of the ABACUS Math Solving training program controlled the ball movement while solving math problems mentally, the time taken reduced for most of the subjects as they reached higher levels of their training course, indicating the benefit of such training programmes. The game was also played by eight non-abacus literates. The evaluation procedure was found to be very easy and fast. © 2014, Navalyal and Gavas, licensee Springer.",2019,https://scholar.google.com.br/,no
513,Automated MRI cerebellar size measurements using active appearance modeling,"Although the human cerebellum has been increasingly identified as an important hub that shows potential for helping in the diagnosis of a large spectrum of disorders, such as alcoholism, autism, and fetal alcohol spectrum disorder, the high costs associated with manual segmentation, and low availability of reliable automated cerebellar segmentation tools, has resulted in a limited focus on cerebellar measurement in human neuroimaging studies.We present here the CATK (Cerebellar Analysis Toolkit), which is based on the Bayesian framework implemented in FMRIB's FIRST. This approach involves training Active Appearance Models (AAMs) using hand-delineated examples. CATK can currently delineate the cerebellar hemispheres and three vermal groups (lobules I-V, VI-VII, and VIII-X). Linear registration with the low-resolution MNI152 template is used to provide initial alignment, and Point Distribution Models (PDM) are parameterized using stellar sampling. The Bayesian approach models the relationship between shape and texture through computation of conditionals in the training set. Our method varies from the FIRST framework in that initial fitting is driven by 1D intensity profile matching, and the conditional likelihood function is subsequently used to refine fitting.The method was developed using T1-weighted images from 63 subjects that were imaged and manually labeled: 43 subjects were scanned once and were used for training models, and 20 subjects were imaged twice (with manual labeling applied to both runs) and used to assess reliability and validity. Intraclass correlation analysis shows that CATK is highly reliable (average test-retest ICCs of 0.96), and offers excellent agreement with the gold standard (average validity ICC of 0.87 against manual labels). Comparisons against an alternative atlas-based approach, SUIT (Spatially Unbiased Infratentorial Template), that registers images with a high-resolution template of the cerebellum, show that our AAM approach offers superior reliability and validity. Extensions of CATK to cerebellar hemisphere parcels are envisioned. © 2014.",2019,https://scholar.google.com.br/,no
514,What learning theories can teach us in designing neurofeedback treatments,"Popular definitions of neurofeedback point out that neurofeedback is a process of operant conditioning which leads to self-regulation of brain activity. Self-regulation of brain activity is considered to be a skill. The aim of this paper is to clarify that not only operant conditioning plays a role in the acquisition of this skill. In order to design the learning process additional references have to be derived from classical conditioning, two-process-theory and in particular from skill learning and research into motivational aspects. The impact of learning by trial and error, cueing of behavior, feedback, reinforcement, and knowledge of results as well as transfer of self-regulation skills into everyday life will be analyzed in this paper. In addition to these learning theory basics this paper tries to summarize the knowledge about acquisition of self-regulation from neurofeedback studies with a main emphasis on clinical populations. As a conclusion it is hypothesized that learning to self-regulate has to be offered in a psychotherapeutic, i.e., behavior therapy framework. © 2014 Strehl.",2019,https://scholar.google.com.br/,no
515,An augmented and virtual reality system for training autistic children,"Autism or Autism Spectrum disorder (ASD) is a pervasive development disorder causing impairment in thinking, feeling, hearing, speaking and social interaction. For this reason, children suffering from autism need to follow special training in order to increase their ability to learn new skills and knowledge. These children have propensity to be attracted by the technology devices especially virtual animations. The interest of this research work is to explore and study the use of Augmented and Virtual Reality (AR/VR) system for training the children with ASD based on Applied Behavior Analysis (ABA) techniques. This system assists in teaching children about new pictures or objects along with the associated keyword or matching sentence in an immersive way with fast interaction. The preliminary prototype demonstrates satisfactory performance of the proposed AR/VR system working in laboratory conditions. © 2014 IEEE.",2019,https://scholar.google.com.br/,no
516,"Non-negative matrix factorization of multimodal MRI, fMRI and phenotypic data reveals differential changes in default mode subnetworks in ADHD","In the multimodal neuroimaging framework, data on a single subject are collected from inherently different sources such as functional MRI, structural MRI, behavioral and/or phenotypic information. The information each source provides is not independent, a subset of features from each modality maps to one or more common latent dimensions, which can be interpreted using generative models. These latent dimensions, or ""topics,"" provide a sparse summary of the generative process behind the features for each individual. Topic modeling, an unsupervised generative model, has been used to map seemingly disparate features to a common domain. We use Non-Negative Matrix Factorization (NMF) to infer the latent structure of multimodal ADHD data containing fMRI, MRI, phenotypic and behavioral measurements. We compare four different NMF algorithms and find that the sparsest decomposition is also the most differentiating between ADHD and healthy patients. We identify dimensions that map to interpretable, recognizable dimensions such as motion, default mode network activity, and other such features of the input data. For example, structural and functional graph theory features related to default mode subnetworks clustered with the ADHD-Inattentive diagnosis. Structural measurements of the default mode network (DMN) regions such as the posterior cingulate, precuneus, and parahippocampal regions were all related to the ADHD-Inattentive diagnosis. Ventral DMN subnetworks may have more functional connections in ADHD-I, while dorsal DMN may have less. ADHD topics are dependent upon diagnostic site, suggesting diagnostic differences across geographic locations. We assess our findings in light of the ADHD-200 classification competition, and contrast our unsupervised, nominated topics with previously published supervised learning methods. Finally, we demonstrate the validity of these latent variables as biomarkers by using them for classification of ADHD in 730 patients. Cumulatively, this manuscript addresses how multimodal data in ADHD can be interpreted by latent dimensions. © 2013 Elsevier Inc.",2019,https://scholar.google.com.br/,no
517,Towards context-sensitive dialogue with robot companion,Novel principles of implementing human-robot dialog using logic programming framework are outlined. Our inference mechanism makes use of semantic knowledge base and context sensitive clausal reasoning. Proposed normal forms and weak unification relation support efficient back-and forward chaining for dialog interpretation/control. Context driven dialog implementation is shown on autistic children training example. © 2014 IEEE.,2019,https://scholar.google.com.br/,no
518,"Autism, oxytocin and interoception","Autism is a pervasive developmental disorder characterized by profound social and verbal communication deficits, stereotypical motor behaviors, restricted interests, and cognitive abnormalities. Autism affects approximately 1% of children in developing countries. Given this prevalence, identifying risk factors and therapeutic interventions are pressing objectives-objectives that rest on neurobiologically grounded and psychologically informed theories about the underlying pathophysiology. In this article, we review the evidence that autism could result from a dysfunctional oxytocin system early in life. As a mediator of successful procreation, not only in the reproductive system, but also in the brain, oxytocin plays a crucial role in sculpting socio-sexual behavior. Formulated within a (Bayesian) predictive coding framework, we propose that oxytocin encodes the saliency or precision of interoceptive signals and enables the neuronal plasticity necessary for acquiring a generative model of the emotional and social 'self.' An aberrant oxytocin system in infancy could therefore help explain the marked deficits in language and social communication - as well as the sensory, autonomic, motor, behavioral, and cognitive abnormalities - seen in autism. © 2014 The Authors.",2019,https://scholar.google.com.br/,no
519,Learning activity system design for autistic children using virtual pink dolphins,"Since the identification of the first cases of Autism Spectrum Disorder (ASD) in 1943 by Dr Leo Kanner, the number of reported ASD cases as well as research studies expanding our understanding of the disorder has increased rapidly and significantly. In terms of ASD treatment, there is a wide range of conventional as well as complementary and alternative interventions. Since the beginning of the new millennium, interest in Virtual-reality (VR) technology within the domains of special education and neuro-rehabilitative medicine has been growing rapidly. Today, the VR application research studies have offered more opportunities and a wider scope for developing innovative autism treatment. This chapter presents one VR application in autism treatment using artificial agents or bots (3D virtual pink dolphins) in a virtual environment (3D dolphinarium) through an interdisciplinary collaboration among engineering, new media, arts, and education at the Nanyang Technological University, Singapore. The collaborative effort has resulted in the development of the Learning Activity System Design for autistic children using virtual pink dolphins to serve as a platform for future development in the VR-based autism treatment. © Springer Science+Business Media Singapore 2013. All rights are reserved.",2019,https://scholar.google.com.br/,no
520,An evaluation of speech production in two boys with neurodevelopmental disorders who received communication intervention with a speech-generating device,"Background: Children with neurodevelopmental disorders often present with little or no speech. Augmentative and alternative communication (AAC) aims to promote functional communication using non-speech modes, but it might also influence natural speech production. Method: To investigate this possibility, we provided AAC intervention to two boys with neurodevelopmental disorders and severe communication impairment. Intervention focused on teaching the boys to use a tablet computer-based speech-generating device (SGD) to request preferred stimuli. During SGD intervention, both boys began to utter relevant single words. In an effort to induce more speech, and investigate the relation between SGD availability and natural speech production, the SGD was removed during some requesting opportunities. Results: With intervention, both participants learned to use the SGD to request preferred stimuli. After learning to use the SGD, both participants began to respond more frequently with natural speech when the SGD was removed. Conclusion: The results suggest that a rehabilitation program involving initial SGD intervention, followed by subsequent withdrawal of the SGD, might increase the frequency of natural speech production in some children with neurodevelopmental disorders. This effect could be an example of response generalization. © 2014 ISDN.",2019,https://scholar.google.com.br/,no
521,Epigenetic epidemiology of autism and other neurodevelopmental disorders,"Mammalian brain development continues postnatally, as neuronal circuits and pathways undergo maturational development in response to experiences in early life. Therefore, epigenetic mechanisms that act at the interface of genetic and environmental information are increasingly recognized for their essential roles in postnatal brain development, and they are thought to play an important role in learning and memory. Here we review some of the emerging examples of human genetic neurodevelopmental disorders with known epigenetic etiologies and use these examples to speculate on the potential epigenetic etiology of the more common forms of idiopathic autisms. Understanding the epigenetic and biochemical pathways disrupted by genetic disorders can help direct the field of epigenetic epidemiology in its search for evidence of environmentally altered pathways, including investigations of how environmental factors such as nutrition and toxin exposures may contribute to epigenetic information essential for the higher cognitive functions associated with language and social behavior. © 2012 Springer Science+Business Media B.V. All rights reserved.",2019,https://scholar.google.com.br/,no
522,"Neurofeedback in attention-deficit/hyperactivity disorder – different models, different ways of application","In children with attention-deficit/hyperactivity disorder (ADHD), different neurofeedback (NF) protocols have been applied, with the most prominent differentiation between EEG frequency-band (e.g., theta/beta) training and training of slow cortical potentials (SCPs). However, beyond distinctions between such basic NF variables, there are also competing assumptions about mechanisms of action (e.g., acquisition of regulation capability, generalization to daily life behavior). In the present article, we provide a framework for NF models and suppose two hypothetical models, which we call “conditioning-and-repairing model” and “skill-acquisition model,” reflecting extreme poles within this framework. We argue that the underlying model has an impact not only on how NF is applied but also on the selection of evaluation strategies and suggest using evaluation strategies beyond beaten paths of pharmacological research. Reflecting available studies, we address to what extent different views are supported by empirical data. We hypothesize that different models may hold true depending on the processes and behaviors to be addressed by a certain NF protocol. For example, the skill-acquisition model is supported by recent findings as an adequate explanatory framework for the mechanisms of action of SCP training in ADHD. In conclusion, evaluation and interpretation of NF trials in ADHD should be based on the underlying model and the way training is applied, which, in turn, should be stated explicitly in study reports. © 2014 Gevensleben, Moll, Rothenberger and Heinrich.",2019,https://scholar.google.com.br/,no
523,Rapid prototyping framework for robot-assisted training of autistic children,"Research in uptake and actual use of robots in socially assistive tasks is rapidly growing. However, practical applications lack behind due to the enormous effort to create meaningful behaviours. This paper describes a rapid prototyping framework for robot-assisted training of children with Autism Spectrum Disorder (ASD). The main goal of this research is to provide a framework which translates the knowledge from the evidenced Pivotal Response Training to end-user tools, that allow therapists to program/adapt a training program mediated by a robot in order to use it in therapies. The overall structure of the intervention is based on Activity Theory which makes it easy to properly arrange robot actions and decisions. We appended a general end-user robot programming tool with PRT therapy-specific training structures which can be adapted with ease to create almost limitless learning opportunities utilizing a range of training scenarios or games. Pilot tests with children with ASD were performed to assess whether the robot assisted intervention created by this framework is ready for practical use. These showed that only minor adaptations were needed to increase the fluency of the robot-child interaction. © 2014 IEEE.",2019,https://scholar.google.com.br/,no
524,A robotic treatment approach to promote social interaction skills for children with autism spectrum disorders,"In this paper, we propose with a robot-assisted behavioral intervention system to easily improve children's social capability. In particular, the system for children with autism spectrum disorders (ASD) is basically achieved through the discrete trial teaching (DTT) protocol with three task modes of therapy, encouragement, and pause in social training scenarios. In child-robot interaction architecture, the robot firstly offers therapeutic training elements of mutual greeting and interplay game, and evaluates the level of children's reactivity by recognition modules for frontal face and touch features. Thence, the system in the decision-making process determines the task mode to perform subsequent action by grasping behavioral state of the children, and then it copes with individual response appropriately by using the robotic stimuli with the combination of kinesic acts and displayable contents. From the experiments of clinical trials with children with non-ASD and ASD in each robotic stimulus, the system showed the potential to increase their attention and activeness for social training, and we believe that the proposed system has some positive effect on developing children's social skills. © 2014 IEEE.",2019,https://scholar.google.com.br/,no
525,The use of virtual characters to assess and train non-verbal communication in high-functioning autism,"High-functioning autism (HFA) is a neurodevelopmental disorder, which is characterized by life-long socio-communicative impairments on the one hand and preserved verbal and general learning and memory abilities on the other. One of the areas where particular difficulties are observable is the understanding of non-verbal communication cues.Thus, investigating the underlying psychological processes and neural mechanisms of non-verbal communication in HFA allows a better understanding of this disorder, and potentially enables the development of more efficient forms of psychotherapy and trainings. However, the research on non-verbal information processing in HFA faces several methodological challenges.The use of virtual characters (VCs) helps to overcome such challenges by enabling an ecologically valid experience of social presence, and by providing an experimental platform that can be systematically and fully controlled. To make this field of research accessible to a broader audience, we elaborate in the first part of the review the validity of using VCs in non-verbal behavior research on HFA, and we review current relevant paradigms and findings from social-cognitive neuroscience. In the second part, we argue for the use of VCs as either agents or avatars in the context of ""transformed social interactions."" This allows for the implementation of real-time social interaction in virtual experimental settings, which represents a more sensitive measure of socio-communicative impairments in HFA. Finally, we argue that VCs and environments are a valuable assistive, educational and therapeutic tool for HFA. © 2014 Georgescu, Kuzmanovic, Roth, Bente and Vogeley.",2019,https://scholar.google.com.br/,no
526,"Designing & developing QueBall, a robotic device for autism therapy","It is known that children with autism can benefit from interacting with robotic devices. The Centers for Disease Control and Prevention (CDC) in the USA identifies around 1 in 68 American children as being on the autism spectrum. Other countries also have similar prevalence rates. Therefore, providing therapeutic devices is becoming of increasing importance. Here we address the problem of effectively designing and building a robotic device fit for this purpose. The robot we have designed uses a simple spherical morphology together with a collection of autonomous behaviors and controllable modalities. The platform, is robust, simple, safe, and provides a wide range of movement, visual, sound and touch interaction capabilities to encourage the child to learn and play. © 2014 IEEE.",2019,https://scholar.google.com.br/,no
527,The clinical impact of chromosomal microarray on paediatric care in Hong Kong,"Objective: To evaluate the clinical impact of chromosomal microarray (CMA) on the management of paediatric patients in Hong Kong. Copyright:Methods: We performed NimbleGen 135k oligonucleotide array on 327 children with intellectual disability (ID)/developmental delay (DD), autism spectrum disorders (ASD), and/or multiple congenital anomalies (MCAs) in a universityaffiliated paediatric unit from January 2011 to May 2013. The medical records of patients were reviewed in September 2013, focusing on the pathogenic/likely pathogenic CMA findings and their ''clinical actionability'' based on established criteria.Results: Thirty-seven patients were reported to have pathogenic/likely pathogenic results, while 40 had findings of unknown significance. This gives a detection rate of 11% for clinically significant (pathogenic/likely pathogenic) findings. The significant findings have prompted clinical actions in 28 out of 37 patients (75.7%), while the findings with unknown significance have led to further management recommendation in only 1 patient (p<0.001). Nineteen out of the 28 management recommendations are ''evidence-based'' on either practice guidelines endorsed by a professional society (n = 9, Level 1) or peer-reviewed publications making medical management recommendation (n = 10, Level 2). CMA results impact medical management by precipitating referral to a specialist (n = 24), diagnostic testing (n = 25), surveillance of complications (n = 19), interventional procedure (n = 7), medication (n = 15) or lifestyle modification (n = 12).Conclusion: The application of CMA in children with ID/DD, ASD, and/or MCAs in Hong Kong results in a diagnostic yield of, 11% for pathogenic/likely pathogenic results. Importantly the yield for clinically actionable results is 8.6%. We advocate using diagnostic yield of clinically actionable results to evaluate CMA as it provides information of both clinical validity and clinical utility. Furthermore, it incorporates evidence-based medicine into the practice of genomic medicine. The same framework can be applied to other genomic testing strategies enabled by next-generation sequencing. © 2014 Tao et al.",2019,https://scholar.google.com.br/,no
528,Association between mobile phone use and inattention in 7102 Chinese adolescents: A population-based cross-sectional study,"Background: The dramatic growth of mobile phone (MP) use among young people has increased interest in its possible health hazards in this age group. The aim of this cross-sectional study was to investigate the association between MP use and inattention in adolescents.Methods. A total of 7720 middle school students were involved in this cross-sectional study. Inattention was assessed as defined for the Attention Deficit component of Attention deficit/Hyperactivity disorder (ADHD) by the Diagnostic and Statistical Manual of Mental Disorders (4th ed., text rev. [DSM-IV-TR]). The demographic characteristics and information on MP use were included in the questionnaire. Chi-square tests and logistic regression models were used to analyze the data.Results: In total, 7102 (91.99%) valid questionnaires were obtained. After adjusted for confounders, inattention in adolescents was significantly associated with MP ownership, the time spent on entertainment on MP per day, the position of the MP during the day and the mode of the MP at night. The strongest association between inattention and the time spent on the MP was among students who spent more than 60 minutes per day playing on their MP.Conclusions: Our study shows some associations between MP use and inattention in Chinese adolescents. Decreasing MP usage to less than 60 minutes per day may help adolescents to stay focused and centered. © 2014Zheng et al., licensee BioMed Central Ltd.",2019,https://scholar.google.com.br/,no
529,Medication adherence and its determinants among psychiatric patients in an Ethiopian referral hospital,"Background: The degree to which an individual follows medical advice is a major concern in every medical specialty. Non-adherence to psychiatric treatment regimens has a pro­found impact on the disease course, relapse, future recovery, cost of health care, and the outcome for the patient. The aim of this study was to assess medication adherence and its correlates among psychiatric patients at Ayder Referral Hospital, Northern Ethiopia.Methods: A cross-sectional study was conducted from June to September 2013 at Ayder Referral Hospital, where 423 patients were selected by a systematic random sampling technique from all patients attending the psychiatric clinic at the hospital. Data were collected by trained data collectors through interview of the patients using a structured questionnaire. The collected data were entered into Epi Info version 7 and analyzed by Statistical Package for the Social Sciences version 16 software. Logistic regression was used to assess independent predictors of adherence.Results: A total of 387 patients completed the interview. Two hundred and sixteen (55.8%) and 113 (29.2%) were patients with a diagnosis of schizophrenia and mood disorder, respectively, while 35 (9%) and 23 (5.9%) had a diagnosis of drug addiction and autistic disorder. Two hundred and seven (71.6%) patients were found to be adherent to their medication. When adherence rates were observed according to type of disorder, 60 (53.1%), 24 (68.6%), 149 (69%), and 18 (78.3%) of patients with mood disorder, drug addiction, schizophrenia, and autism, respectively, were adherent to their medications. Female gender (adjusted odds ratio [AOR] 2.34, 95% confidence interval [CI] 1.45–3.74), tertiary education (AOR 2.69, 95% CI 1.46–4.85), living with family (AOR 2.57, 95% CI 1.66–4.58), and shorter treatment duration (AOR 1.82, 95% CI 1.21–2.84) were among the variables associated with better adherence.Conclusion: Suboptimal adherence was observed among psychiatric patients in this study. Health professionals in the psychiatric clinic and pharmacists need to focus on and counsel patients about adherence and its implications for their clinical outcome. © 2014 Demoz et al.",2019,https://scholar.google.com.br/,no
530,fixing a heart: The game of electrolytes in anorexia nervosa,"Conclusion: Given the clinical presentation, this patient likely presented on the brink of developing frank refeeding syndrome, with cardiac dysfunction and hypovolemia, leading to hepatic hypoperfusion and ischemic hepatitis. Subsequently, she developed electrolyte disturbances characteristic of refeeding syndrome, which were managed without major complication. Her hospital course is encouraging not only for her recovery, but for the collaboration of the different teams involved in her care, and it highlights the importance of a multidisciplinary approach to caring for patients with the potential dire complications of a complex psychiatric illness.Case: A 25-year-old woman with chronic anorexia nervosa and depression presented with sudden weakness and fatigue. Psychosocial history was notable for binge-starve cycles over the past year and a decline in overall well-being. Vitals on presentation were notable for hypothermia, hypotension, and bradycardia. Initial exam was significant for emaciation, lethargy, and lower extremity edema. Laboratory work-up revealed markedly elevated LFTs, hypoglycemia, thrombocytopenia and elevated INR and lipase. ECG showed sinus bradycardia with prolonged QTc. Ultrasound revealed normal liver and biliary tree. Serum acetaminophen, alcohol level, and urinary toxicology were unremarkable. Work up for infectious, autoimmune, and genetic causes of hepatitis was negative. Echocardiogram revealed left ventricular hypokinesis and EF 10-15%. Nutritional support was begun slowly, however electrolyte derangements began to manifest on hospital day 2, with hypophosphatemia, hypokalemia, hypocalcemia, and hypomagnesemia. Multiple medical and psychiatric disciplines were consulted, and aggressive electrolyte monitoring and repletion were done. The patient's overall clinical status improved slowly during her hospital course. Her liver enzymes trended down, and her QTc interval eventually returned toward the normal range. Repeat echocardiogram following treatment revealed improvement of her EF to 40%.Discussion: Anorexia nervosa is an eating disorder characterized by extremely low body weight, fear of gaining weight or distorted perception of body image, and amenorrhea. Anorexia can lead to life threatening medical complications, and thus constitutes a major challenge to manage. Central to the pathogenesis of the refeeding syndrome is a weakened cardiopulmonary system, electrolytes abnormalities, hepatic dysfunction, liver hypoperfusion and failure. © 2014 Abed et al., licensee BioMed Central Ltd.",2019,https://scholar.google.com.br/,no
531,Peer-Video Modeling: Teaching Chained Social Game Behaviors to Children with ASD,"There is considerable research focusing on remediating social deficits in children with autism. Learning to engage in childhood games such as Duck Duck Goose with peers fosters a multitude of other positive social outcomes. The present study examined peer-video modeling as an intervention to teach two common childhood social games with two participants on the autism spectrum. The games involved chained gross motor behaviors that were performed in an interactive small group setting. Performance was measured by total percentage of correct responding as outlined in a task analysis of the games. Children?s performance of chained gross motor behaviors increased across both social games, suggesting peer-video modeling is an effective method in teaching chained social game behaviors. © 2014 Springer Science+Business Media New York.",2019,https://scholar.google.com.br/,no
532,Learning of social signatures through imitation game between a robot and a human partner,"In this paper, a robot learns different postures by imitating several partners. We assessed the effect of the type of partners, i.e., adults, typically developing (TD) children and children with autism spectrum disorder (ASD), on robot learning during an imitation game. The experimental protocol was divided into two phases: 1) a learning phase, during which the robot produced a random posture and the partner imitated the robot, and 2) a phase in which the roles were reversed and the robot had to imitate the posture of the human partner. Robot learning was based on a sensory-motor architecture whereby neural networks (N.N.) enabled the robot to associate what it did with what it saw. Several metrics (i.e., annotation, the number of neurons needed to learn, and normalized mutual information) were used to show that the partners affected robot learning. The first result obtained was that learning was easier with adults than with both groups of children, indicating a developmental effect. Second, learning was more complex with children with ASD compared to both adults and TD children. Third, learning with the more complex partner first (i.e., children with ASD) enabled learning to be more easily generalized. © 2014 IEEE.",2019,https://scholar.google.com.br/,no
533,The use of linked activity schedules to teach children with autism to play hide-and-seek,"Linked activity schedules were used to establish appropriate game play in children with autism during a game of hide-and-seek. All 6 participants demonstrated acquisition of appropriate play skills in the presence of the activity schedules and maintained responding during subsequent phases. When the schedules were removed, responding decreased to baseline levels, demonstrating that the schedules controlled responding. Implications for future research on the use of activity schedules to teach social behavior are discussed. © Society for the Experimental Analysis of Behavior.",2019,https://scholar.google.com.br/,no
534,Technologies as support tools for persons with autistic spectrum disorder: A systematic review,"This study analyzes the technologies most widely used to work on areas affected by the Autistic Spectrum Disorder (ASD). Technologies can focus on the strengths and weaknesses of this disorder as they make it possible to create controlled environments, reducing the anxiety produced by real social situations. Extensive research has proven the efficiency of technologies as support tools for therapy and their acceptation by ASD sufferers and the people who are with them on a daily basis. This article is organized by the types of systems developed: virtual reality applications, telehealth systems, social robots and dedicated applications, all of which are classified by the areas they center on: communication, social learning and imitation skills and other ASD-associated conditions. 40.5% of the research conducted is found to be focused on communication as opposed to 37.8% focused on learning and social imitation skills and 21.6% which underlines problems associated with this disorder. Although most of the studies reveal how useful these tools are in therapy, they are generic tools for ASD sufferers in general, which means there is a lack of personalised tools to meet each person's needs. © 2014 by the authors, licensee MDPI, Basel, Switzerland.",2019,https://scholar.google.com.br/,no
535,A collective case study on two speech and language impaired learners with autism: The instructional implications of a hybrid applied behavior analysis (ABA) and iPad app-infused model,"Various treatment methodologies have been demonstrated to be efficacious in instructing learners with autism, however, there is no universal method of treatment, since no single treatment method has been proven to ameliorate the multifaceted symptoms of autism entirely (Lovaas, 1987). This chapter discusses the results of a qualitative study that investigated the functional validity and instructional implications of the implementation of a potential hybrid Applied Behavior Analysis (ABA)/Applied Verbal Behavior (AVB) and Apple tablet technology-infused model of instructional intervention targeting the initial language development of two speech- and language-impaired learners with autism. Research was conducted in an attempt to determine whether the hybrid model was operational and effective in teaching verbal behavior skills. Data collection results and observational anecdotal notes indicate that the Apple iPad-infused hybrid model of instruction was operational and more effective in teaching verbal behavior skills than the traditional paper-based instructional method. Furthermore, participants of the study were able to successfully generalize the hybrid model's Discrete Trial Training (DTT) discriminative stimulus targets in diverse natural settings. © 2015 by IGI Global. All rights reserved.",2019,https://scholar.google.com.br/,no
536,"Cognition, Intelligence, and Achievement: A Tribute to J. P. Das","Cognition, Intelligence, and Achievement is motivated by the work of the renowned Professor J. P. Das on the PASS (Planning, Attention, Simultaneous and Successive Processing) theory of intelligence and CAS measures (Cognitive Assessment System) of cognitive processes. This book reviews current research using this and other frameworks in understanding the relationships among cognition, intelligence, and achievement. The assessment and diagnosis of learning disabilities, mental retardation, and ADHD are addressed, and the interrelationships among cognition, culture, neuropsychology, academic achievement, instruction, and remediation are examined. No other book has presented such an integrated view across these domains, from such a diverse array of internationally known and respected experts from psychology, education, and neuroscience. • Summarizes decades of research on PASS theory and use of CAS • Discusses how findings in the neuropsychology of intelligence speak to PASS theory use and application • Covers use of PASS and CAS for assessing and treating a variety of learning disabilities • Outlines use of PASS and CAS for enhancing learning and cognitive processes. © 2015 Elsevier Inc. All rights reserved.",2019,https://scholar.google.com.br/,no
537,Brain-computer interface game applications for combined neurofeedback and biofeedback treatment for children on the autism spectrum,"Individuals with autism spectrum disorder (ASD) show deficits in social and communicative skills, including imitation, empathy, and shared attention, as well as restricted interests and repetitive patterns of behaviors. Evidence for and against the idea that dysfunctions in the mirror neuron system are involved in imitation and could be one underlying cause for ASD is discussed in this review. Neurofeedback interventions have reduced symptoms in children with ASD by self-regulation of brain rhythms. However, cortical deficiencies are not the only cause of these symptoms. Peripheral physiological activity, such as the heart rate and its variability, is closely linked to neurophysiological signals and associated with social engagement. Therefore, a combined approach targeting the interplay between brain, body, and behavior could be more effective. Brain-computer interface applications for combined neurofeedback and biofeedback treatment for children with ASD are currently nonexistent. To facilitate their use, we have designed an innovative game that includes social interactions and provides neural- and body-based feedback that corresponds directly to the underlying significance of the trained signals as well as to the behavior that is reinforced. © 2014 Friedrich, Suttie, Sivanathan, Lim, Louchart and Pineda.",2019,https://scholar.google.com.br/,no
538,A quantitative framework to evaluate modeling of cortical development by neural stem cells,"Neural stem cells have been adopted to model a wide range of neuropsychiatric conditions invitro. However, how well such models correspond to invivo brain has not been evaluated in an unbiased, comprehensive manner. We used transcriptomic analyses to compare invitro systems to developing human fetal brain and observed strong conservation of invivo gene expression and network architecture in differentiating primary human neural progenitor cells (phNPCs). Conserved modules are enriched in genes associated with ASD, supporting the utility of phNPCs for studying neuropsychiatric disease. We also developed and validated a machine learning approach called CoNTExT that identifies the developmental maturity and regional identity of invitro models. We observed strong differences between invitro models, including hiPSC-derived neural progenitors from multiple laboratories. This work provides a systems biology framework for evaluating invitro systems and supports their value in studying the molecular mechanisms of human neurodevelopmental disease. © 2014 Elsevier Inc.",2019,https://scholar.google.com.br/,no
539,Adaptive tele-therapies based on Serious Games for health for people with time-management and organisational problems: Preliminary results,"Attention Deficit with Hyperactivity Disorder (ADHD) is one of the most prevalent disorders within the child population today. Inattention problems can lead to greater difficulties in completing assignments, as well as problems with time management and prioritisation of tasks. This article presents an intelligent tele-therapy tool based on Serious Games for Health, aimed at the improvement of time management skills and the prioritisation of tasks. This tele-system is based on the use of decision trees within Django, a high-level Python Web framework. The technologies and techniques used were selected so as to boost user involvement and to enable the system to be easily customised. This article shows the preliminary results of the pilot-phase in an experiment performed to evaluate the use of adaptive tele-therapies within a group of typically developing children and adolescents aged between 12 and 19 years old without ADHD. To do so, we relied on the collection of parameters and the conduct of surveys for assessing time management skills, as well as measuring system usability and availability. The results of a time management survey highlighted that the users involved in the trial did not use any specific or effective time management techniques, scoring 1.98 and 2.30 out of 5 points in this area for ages under 15 and over 16 years old, respectively. The final calculations based on the usability questionnaire resulted in an average score of 78.75 out of 100. The creation of a customisable tool capable of working with different skills, in conjunction with the replication of the current study, may help to understand these users' needs, as well as boosting time management skills among teenagers with and without ADHD. © 2014 by the authors, licensee MDPI, Basel, Switzerland.",2019,https://scholar.google.com.br/,no
540,Facing the challenge of teaching emotions to individuals with low- and high-functioning autism using a new Serious game: A pilot study,"Background: It is widely accepted that emotion processing difficulties are involved in Autism Spectrum Conditions (ASC). An increasing number of studies have focused on the development of training programs and have shown promising results. However, most of these programs are appropriate for individuals with high-functioning ASC (HFA) but exclude individuals with low-functioning ASC (LFA). We have developed a computer-based game called JeStiMulE based on logical skills to teach emotions to individuals with ASC, independently of their age, intellectual, verbal and academic level.The aim of the present study was to verify the usability of JeStiMulE (which is its adaptability, effectiveness and efficiency) on a heterogeneous ASC group. We hypothesized that after JeStiMulE training, a performance improvement would be found in emotion recognition tasks. Methods. A heterogeneous group of thirty-three children and adolescents with ASC received two one-hour JeStiMulE sessions per week over four weeks. In order to verify the usability of JeStiMulE, game data were collected for each participant. Furthermore, all participants were presented before and after training with five emotion recognition tasks, two including pictures of game avatars (faces and gestures) and three including pictures of real-life characters (faces, gestures and social scenes). Results: Descriptive data showed suitable adaptability, effectiveness and efficiency of JeStiMulE. Results revealed a significant main effect of Session on avatars (ANOVA: F (1,32) = 98.48, P <.001) and on pictures of real-life characters (ANOVA: F (1,32) = 49.09, P <.001). A significant Session × Task × Emotion interaction was also found for avatars (ANOVA: F (6,192) = 2.84, P =.01). This triple interaction was close to significance for pictures of real-life characters (ANOVA: F (12,384) = 1.73, P =.057). Post-hoc analyses revealed that 30 out of 35 conditions found a significant increase after training. Conclusions: JeStiMulE appears to be a promising tool to teach emotion recognition not only to individuals with HFA but also those with LFA. JeStiMulE is thus based on ASC-specific skills, offering a model of logical processing of social information to compensate for difficulties with intuitive social processing. Trial registration. Comité de Protection des Personnes Sud Méditerranée V (CPP): reference number 11.046 (). © 2014 Serret et al., licensee BioMed Central Ltd.",2019,https://scholar.google.com.br/,no
541,Psychomotor training program as a treatment intervention for children with autism spectrum disorder,"Autism Spectrum Disorder (ASD) is a neurological disorder affecting about 1 in 88 U.S. children (CDC, 2013). ASD is usually diagnosed during childhood and is characterized by several core symptoms that include impairment in social interactions, deficits in the development of communication, and stereotyped behaviors (APA, 2013). The increasing prevalence of ASD has made developing appropriate and effective treatment and intervention to improve the health of children with ASD a high priority for researchers and practitioners. Many investigators have reported the beneficial effects of the psychomotor training program (PTP) on children with ASD. It is suggested that PTP has a positive influence on children's mental wellbeing, self-confidence, mood, executive functioning, and motivation (Probst, Knapen, & Vancampfort, 2010). PTP is a movement based program, which is enjoyable to children (Rintala, Pienimäki, Ahonen, Cantell, & Kooistra, 1998) and is recognized in most European countries as an effective intervention for children with ASD (Trouli, 2008, Zimmer, Christoforidis, Xanthi, Aggeloussis, & Antonis, 2008). However, its application in the US is limited, in spite of the recognized importance of physical activity in psychological and physical health, including that of ASD children. This chapter discusses using PTP to enhance perceptual motor development in children with ASD. It also provides a framework and recommendations of PTP for practitioners and researchers as it is considered one of the most appropriate treatment interventions for children with ASD. © 2014 by Nova Science Publishers, Inc. All rights reserved.",2019,https://scholar.google.com.br/,no
542,Brain volumetric correlates of autism spectrum disorder symptoms in attention deficit/hyperactivity disorder,"Autism spectrum disorder (ASD) symptoms frequently occur in subjects with attention deficit/hyperactivity disorder (ADHD). While there is evidence that both ADHD and ASD have differential structural correlates, no study to date has investigated these structural correlates within a framework that robustly accounts for the phenotypic overlap between the two disorders. The presence of ASD symptoms was measured by the parent-reported Children's Social and Behavioural Questionnaire (CSBQ) in ADHD subjects (n = 180), their unaffected siblings (n = 118) and healthy controls (n = 146). ADHD symptoms were assessed by a structured interview (K-SADS-PL) and the Conners' ADHD questionnaires. Whole brain T1-weighted MPRAGE images were acquired and the structural MRI correlates of ASD symptom scores were analysed by modelling ASD symptom scores against white matter (WM) and grey matter (GM) volumes using mixed effects models which controlled for ADHD symptom levels. ASD symptoms were significantly elevated in ADHD subjects relative to both controls and unaffected siblings. ASD scores were predicted by the interaction between WM and GM volumes. Increasing ASD score was associated with greater GM volume. Equivocal results from previous structural studies in ADHD and ASD may be due to the fact that comorbidity has not been taken into account in studies to date. The current findings stress the need to account for issues of ASD comorbidity in ADHD. © 2014 O'Dwyer et al.",2019,https://scholar.google.com.br/,no
543,Empowerment and Parent Gain as Mediators and Moderators of Distress in Mothers of Children with Autism Spectrum Disorders,"Mothers of children with autism spectrum disorders (ASD) experience considerable amounts of distress and experiences of crisis. The Family Adjustment and Adaptation Response model provides a theory for understanding the experience of distress and crisis in families, and the purpose of the present study was to examine experiences of distress in mothers of individuals with ASD using this framework. We specifically investigated how parent empowerment and positive gain were related to their experiences of distress, whether as mediators or as moderators of child aggression. Participants included 156 mothers of children with ASD ranging in age from 4 to 21 years. Mothers completed an online survey of demographics, problem behaviors, family empowerment, positive gain, and distress. We conducted path analyses of multiple mediation and moderation. Results indicated that greater child problem behavior was related to less parent empowerment, which was related to greater maternal distress, supporting empowerment as a partial mediator. At the same time, greater child aggression was not related to maternal distress in mothers who report high rates of positive gain, suggesting that parent gain functions as a moderator. The implications for how and when clinicians intervene with families of children with ASD are discussed. © 2014, Springer Science+Business Media New York.",2019,https://scholar.google.com.br/,no
544,A multi-methodological MR resting state network analysis to assess the changes in brain physiology of children with ADHD,"The purpose of this work was to highlight the neurological differences between the MR resting state networks of a group of children with ADHD (pre-treatment) and an age-matched healthy group. Results were obtained using different image analysis techniques. A sample of n = 46 children with ages between 6 and 12 years were included in this study (23 per cohort). Resting state image analysis was performed using ReHo, ALFF and ICA techniques. ReHo and ICA represent connectivity analyses calculated with different mathematical approaches. ALFF represents an indirect measurement of brain activity. The ReHo and ICA analyses suggested differences between the two groups, while the ALFF analysis did not. The ReHo and ALFF analyses presented differences with respect to the results previously reported in the literature. ICA analysis showed that the same resting state networks that appear in healthy volunteers of adult age were obtained for both groups. In contrast, these networks were not identical when comparing the healthy and ADHD groups. These differences affected areas for all the networks except the Right Memory Function network. All techniques employed in this study were used to monitor different cerebral regions which participate in the phenomenological characterization of ADHD patients when compared to healthy controls. Results from our three analyses indicated that the cerebellum and mid-frontal lobe bilaterally for ReHo, the executive function regions in ICA, and the precuneus, cuneus and the clacarine fissure for ALFF, were the ""hubs"" in which the main inter-group differences were found. These results do not just help to explain the physiology underlying the disorder but open the door to future uses of these methodologies to monitor and evaluate patients with ADHD. © 2014 de Celis Alonso et al.",2019,https://scholar.google.com.br/,no
545,Network plasticity in adaptive filtering and behavioral habituation,"The ability of organisms to seamlessly ignore familiar, inconsequential stimuli improves their selective attention and response to salient features of the environment. Here, I propose that this fundamental but unexplained phenomenon substantially derives from the ability of any pattern of neural excitation to create an enhanced inhibitory (or ""negative"") image of itself through target-specific scaling of inhibitory inputs onto active excitatory neurons. Familiar stimuli encounter strong negative images and are therefore less likely to be transmitted to higher brain centers. Integrating historical and recent observations, the negative-image model described here provides a mechanistic framework for understanding habituation, which is connected to ideas on dynamic predictive coding. In addition, it suggests insights for understanding autism spectrum disorders. Video Abstract: Neural mechanisms to filter predicted or irrelevant stimuli are essential for normal cognitive function. In this Perspective, Ramaswami synthesizes observations from multiple subfields of neuroscience to propose a role for inhibitory potentiation in adaptive filtering, behavioral habituation, and related phenomena. © 2014 Elsevier Inc.",2019,https://scholar.google.com.br/,no
546,Attributed graph distance measure for automatic detection of attention deficit hyperactive disordered subjects,"Deficit Hyperactive Disorder (ADHD) is getting a lot of attention recently for two reasons. First, it is one of the most commonly found childhood disorders and second, the root cause of the problem is still unknown. Functional Magnetic Resonance Imaging (fMRI) data has become a popular tool for the analysis of ADHD, which is the focus of our current research. In this paper we propose a novel framework for the automatic classification of the ADHD subjects using their resting state fMRI (rs-fMRI) data of the brain. We construct brain functional connectivity networks for all the subjects. The nodes of the network are constructed with clusters of highly active voxels and edges between any pair of nodes represent the correlations between their average fMRI time series. The activity level of the voxels are measured based on the average power of their corresponding fMRI time-series. For each node of the networks, a local descriptor comprising of a set of attributes of the node is computed. Next, the Multi-Dimensional Scaling (MDS) technique is used to project all the subjects from the unknown graph-space to a low dimensional space based on their inter-graph distance measures. Finally, the Support Vector Machine (SVM) classifier is used on the low dimensional projected space for automatic classification of the ADHD subjects. Exhaustive experimental validation of the proposed method is performed using the data set released for the ADHD-200 competition. Our method shows promise as we achieve impressive classification accuracies on the training (70.49%) and test data sets (73.55%). Our results reveal that the detection rates are higher when classification is performed separately on the male and female groups of subjects. © 2014 Dey, Rao and Shah.",2019,https://scholar.google.com.br/,no
547,A Targeted Review of Computer-Assisted Learning for People with Autism Spectrum Disorder: Towards a Consistent Methodology,"Computer-assisted learning is an approach which has been used widely to support people with autism spectrum disorders. Commercial and research-driven technologies continue to be produced at a rapid rate, particularly mobile device applications. However, the field lacks a consistent, evidence-based methodology for design, implementation and evaluation of these technologies. This review collates published evidence for the value of CAL in autism education and therapy, with a specific view to identifying best practice in design, implementation and evaluation. The future of research in CAL for autism is considered including the need for relevant theoretical underpinnings, and appropriate responses from researchers and practitioners to novel technologies. © 2013, Springer Science+Business Media New York.",2019,https://scholar.google.com.br/,no
548,Scientific reasoning correlated to altruistic traits in an inquiry learning platform: Autistic vs. realistic reasoning in science problem-solving practice,"Helping others might enrich oneself at his/her own expense. This is the catch-22 for a participant who altruistically helps others. To realize this predicament, the present study incorporated a hypothetical deductive problem-solving model into the Wright Brothers Aviation Game to examine the correlation between altruistic traits and scientific reasoning. In the study, 60 participants were divided into 20 groups based on their altruist levels, as determined using the collaborative altruism scale, and played the e-Learning platform game for 1. h. The results of this study indicated the following: (1) participants with a high level of altruism logged out to help others more times than did participants with low and moderate levels of altruism and (2) there was no correlation between the number of times a participant logged out to help others and the number of times the participant failed at problem solving. In addition, the participants with higher levels of altruism more frequently applied high levels of scientific reasoning to justify their answers. Additional studies with different competitive designs are needed to discover the gender effect of altruism on collaborative action. © 2014 Elsevier Ltd.",2019,https://scholar.google.com.br/,no
549,Translational studies of goal-directed action as a framework for classifying deficits across psychiatric disorders,"The ability to learn contingencies between actions and outcomes in a dynamic environment is critical for flexible, adaptive behavior. Goal-directed actions adapt to changes in action-outcome contingencies as well as to changes in the reward-value of the outcome. When networks involved in reward processing and contingency learning are maladaptive, this fundamental ability can be lost, with detrimental consequences for decision-making. Impaired decision-making is a core feature in a number of psychiatric disorders, ranging from depression to schizophrenia. The argument can be developed, therefore, that seemingly disparate symptoms across psychiatric disorders can be explained by dysfunction within common decision-making circuitry. From this perspective, gaining a better understanding of the neural processes involved in goal-directed action, will allow a comparison of deficits observed across traditional diagnostic boundaries within a unified theoretical framework. This review describes the key processes and neural circuits involved in goal-directed decision-making using evidence from animal studies and human neuroimaging. Select studies are discussed to outline what we currently know about causal judgments regarding actions and their consequences, action-related reward evaluation, and, most importantly, how these processes are integrated in goal-directed learning and performance. Finally, we look at how adaptive decision-making is impaired across a range of psychiatric disorders and how deepening our understanding of this circuitry may offer insights into phenotypes and more targeted interventions. © 2014 Griffiths, Morris and Balleine.",2019,https://scholar.google.com.br/,no
550,"CBRAIN: A web-based, distributed computing platform for collaborative neuroimaging research","The Canadian Brain Imaging Research Platform (CBRAIN) is a web-based collaborative research platform developed in response to t the challenges raised by data-heavy, compute-intensive neuroimaging research. CBRAIN offers transparent access to remote data sources, distributed computing sites, and an array of processing and visualization tools with in a controlled, secure environment. Its web interface is accessible through any modern browser and uses graphical interface idioms to reduce the technical expertise required to perform large-scale computational analyses. CBRAIN's flexible meta-scheduling has allowed the incorporation of a wide range of heterogeneous computing sites, currently including nine national research High Performance Computing (HPC) centers in Canada, one in Korea, one in Germany, and several local research servers. CBRAIN leverages remote computing cycles and facilitates resource-interoperability in a transparent manner for the end-user. Compared with typical grid solutions available, our architecture was designed to be easily extendable and deployed on existing remote computing sites with no tool modification, administrative intervention, or special softwarehhardware configuration. As October 2013, CBRAIN serves over 200 users spread across 53 cities in 17 countries. The platform is built as a generic framework that can accept data and analysis tools from any discipline. However, its current focus is primarily on neuroimaging research and studies of neurological diseases such as Autism, Parkinson's and Alzheimer's diseases, Multiple Sclerosis as well as on normal brain structure and development. This technical report presents the CBRAIN Platform, its current deployment and usage and future direction. © 2014 Sherif, Rioux, Rousseau, Kassis, Beck, Adalat, Das, Glatard and Evans.",2019,https://scholar.google.com.br/,no
551,What animals can teach clinicians about the hippocampus,"Abnormalities in hippocampal structure and function have been reported in a number of human neuropathological and neurodevelopmental disorders, including Alzheimer's disease, autism spectrum disorders, Down syndrome, epilepsy, and schizophrenia. Given the complexity of these disorders, animal studies are invaluable and remain to date irreplaceable, providing fundamental knowledge regarding the basic mechanisms underlying normal and pathological human brain structure and function. However, there is a prominent ill-conceived view in current research that scientists should be restricted to using animal models of human diseases that can lead to results applicable to humans within a few years. Although there is no doubt that translational studies of this kind are important and necessary, limiting animal studies to applicable questions is counterproductive and will ultimately lead to a lack of knowledge and an inability to address human health problems. Here, we discuss findings regarding the normal postnatal development of the monkey hippocampal formation, which provide an essential framework to consider the etiologies of different neuropathological disorders affecting human hippocampal structure and function. We focus on studies of gene expression in distinct hippocampal regions that shed light on some basic mechanisms that might contribute to the etiology of schizophrenia. We argue that researchers, as well as clinicians, should not consider the use of animals in research only as 'animal models' of human diseases, as they will continue to need and benefit from a better understanding of the normal structure and functions of the hippocampus in 'model animals'. © 2014 by S. Karger AG. All rights reserved.",2019,https://scholar.google.com.br/,no
552,Exploring stimulant treatment in ADHD: Narratives of young adolescents and their parents,"Background: Young adolescents' and their parents' experiences with Attention-Deficit/Hyperactivity Disorder (ADHD) and its treatment were explored to investigate beliefs and attitudes regarding use of stimulant medication, and their influence on treatment decisions.Methods: Using in-depth qualitative interviews, 12 adolescents with ADHD aged 12 - 15 years, and their parents described their experiences of ADHD and its treatment. Twenty four interviews, 12 with adolescents and 12 with their parents elicited detailed descriptions of beliefs about ADHD, attitudes about stimulant use and the circumstances surrounding treatment decisions. Verbatim transcripts were iteratively analyzed by a team of researchers following an interpretive interactionist framework.Results: Young people offered three themes describing ADHD: 1) personality trait, 2) physical condition or disorder, and 3) minor issue or concern. Regarding medication use, youth described 1) benefits, 2) changes in sense of self, 3) adverse effects, and 4) desire to discontinue use. Parents' beliefs were more homogeneous than youth beliefs, describing ADHD as a disorder requiring treatment. Most parents noted benefits from stimulant use. Themes were 1) medication as a last resort, 2) allowing the child to reach his or her potential, and 3) concerns about adverse and long-term effects. Families described how responsibility for treatment decisions is transferred from parent to adolescent over time.Conclusions: Young adolescents can have different beliefs about ADHD and attitudes about medication use from their parents. These beliefs and attitudes influence treatment adherence. Incorporating input from young adolescents when making clinical decisions could potentially improve continuity of treatment for youth with ADHD. © 2014 Charach et al., licensee BioMed Central Ltd.",2019,https://scholar.google.com.br/,no
553,Assistive technology as a predictor of general or alternate assessment among elementary-aged students with autism spectrum disorders,"The No Child Left Behind Act of 2001 specifically mandates that all students participate in the general assessment process or some form of alternate assessment as a measure of school accountability for student academic progress. Although levels of communication difficulties, intellectual impairment, and specific diagnoses such as autism spectrum disorders (ASDs) are correlated with increased probability of participating in alternate assessment methods, very little empirical research has focused on identifying predictors for students assessment modality. Archival data from the Special Education Elementary Longitudinal Study (SEELS, 2005) were used to examine variables that predict whether elementary school students with ASD participated in the general or alternate assessment. Results indicated that receptive and expressive communication abilities appear to influence participation in the general vs. alternate assessment in tandem with access to assistive technology. Students with ASDs were approximately 2.71 times more likely to participate in the general assessment when they had access to assistive technology. Next, we performed a second, follow-up analysis for only ASD students with communication problems. The odds ratio value increased to 14.9 indicating that ASD students with communication problems that had access to assistive technology were almost 15 times more likely to participate in the general assessment than students with communication problems without access to assistive technology. © 2014 RESNA.",2019,https://scholar.google.com.br/,no
554,Audio-augmented paper for therapy and educational intervention for children with autistic spectrum disorder,"Autism affects children's learning and social development. Commonly used rehabilitative treatments are aimed at stimulating the social skills of children with autism. In this article, we present a prototype and a pilot study on an audio-augmented paper to support the therapy of children with autism spectrum disorder (ASD). The prototype supports audio recording with standard sheets of paper by using tangible tools that can be shared between the therapist and the child. The prototype is a tool for the therapist to engage the child in a storytelling activity. We use a progressive design method based on a dynamic process that merges concept generation, technology benchmarking and activity design into continuously enriching actions. The paper highlights the qualities and benefits of using tangible audio-augmented artefacts for therapy and educational intervention for children with ASD. The work describes three main qualities of our prototype: from building cooperation to attention control, flow control, and using the children's own voices to foster attention. © 2013 Elsevier Ltd. All rights reserved.",2019,https://scholar.google.com.br/,no
555,Adaptive Virtual Reality And Its Application In Autism Therapy,"Virtual reality (VR) technology advances are enabling technolgy-assisted intervention in developmental disorders such as autism spectrum disorders (ASD). It has been shown that technology-assisted virtual reality based therapy has the potential to alleviate several challenges of traditional intervention. This chapter reviews virtual reality work performed in the Vanderbilt Robotics and Autonomous Systems Lab (RASL) over a period of time specifically as applied to autism intervention. The initial work utilized simplified virtual environments for social skill training with limited adaptability. Over time, dynamic eye gaze tracking and physiological affect recognition have been introduced to increase interactivity resulting in adaptive gaze-sensitive and affectsensitive virtual reality systems. Current work focuses on adding additional modalities of speech interface, possibly electroencephalography (EEG) feedback as well as ways of fusing these multimodal sources of feedback together to produce combined adaptability as opposed to separate individual modality-sensitive systems. The virtual reality-based systems are focused on skills training on core social deficits of children with autism ranging from social communication, facial emotional expression understanding, and social interaction. The chapter highlights earlier assistive VR work, current systems and future directions. © 2015 by Nova Science Publishers, Inc. All rights reserved.",2019,https://scholar.google.com.br/,no
556,Promoting constructive engagement by two boys with autism spectrum disorders and high functioning through behavioral interventions,"We assessed a behavioral intervention-based strategy to promote constructive engagement and to reduce stereotyped behaviors by two boys with autism spectrum disorders and high functioning. The program included two functional activities for each participant (i.e. coloring and using a personal computer with a multimedia software for reading and writing) according to a multi-elements baseline design, during classroom. Both participants showed a preference for the computer activity during the choice phase. Results showed an increasing of constructive engagement, according to both functional activities, and a reduction of stereotyped behaviors during intervention phases for both participants. Psychological as well as practical implications of the findings are discussed. © 2014 Elsevier Ltd.",2019,https://scholar.google.com.br/,yes
557,Using handheld applications to improve the transitions of students with autism spectrum disorders,"While the knowledge that has been gained from previous studies has accelerated the understanding of the difficulties facing individuals with Autism Spectrum Disorders (ASDs), there is concern regarding the speed with which and the overall lack of translation of research into interventions that make differences in the everyday lives of individuals with ASDs (Gresham, et al., 2001, Volkmar, et al., 2004, Volkmar, Reichow, & Doehring, 2011). For example, the symptoms of ASDs can greatly impair an individual's ability to navigate independently through everyday events. Translating this knowledge into instructional practice requires, then, the design of methods for easing students' transitions within the school, home, and community. While research has validated the use of low-tech visual supports (e.g., National Autism Center, 2009), little has been done to analyze the utility and appropriateness of high-tech assistive technology, such as those interventions administered through smartphones, tablets, and other handheld devices, which are devices that are being used more frequently in education settings (Gray et al., 2010). This chapter presents the results of federally funded research to determine whether the use of iPrompts- a software application for iOS and Android-based smartphones and tablet computers-assists teachers and other educational professionals as they help students with ASD transition from one activity to the next or from one setting to another. © 2014 by IGI Global. All rights reserved.",2019,https://scholar.google.com.br/,no
558,Robots and autism spectrum disorder: Clinical and educational applications,"Technology featuring robots is a promising innovative technological intervention for treating and educating children with Autism Spectrum Disorder (ASD). This chapter reviews, critiques, and presents future directions for research on clinical and educational applications of robots for these children. Specifically, this chapter reviews current research on: (1) robots that act as social mediators for children with ASD and (2) robots that assist them in developing social skills such as joint attention and imitation. A critical review of the research suggests that robots may have the capacity to assist some of these children, but additional rigorous studies are necessary to demonstrate their efficacy and effectiveness. Future research must (1) examine whether robots have differential effects for specific subgroups of children with ASD and (2) contribute to a deeper understanding of robots' potential use in educational settings. © 2014 by IGI Global. All rights reserved.",2019,https://scholar.google.com.br/,no
559,A task assistant for individuals with autism spectrum disorder,"This chapter introduces the use of software technology that is used to create a Web application system called iPAWS to help individuals with Autism Spectrum Disorder (ASD) accomplish simple tasks. These individuals can repeatedly access tasks for assistance or learning through a mobile tablet. For post-school employment, the use of this software technology can help lessen the burden of supervision needed for individuals with autism. For school age children at different levels, iPAWS can serve as training or as a learning tool. This chapter starts with a review of computer-based interventions that have been used in the past. Next, the overall design of the Web application system is introduced. Sample cases that are suitable for children and post-secondary employment are then discussed. Two case studies that were conducted with individuals on the autism spectrum, follow. Finally, possible future improvements to iPAWS are presented. © 2014 by IGI Global. All rights reserved.",2019,https://scholar.google.com.br/,no
560,Improving socialization and emotion recognition for children with autism using a smartphone app,"Smartphone apps are used with increased frequency to teach children a variety of skills and to supplement more traditional forms of instruction. In particular, children diagnosed with Autism Spectrum Disorder (ASD) could benefit from applications suited to help them build social emotional skills that could contribute to more successful social interactions. In the study, the authors first investigated and compiled a list of existing apps to see where gaps exist in topic coverage. From this survey of existing smartphone apps for children with ASD, they developed a new app called LEA (Learning Emotions with Autism) that challenges children to interact in a social setting by responding to emotional cues, and having other children determine the emotion that is expressed. This app provides a new context to help children focus their attention on facial cues in order to recognize and interpret emotions through supported peer interaction. In this chapter, the authors discuss how this app was designed and implemented. They also provide a tutorial on how to develop smartphone apps that can be used for ASD research. © 2014 by IGI Global. All rights reserved.",2019,https://scholar.google.com.br/,no
561,Innovative technologies to benefit children on the autism spectrum,"More than ever, emerging technology is assisting individuals with autism in a variety of ways. However, many parents, schools, and special education professionals are not aware of the recent technological developments that are available to assist these individuals. Innovative Technologies to Benefit Children on the Autism Spectrum brings together relevant theoretical frameworks and empirical research concerning the emerging technologies that benefit individuals living with autism. This book is an essential reference source for parents, teachers, special educators, researchers, academics, and other professionals seeking relevant information on the emerging technological advances available for individuals with neurodevelopmental disorders. © 2014 by IGI Global. All rights reserved.",2019,https://scholar.google.com.br/,no
562,Incorporating mobile technology into evidence-based practices for students with autism,"This chapter discusses how mobile technology can contribute to the quality of life of children with autism across their school years and through the transition to adulthood. Mobile technology has the potential to support students not just at school, but also across all environments in and throughout their lives. There are a number of educational practices and strategies that have been identified as having a strong evidence base to effectively support students with autism. The theoretical framework underpinning this chapter is the Universal Design for Learning (UDL), which prescribes that these practices be integrated into instruction from the outset to ensure equal access and participation of all students in the classroom. Case studies of students on the autism spectrum with diverse needs and during different stages of their lives (from the school years to the transition to adulthood) are used to demonstrate the benefits of incorporating mobile technology into evidence-based educational practices for people with autism. © 2014 by IGI Global. All rights reserved.",2019,https://scholar.google.com.br/,no
563,"The use of computer-based technologies to increase the academic, behavioral, and social outcomes of students with autism spectrum disorders in schools: Considerations for best approaches in educational practice","In recent years, the number of students with Autism Spectrum Disorder (ASD) in both special and general education classrooms has increased substantially. As such, there may be no greater challenge facing educators than planning for the education of this growing population. One method of instruction that appears to hold great promise for educating these students is the use of computer-based technologies. The purpose of this chapter is to: (a) provide a brief overview of the contemporary research regarding the use of computer-assisted instruction and mobile devices for improving the academic, behavior, and social outcomes of students with ASD within school-based contexts and (b) to provide educators with strategies for collecting data to promote accountability. Taken together, the intent is to call attention to the evidence that supports the use of computer-based technologies for students with ASD in schools, raise awareness of those strategies that appear to be the most effective for such students, and assist service providers in providing defensible education. © 2014 by IGI Global. All rights reserved.",2019,https://scholar.google.com.br/,no
564,Information and computer technology for individuals with autism,"The goal of this chapter is to explore the effective use of information and computer technology to assist individuals with autism. In 1985, the Picture Communication System, also known as PECS, was developed for children who had limited abilities to express themselves verbally. The idea was that by pointing to a picture, the child could communicate what he/she wanted. PECS has been modernized with the development of Apps for the iPad. Now, a child can choose from a wide variety of communication choices simply by touching a screen that will facilitate the process and provide a wide variety of choices never before available. This chapter helps parents and teachers to understand how information and computer technology improves communication for children with autism. In addition, the use of iPad and how it improves communication for children with autism are discussed. The use of iPads by children with autism was chosen because of the interactivity they offer to this population as well as for the range of educational opportunities they provide. © 2014 by IGI Global. All rights reserved.",2019,https://scholar.google.com.br/,no
565,Sensory responses of autism via electroencephalography for Sensory Profile,"The aim of this study is to investigate the brain signals of autism children through electroencephalography (EEG) associated to physical tasks. The physical task was meant to stimulate the sensitivity correlation of sensory response of a child. A group of autism children was chosen for this study and were given by five sensory stimulations which are audio, taste, touch, visual and vestibular. The acquisition of brain signals was acquainted using EEG Neurofax 9200 and the electrode positions were using 10-20 International System placements. The preprocessing signals were analyzed using independent component analysis (ICA) using EEGLAB Software and Discrete Wavelet Transform (DWT). The alpha wave was selected by level 6 decomposition and the extracted features represents the characteristic of the sensory task. The means, standard deviations and approximation entropy were extracted on the clean signals and forms into Sensory Profile (Sensory Profiling). From the overall results, the behavior of each autism children has been observed unstable emotion while running the sensory stimulation. The observation also helps to improve their learning strategy for the future work in assessment. © 2014 IEEE.",2019,https://scholar.google.com.br/,no
566,Learning and consolidation of new spoken words in autism spectrum disorder,"Autism spectrum disorder (ASD) is characterized by rich heterogeneity in vocabulary knowledge and word knowledge that is not well accounted for by current cognitive theories. This study examines whether individual differences in vocabulary knowledge in ASD might be partly explained by a difficulty with consolidating newly learned spoken words and/or integrating them with existing knowledge. Nineteen boys with ASD and 19 typically developing (TD) boys matched on age and vocabulary knowledge showed similar improvements in recognition and recall of novel words (e.g. 'biscal') 24 hours after training, suggesting an intact ability to consolidate explicit knowledge of new spoken word forms. TD children showed competition effects for existing neighbors (e.g. 'biscuit') after 24 hours, suggesting that the new words had been integrated with existing knowledge over time. In contrast, children with ASD showed immediate competition effects that were not significant after 24 hours, suggesting a qualitative difference in the time course of lexical integration. These results are considered from the perspective of the dual-memory systems framework. © 2014 John Wiley & Sons Ltd.",2019,https://scholar.google.com.br/,no
567,Asociación de comorbilidades y funcionamiento global en hijos de padres con trastorno bipolar,"The presence of a psychiatric disorder in parents is associated with increased frequency of psychopathology in their offsprings. Children of parents diagnosed with bipolar disorder (BD) are at greater risk and lower function. However, it has not yet been determined precisely which clinical and sociodemographic factors are associated with the presentation of psychiatric disorders in this group of children and adolescents at risk. Under this framework, the aim of this study was to determine the clinical and sociodemographic variables associated with a lower function. We recruited 61 children and adolescents with ages ranging from six to 17. All of them were the children of parents with BD who were patients attended at the National Institute of Psychiatry Ramón de la Fuente Muñiz. Clinical evaluation was developed by the Kiddie Schedule for Affective Disorders and Schizophrenia for School- Age Children Present and Lifetime Version (K-SADS-PL), and Children's Global Assesment Scale (C-GAS) scale was used to established the overall functioning. Of the 61 evaluated 62.3% were women, the lowest function (defined by &lt,81 points C-GAS) was found in 44.3% of women vs. 18% men (?2=3.29, p&lt,0.043). Comorbidity with major depressive disorder or attention deficit hyperactivity disorder or oppositional defiant disorder conferred ten times greater risk of lower global function. Being a woman gives three times higher risk for a lower global function. Conclusion We found that the comorbid externalizing disorders and depression, as well as the female gender characteristics are linked to lower function in children and adolescents of parents with BD.",2019,https://scholar.google.com.br/,no
568,Applying an Implementation Science Framework for Adoption of a Comprehensive Program for High School Students With Autism Spectrum Disorder,"Post-school outcomes for adolescents and young adults with autism spectrum disorder (ASD) are exceedingly poor. The convergence of adolescence as a development period, the expression of ASD during adolescence, and the complicated logistic nature of high schools create a perfect storm of complexity that may pose challenges and establish barriers to providing an effective secondary education program. Given this complexity, addressing learning needs for adolescents with ASD and improving post-school outcomes requires a comprehensive approach. In this article, the authors describe a set of implementation science principles and practices that could be employed in supporting the adoption and implementation of a comprehensive program for high school students with ASD. The program developed by the Center on Secondary Education for Students With Autism Spectrum Disorder (CSESA) serves as a case example of how such principles and practices may be employed in program planning and implementation. © Hammill Institute on Disabilities 2014.",2019,https://scholar.google.com.br/,no
569,"Equipping Youth With Autism Spectrum Disorders for Adulthood: Promoting Rigor, Relevance, and Relationships","Equipping students with ASD for a good life after high school is the overarching goal of secondary special education services and supports. In this paper, we review important elements of effective transition education for adolescents with ASD. First, we review recent findings related to the post-school employment, education, and independent living outcomes of young adults with ASD. Next, we describe a framework for addressing three important aspects of secondary schooling: rigor, relevance, and relationships. At present, an emphasis on promoting rigor, relevance, and relationships offers a promising approach for addressing the multifaceted needs of youth and young adults with ASD. Rigor, relevance, and relationships should not be viewed as distinct or competing priorities, but as essential, inseparable elements of comprehensive transition education for students with ASD. We conclude with research and policy recommendations for improving the impact of transition service delivery for students with ASD. © Hammill Institute on Disabilities 2014.",2019,https://scholar.google.com.br/,no
570,Educational activity discovery system for individuals with pervasive developmental disorders through web ontology language (OWL) [Web ontoloji dili (OWL) yoluyla gelisimsel bozuklugu olan bireylere yönelik egitsel etkinlik kesif sistemi],"Today, experts and organizations dealing with pervasive developmental disorder are trying to minimize the experienced problems of the individuals with educational methods chosen carefully after extensive research. However, because of various reasons the relatives of the individuals who cannot reach these organizations are trying to give proper education at home. During these trainings while selecting the educational methods they prefer internet and related software. However, today's static based internet and related software can be insufficient to supple desired result for the individual's needs. In this article, the architecture of Agent-based Educational Activity Discovery System which can operate on semantic base and propose educational methods for parents, pre-school educators, experts that are working for these institutions, university students studying in related fields or individuals interested in pervasive developmental disorder is presented. The ontology knowledgebase of this system is developed by using the OWL (Web Ontology Language) while creating its entire concepts, features, and relations between these concepts about pervasive developmental disorders are defined in ontology.",2019,https://scholar.google.com.br/,no
571,Using Pivotal Response Training and Technology to Engage Preschoolers With Autism in Conversations,"It is well known that children with autism spectrum disorder (ASD) demonstrate a significant delay in language development that impacts their ability to engage in robust conversations. In this article the authors discuss two specific elements of pivotal response training-motivation and self-initiations-for children with ASD. Specific research-based intervention strategies are addressed for teaching preschoolers with ASD to ask questions leading to social conversations. Additionally, the authors suggest ways that teachers can embed technology, specifically the use of iPad apps, to further support conversations. © Hammill Institute on Disabilities 2013.",2019,https://scholar.google.com.br/,yes
572,Documenting ADHD in higher education: A case report with a literature review [ADHD-attestering in het hoger onderwijs: Gevalsbespreking en literatuuroverzicht],"Findings suggest that college students with persistent ADHD are at a greater risk for educational difficulties, despite their previous success at school. Whenever they experience impairment, they can request accommodations according to the anti-discrimination legislation. Requests should be made in time and must be supported by the appropriate documentation. Nevertheless, consistent guidelines are lacking among the Flemish post-secondary institutions. International documentation guidelines advise a balanced clinical report from a qualified, experienced expert linking the observational data, the diagnosis and the evidence of the impairment with a rationale for accommodations according to the required legal framework. It is advisable to remain critical, even in self-evident accommodations. Effectiveness research of accommodations and interventions is lacking. The final decision rests with the post-secondary institutions, and a good collaboration with student services can be beneficial.",2019,https://scholar.google.com.br/,no
573,Addressing dental fear in children with autism spectrum disorders: A randomized controlled pilot study using electronic screen media,"Background. Dental care is a significant unmet health care need for children with autism spectrum disorders (ASD). Many children with ASD do not receive dental care because of fear associated with dental procedures, oftentimes they require general anesthesia for regular dental procedures, placing them at risk of associated complications. Many children with ASD have a strong preference for visual stimuli, particularly electronic screen media. The use of visual teaching materials is a fundamental principle in designing educational programs for children with ASD. Purpose. To determine if an innovative strategy using 2 types of electronic screen media was feasible and beneficial in reducing fear and uncooperative behaviors in children with ASD undergoing dental visits. Methods. We conducted a randomized controlled trial at Boston Children's Hospital dental clinic. Eighty (80) children aged 7 to 17 years with a known diagnosis of ASD and history of dental fear were enrolled in the study. Each child completed 2 preventive dental visits that were scheduled 6 months apart (visit 1 and visit 2). After visit 1, subjects were randomly assigned to 1 of 4 groups: (1) group A, control (usual care), (2) group B, treatment (video peer modeling that involved watching a DVD recording of a typically developing child undergoing a dental visit), (3) group C, treatment (video goggles that involved watching a favorite movie during the dental visit using sunglass-style video eyewear), and (4) group D, treatment (video peer modeling plus video goggles). Subjects who refused or were unable to wear the goggles watched the movie using a handheld portable DVD player. During both visits, the subject's level of anxiety and behavior were measured using the Venham Anxiety and Behavior Scales. Analyses of variance and Fisher's exact tests compared baseline characteristics across groups. Using intention to treat approach, repeated measures analyses were employed to test whether the outcomes differed significantly: (1) between visits 1 and 2 within each group and (2) between each intervention group and the control group over time (an interaction). Results. Between visits 1 and 2, mean anxiety and behavior scores decreased significantly by 0.8 points (P =.03) for subjects within groups C and D. Significant changes were not observed within groups A and B. Mean anxiety and behavior scores did not differ significantly between groups over time, although group A versus C pairwise comparisons showed a trend toward significance (P =.06). Conclusion. These findings suggest that certain electronic screen media technologies may be useful tools for reducing fear and uncooperative behaviors among children with ASD undergoing dental visits. Further studies are needed to assess the efficacy of these strategies using larger sample sizes. Findings from future studies could be relevant for nondental providers who care for children with ASD in other medical settings. © The Author(s) 2014.",2019,https://scholar.google.com.br/,no
574,Cloud augmentative and alternative communication for people with complex communication needs,"Human communication is fundamental to all aspects of life. Nowadays, communication technologies and communication networks together offer a wide range of options to sustain human social interactions within the modern society. Unfortunately, people with complex communication needs are unable to communicate using verbal means such as speech and written texts, and have been excluded from active and convenient participation in the society. Over the past decades, a number of augmentative and alternative communication (AAC) systems have been developed to provide various methods to enable people with communication impairments to express their beliefs and needs by means other than natural speech. The advent of mobile technologies further brought about a growing number of unconnected, offline mobile AAC apps. The current work assembles multidisciplinary research expertise in Information Engineering, Cognitive Psychology, and Learning Sciences, as well as frontier experiences and practical knowledge in humanitarian technologies and specific learning disability, and proposes the novel cloud AAC to echo the call from the disability community for digital inclusion and their daily communication needs. The design has been validated by a preliminary system implementation, and has been adopted in classroom teaching and learning for children with autism spectrum disorders. © 2014 IEEE.",2019,https://scholar.google.com.br/,no
575,Randomized control trial of computer-based rehabilitation of spatial neglect syndrome: The RESPONSE trial protocol,"Background: Spatial neglect is a frequent and debilitating consequence of acquired brain injury and currently has no widely accepted standard of care. While previous interventions for spatial neglect have targeted patients' overt spatial deficits (e.g., reduced contralesional visual scanning), far fewer have directly targeted patients' non-spatial deficits (e.g., sustained attention deficits). Considering that non-spatial deficits have shown to be highly predictive of long-term disability, we developed a novel computer based training program that targets both sustained (tonic) and moment-to-moment (phasic) aspects of non-spatial attention (Tonic and Phasic Alertness Training, TAPAT). Preliminary studies demonstrate that TAPAT is safe and effective in improving both spatial and non-spatial attention deficits in the post-acute recovery phase in neglect patients. The purpose of the current trial (referred to as the REmediation of SPatial Neglect or RESPONSE trial) is to compare TAPAT to an active control training condition, include a larger sample of patients, and assess both cognitive and functional outcomes.Methods/Design: We will employ a multi-site, longitudinal, blinded randomized controlled trial (RCT) design with a target sample of 114 patients with spatial neglect. Patients will either perform, at their home, the experimental TAPAT training program or an active control computer games condition for thirty minutes/day, five days a week, over three months. Patients will be assessed on a battery of cognitive and functional outcomes on three occasions: a) immediately before training, b) within forty-eight hours post completion of total training, and c) after a three-month no-contact period post completion of total training, to assess the longevity of potential training effects.Discussion: The strengths of this protocol are that it tests an innovative, in-home administered treatment that targets a fundamental deficit in neglect, employs highly sensitive computer-based assessments of cognition as well as functional outcomes, and incorporates a large sample size (relative to other neglect treatment studies) in an RCT design.Trial registration: ClinicalTrials.gov identifier, NCT01965951. © 2014 Van Vleet et al., licensee BioMed Central Ltd.",2019,https://scholar.google.com.br/,no
576,The ICF-CY-based structural equation model of factors associated with participation in children with autism,"Objective: The aim of this study was to apply the International Classification of Functioning, Disability and Health-Child and Youth (ICF-CY) framework to identify the factors related to the participation of children with autism. Method: A convenience sample included 162 preschool children with autism ages 36 to 72 months. The raters collected data using the ICF-CY-based questionnaire as an instrument to construct the structural equation modeling of factors associated with participation. Results: The internal structure of the model was acceptable, indicating that the observed variables would suffice in accounting for latent variables. The structural model showed that the performance of participation in children with autism was influenced by body functions and personal factors. All the variables accounted for 77% of the explained variance for activities and for participation by 71% of the children with autism. Conclusion: These findings may provide critical information pertaining to predictive factors of participation for parents, educators, and professionals who work with children with autism. © 2014 Informa UK Ltd. All rights reserved: reproduction in whole or part not permitted.",2019,https://scholar.google.com.br/,no
577,Observations of families in structured interactions: Parenting therapists provide reliable ratings of mothers' parenting,The reliability of observations of parenting by parenting therapists was assessed. An important predictor of externalizing behavior in children is quality of parenting. Data were videotapes of structured interactions in families with a child age 8-12 years referred to the evidence based Parent Management Training Oregon (PMTO) treatment program for child behavior problems. The therapists had clinical PMTO training but no training in systematic observation. PMTO observational coders with specific coder training were included as a reference for the therapists. Five therapists and two coders observed videotapes of 10 families and performed global evaluations of mothers' parenting skills. They used the coder's impression measure used in PMTO research. Scores were analyzed in a generalizability theory framework for the two groups of observers separately. Both observer types reliably rank-ordered the mothers and assessed the level of parenting skills. PMTO therapists without coder training provided reliable ratings of parenting constructs relevant to the clinical PMTO program in a manner comparable to that of the trained reference coders. © 2013 The Authors. Scandinavian Journal of Psychology published by Scandinavian Psychological Associations and John Wiley & Sons Ltd.,2019,https://scholar.google.com.br/,no
578,Social skills development for children with autism spectrum disorders through the use of interactive storytelling games,"Storytelling is an intricate part of the human psyche and hence, human history. From childhood, stories play an important role in human development, in that, for instance, humans automatically construct a storyline so that they can associate information. There is research to suggest that storytelling in video games can be beneficial because it can be used to help players identify with characters and their goals, creating a greater sense of immersion, positive feelings, and more physiological arousal. Furthermore, when the content is specific and targeted, these games are well suited for promoting acquisition, maintenance, and generalization of skills and knowledge. Findings such as these hold immense promise in the context of improving social skills for children with Autism Spectrum Disorders (ASD). Thus, the use of computers and video games, combined with more traditional storytelling, may serve as hopeful tools for motivating and engaging students as well as promoting learning. This chapter expounds upon this line of reasoning and explores the use of interactive storytelling games as an effective intervention in social skills development for children with ASD. © 2014, IGI Global. All rights reserved.",2019,https://scholar.google.com.br/,no
579,Using a videogame with augmented reality for an inclusive logical skills learning session,"Augmented Reality (AR) and Digital Game Based Learning (DGBL) are two tendencies being applied broadly in education around the globe. However, the implications on a simultaneous application of them to inclusive learning have yet to be observed. We designed an inclusive AR-enriched videogame for Logical Math Skills Learning. We tested the game with a set of 20 students with diverse learning needs. Our experiment showed that the performance on the game is similar for kids with different needs. The results and feedback from teaching staff suggest that AR and DGBL allow the integration of children with special needs into the learning process. © 2014 IEEE.",2019,https://scholar.google.com.br/,no
580,Sources of variation in developmental language disorders: Evidence from eye-tracking studies of sentence production,"Skilled sentence production involves distinct stages of message conceptualization (deciding what to talk about) and message formulation (deciding how to talk about it). Eye-movement paradigms provide a mechanism for observing how speakers accomplish these aspects of production in real time. These methods have recently been applied to children with autism spectrum disorder (ASD) and specific language impairment (LI) in an effort to reveal qualitative differences between groups in sentence production processes. Findings support a multiple-deficit account in which language production is influenced not only by lexical and syntactic constraints, but also by variation in attention control, inhibition and social competence. Thus, children with ASD are especially vulnerable to atypical patterns of visual inspection and verbal utterance. The potential to influence attentional focus and prime appropriate language structures are considered as a mechanism for facilitating language adaptation and learning. © 2013 The Authors.",2019,https://scholar.google.com.br/,no
581,Robotic agents used to help teach social skills to individuals with autism: The fourth generation,"Robotic platforms have been developed and investigated as educationally useful interventions to improve social interactions among individuals with Autism Spectrum Disorders (ASD). In this paper, the development of a new generation of robotic agent is described, which uses economically available robotic platforms (Lego NXT) as Socially Assistive Robotics (SAR). In this generation, the robots were physically designed with maintainability, reliability, maneuverability, and aesthetics in mind, and the software architecture was designed for modularity, configurability, and reusability of the software. © 2014 IEEE.",2019,https://scholar.google.com.br/,no
582,Virtual environment to aid the assessment of basic math concepts in children with ADHD,"The Attention Deficit Hyperactivity Disorder (ADHD) is the most common disorder among children in the school. Children with ADHD have more difficulty learning the discipline of mathematics. Recent studies showed that the use of computer games as a tool to aid evaluation of mathematical concepts can provide twice more solutions to problems than conventional methods. Several studies also showed that the colors can significantly affect the attention of children with ADHD. Therefore, this paper describes the development of the computerized game with red-green axis colors to help the assessment the initial concept of math in the children with ADHD. The game developed was produced using Blender 3D graphical tool. The developed game was validated by math teachers. They evaluated if the concept of math were presented clearly and objective. The game also was evaluated by professionals on software development process which assessed the functional requirements. The developed game has criteria recommended by APA (American Psychological Association) to retain the attention of hyperactive and allow the evaluation of their actual knowledge of math concepts. © (2015) Trans Tech Publications, Switzerland.",2019,https://scholar.google.com.br/,no
583,"Development of an iOS app using situated learning, communities of practice, and augmented reality for autism spectrum disorder","This paper presents the development process and framework used to construct a transportation app that uses situated learning, augmented reality, and communities of practice. Autism spectrum disorder (ASD) is a neurodevelopmental disorder that can cause social impairments as well as the limit the potential for the individual to achieve independence (American Psychiatric Association [APA], 2013). The use of technology to support learning in individuals with ASD has been well documented, however gaps exist in the pedagogical approaches that are being used. Future research opportunities into the pedagogical implications of this app are highlighted. Copyright © 2014 IADIS Press All rights reserved.",2019,https://scholar.google.com.br/,yes
584,Orchestrating assistive technology: Enabling autistic people to communicate with others,"With the use of new technologies, mainly tablets, there are more ways to improve the quality of life of users with special needs. For autistic persons that suffer from speech impairment, expressing themselves can be quite difficult. One of the ways for them to learn a language is by the use of PECS. There is software for tablets based on PECS for tablets, but they mostly don't seem to tackle one of the biggest hurdles of the PECS system: The learning of proper grammar. We present a currently running case study where an Android app based on PECS with basic grammar functions is being used by different groups of autistic children to determine if an improvement in their language acquisition can be achieved over more traditional methods. © 2014 IEEE.",2019,https://scholar.google.com.br/,no
585,Risks of Abnormal Internet Use Among Adolescents with Attention-deficit/Hyperactivity Disorder,"Purpose: This aim of the study is to investigate the risks among adolescents with attention-deficit/hyperactivity disorder (ADHD) who develop compulsive Internet use (CIU) and adolescents who do not develop CIU. Methods: Seventy-eight adolescents with ADHD completed general demographic questionnaires that included information on body mass index, subtype, comorbidity, and behavioral problems. The family characteristics included information on parental ADHD diagnosis, psychiatric symptoms, and media exposure problems. The respondents were categorized as ADHD with CIU or ADHD with non-CIU, based on the Internet addiction cutoff point by the standardized measurements of the Chen Internet Addiction Scale. Results: The results revealed 12.8% of the adolescents with ADHD had CIU. They were characterized by average height, tendency to withdraw, having a young father, and playing computer games for more than 1 hour daily. Conclusion: More attention to ADHD adolescents with CIU is warranted. An early intervention program is suggested for their social withdrawal tendency. © 2014, Taipei Medical University.",2019,https://scholar.google.com.br/,no
586,Early detection of autism spectrum disorders in children with attention deficit hyperactivity disorder by modified checklist for Autism In Toddlers: A pilot study from India,"Background: Symptoms of autism spectrum disorders (ASD) are commonly observed in children diagnosed with Attention Deficit/Hyperactivity Disorder (ADHD). These symptoms might underlie social and functional impairment in such children. The existing classification systems do not allow for diagnosing both conditions in children. Objectives: This study aimed to assess the presence of ASD in a hospital-based sample of children diagnosed with ADHD and to find the utility of Modified Checklist for Autism in Toddlers (MCHAT) through using parent recall in predicting development of ASD. Patients and Methods: A total of 50 children with a diagnosis of ADHD, who attended the Child Guidance Clinic of a tertiary care hospital in Southern India, were recruited through simple random sampling from July to December 2012. These children were assessed for current ASD using Childhood Autism Rating Scale (CARS) and MCHAT based on parents recall. To test the diagnostic accuracy of MCHAT in early detection of ASD (index test), CARS was used as a reference test. OpenEpi 3.01 software was used for computing sensitivity, specificity, positive predictive value (PPV), negative predictive value (NPV), and diagnostic accuracy. Results: Among 50 children, 30 (60%) had scores over the cutoff point of 33 on CARS while 38 (76%) had scored over the cutoff point on MCHAT, qualifying for presence of ASD. Moreover, presence of ASD was associated with older age (P = 0.035), greater risk of medical comorbidities (P = 0.022), lower social quotient on Vineland Social Maturity Scale (VSMS) (P = 0.001), and poorer global functioning according to Children's Global Assessment Scale (CGAS) (P = 0.002). Using CARS as Gold Standard, the sensitivity and specificity of MCHAT in predicting ASD were 86.7% and 40.0%, respectively. The PPV and NPV of MCHAT in detecting ASD were respectively 68.4% and 66.7%. Conclusions: ASD is present in considerable proportion of children diagnosed with ADHD. MCHAT could be a useful instrument for early detection of children at risk of developing ASD. © 2014, Iranian Society of Pediatrics, Published by Safnek.",2019,https://scholar.google.com.br/,no
587,Development of a 3D tangible-serious game for attention improvement,"There is a report that more than 10% of Korean elementary school students are classified into attention deficit/hyperactivity disorder (ADHD) symptom group. Children who seriously lack attention, like the ones with ADHD, are mainly dependent on medication. Medication, however, brings various kinds of side effects. Therefore, we need a way to improve attention, and lead children to voluntarily participate in it. In this study, we suggested a child-friendly attention improvement model by using children's favourite games. In addition, we developed a 3D tangible-serious game based on the suggested model. We conducted an experiment to identify the effects of the game developed in this study. As a result of the experiment, we could verify that the 3D tangible-serious game, which was developed in this study, helped improve children's attention. Copyright © 2014 Inderscience Enterprises Ltd.",2019,https://scholar.google.com.br/,no
588,Mobile augmented reality to support teachers of children with autism,"The visual supports teachers use during the object discrimination therapies of children with autism are not interactive, and children with autism lose concentration and motivation, resulting in increasing the workload of teachers during therapies. We hypothesize that augmented reality (AR) could offer a new type of “augmented visual support” capable of providing the visual support and interactivity teachers need to engage children with autism during therapies. We present a deployment study of MOBIS to understand if mobile AR technologies could reduce the burden and workload of teachers during therapies. We analyze a data-set of 8-weeks deployment study of the use of MOBIS in three classrooms of students with autism (n=21, 7 teachers and 14 students with autism). We found that MOBIS enables multitasking, and reduces teachers' burden and workload. We close discussing directions for future work. © Springer International Publishing Switzerland 2014.",2019,https://scholar.google.com.br/,no
589,Family functioning in Asian families raising children with autism spectrum disorders: The role of capabilities and positive meanings,"Background: There has been increasing interest in exploring the factors contributing to successful adaptation and family functioning in ethnically and culturally diverse families who raise children with autism spectrum disorders (ASD), in order to inform more appropriate strength-based family support services. This pilot study used the Family Adjustment and Adaptation Response (FAAR) model as a theoretical framework to investigate the role of families' capabilities (coping strategies and resources of support) and positive meanings in raising a child with ASD in family functioning in an Asian context. Methods: Sixty-five Singaporean parents of 3- to 11-year-old children with ASD completed a series of questionnaires on demands, coping strategies, social support, positive meanings and family functioning. Results: Families reported a number of helpful coping strategies. Coping through family integration/optimism was most helpful, followed by understanding the condition and by developing esteem and psychological stability. Reported capabilities, but not positive meanings, mediated the relationship between demands and family functioning. Conclusion: The findings are discussed in relation to existing literature, possible specific cultural issues, and the strengths and limitations of the study. Implications for supporting families of children with ASD in different social and cultural contexts are also discussed. © 2013 John Wiley & Sons Ltd, MENCAP & IASSIDD.",2019,https://scholar.google.com.br/,no
590,Empowering children with ADHD learning disabilities with the Kinems Kinect learning games,"The recent trend in digital games is tightly linked to the natural user interaction technologies that make use of the affordances of sensors like the Microsoft Kinect camera. The Kinect camera detects user's body movements and gestures, which means that the full body becomes the controller. Lately, there is a tremendous interest in developing Kinect educational games. In this paper, we present the innovative Kinems learning games which have been developed for helping children with learning disabilities such as autism, dyspraxia and ADHD improve their skills. The paper contains the outcomes of a recent study, which was to investigate and measure the Kinems learning effectiveness. The research hypotheses were examined through an educational intervention that lasted about one month and was implemented with 11 children with ADHD of 4-8 years old. The study was conducted at the premises of the ADHD unit of the children's university hospital in Athens, Greece. The statistical analysis of pre & post tests showed children' statistical significance improvement of their ""Non-verbal intelligence"". Furthermore, the results of an in-depth examination of learning and kinetic analysis of children's interaction that showed improvement of their executive functions and cognitive skills. Finally, based on the qualitative comments made by the behavior analysts and researchers, interest and the level children's motivation was high. © The Authors, 2014.",2019,https://scholar.google.com.br/,no
591,Assisting children with Attention Deficit Hyperactivity Disorder to reduce the hyperactive behavior of arbitrary standing in class with a Nintendo Wii Remote Controller through an active reminder and preferred reward stimulation,"Recent studies in the field of special education have shown that in combination with software technology, high-tech commercial products can be applied as useful assistive technology devices to help people with disabilities. This study extended this concept to turn a Nintendo Wii Remote Controller into a high-performance limb action detector, in order to evaluate whether two students with Attention Deficit Hyperactivity Disorder (ADHD) could reduce their hyperactive behavior through an active reminder and stimulation in the form of the participants' preferred rewards. This study focused on one particular hyperactive behavior common to both students: standing up arbitrarily during class. The active reminder was in the form of vibration feedback provided via the built-in function of the Wii Remote Controller, which was controlled and triggered by a control system to remind participants when they were engaging in standing behavior. This study was performed according to a multiple baseline design across participants. The results showed that both participants significantly improved their control over their hyperactive behavior during the intervention phase, and retained this effective performance in the maintenance phase. The practical and developmental implications of the findings are discussed. © 2014 Elsevier Ltd.",2019,https://scholar.google.com.br/,no
592,A review of serious games for children with autism spectrum disorders (ASD),"This paper reviews 40 serious games designed for children with autism spectrum disorders (ASD) and these games/studies are classified into four categories, technology platform, computer graphics, gaming aspect and user interaction. Moreover, the paper discusses serious games designed for the improvement of communication skills and social behavior, social conversation, imaginative skills, sensory integration and learning accounts in ASD children. The children usually interact with these games by ordinary IO (input/output) e.g. keyboard and mouse or touchscreen tools. Previous researches show the effectiveness of playing serious games on mobiles or tablet devices in helping ASD children to express their feelings and improve the level of engagement with others. However, there are limitations in designing games for helping autistic children with sensory processing disorder (SPD), improving imaginative play, and teaching first aid. Further, there is not much research that addresses repetitive behavior in ASD children. © Springer International Publishing Switzerland 2014.",2019,https://scholar.google.com.br/,no
593,Summer Treatment Programs for Youth with ADHD,"Children with attention-deficit/hyperactivity disorder (ADHD) require intensive treatments to remediate functional impairments and promote the development of adaptive skills. The summer treatment program (STP) is an exemplar of intensive treatment of ADHD. STP intervention components include a reward and response-cost point system, time-out, use of antecedent control (clear commands, establishment of rules and routines), and liberal praise and rewards for appropriate behavior. Parents also participate in parent management training programming to learn how to implement similar procedures within the home setting. There is strong evidence supporting the efficacy of the STP as an intervention for ADHD.",2019,https://scholar.google.com.br/,no
594,From snappy app to screens in the wild: Gamifying an attention deficit hyperactivity disorder continuous performance test for public engagement and awareness,"Attention Deficit Hyperactivity Disorder (ADHD) is a neurodevelopmental condition that is characterised by three core behaviours: inattention, hyperactivity and impulsivity. It is typically thought that around 3-5% of school aged children have ADHD, with lifetime persistence for the majority. A psychometric Continuous Performance Test (CPT) had recently been incorporated into an interactive smartphone application (App), Snappy App, to allow the measurement of the three ADHD symptom domains. Snappy App presents a sequence of letters of the alphabet in a pseudo-random manner with responses via the device's touch screen. Following a pilot test in the general population where the CPT showed sensitivity to ADHD-related symptoms (self-reported impulsive behaviour related to CPT measures), a new project was begun to convert the App into a game Attention Grabber based on the functionality of the test, focussing on the attention and impulsivity domains. The Screens in the Wild (SITW) platform is in the process of being employed for public engagement in awareness about ADHD through interactive technology. SITW has deployed a network of four public touch-screens in urban places. Each of the four nodes has a large (46 inch) display, a camera, a microphone and a speaker. The Snappy App web-app was translated for presentation on to the SITW platform. The browser-based App was redesigned, with the input of a commercial graphics design company, based on an initial proof-of-concept whereby the original App was reprogrammed to present sequences of graphical objects (fruit) and to introduce further engagement features including animations. A shortened video about Adult ADHD and a brief questionnaire were incorporated to form a stand-alone edutainment package. The earlier design and user testing of Snappy App is briefly described and details are then provided of the process of gamification to produce Attention Grabber. An evaluation process is described whereby awareness of ADHD and its related symptoms are to be probed. In general, finding out whether and how people engage with interactive screen technology can help in the design of future public engagement and health promotion activities. Ethical considerations are discussed, since public access to this kind of game could potentially raise health anxiety related to self-interpretation of game performance. This risk is balanced with the need to provide health information. © 2014 IEEE.",2019,https://scholar.google.com.br/,no
595,Assisting speech therapy for autism spectrum disorders with an augmented reality application,"Graphics based systems of Augmented and Alternative Communication are widely used to promote communication of people with Autism Spectrum Disorders. However, studies indicate the inability of some of these people in understanding the used symbols. This study discusses an integration of Augmented Reality in communication interventions, by relating elements of Augmented and Alternative Communication and Applied Behaviour Analysis strategies. An Augmented Reality based interactive system to support interventions is discussed, and the report of its usage in interventions with children suffering from Autism Spectrum Disorders is presented.",2019,https://scholar.google.com.br/,no
596,Humanoid robot NAO as a teaching tool of emotion recognition for children with autism using the Android app,"In this paper, we used a humanoid robot to physically show emotional poses and conduct a simple guessing game with children. Nine different emotions using the robot's body poses have been developed using Choregraphe. A pre-test was carried out with a normal developing 6-year old boy. We report some qualitative findings that we found during the child-robot interaction. We aim to develop an Android app as a simple tool that can be used on smartphones. This serves as a fundamental step to empower non-technical persons in using robots to interact with children with autism for learning and therapeutic purposes. © 2014 IEEE.",2019,https://scholar.google.com.br/,no
597,What knowledge and conceptions do Irish primary schoolteachers hold on attention deficit hyperactivity disorder?,"Attention deficit hyperactivity disorder (ADHD) diagnosis rates have increased significantly in recent times. A teacher's role is crucial in determining if a child will be referred for an ADHD assessment. Teachers' opinions and observations are also required for and play a huge role in the actual assessment process. For this reason, their knowledge of ADHD is also an important part of this process. This research has measured, on a small scale, Irish primary schoolteacher's knowledge and conceptions about ADHD using the Knowledge of Attention Deficit Disorders Scale (KADDS) questionnaire. Ninety teachers participated in the research from 11 primary schools in County Clare. A quantitative method was utilised enabling the research to be comparable with other pieces of research using the same questionnaire. Data in relation to the teachers' professional background were also gathered in order to analyse significant differences based on a variety of factors. The results were analysed as prescribed in KADDS test manual using the statistical software package SPSS. This research shows that Irish primary schoolteachers are more knowledgeable in regards to ADHD symptoms and diagnosis than they are in the areas of associated features or treatments. It also shows that knowledge levels of Irish primary schoolteachers are higher than teachers in earlier research using the same questionnaire. © 2014, © 2014 Educational Studies Association of Ireland.",2019,https://scholar.google.com.br/,no
598,Neurofeedback in ADHD: Further pieces of the puzzle,"Among the different neuromodulation techniques, neurofeedback (NF) is gaining increasing interest in the treatment of children with attention-deficit/hyperactivity disorder (ADHD). In this article, a methodological framework is summarised considering the training as a neuro-behavioural treatment. Randomised controlled trials are selectively reviewed. Results from two smaller-scale studies are presented with the first study comprising a tomographic analysis over the course of a slow cortical potential (SCP) training and a correlational analysis of regulation skills and clinical outcome in children with ADHD. In the second study, ADHD-related behaviour was studied in children with tic disorder who either conducted a SCP training or a theta/low-beta (12-15 Hz) training (single-blind, randomised design). Both studies provide further evidence for the specificity of NF effects in ADHD. Based on these findings, a refined model of the mechanisms contributing to the efficacy of SCP training is developed. Despite a number of open questions concerning core mechanisms, moderators and mediators, NF (theta/beta and SCP) training seems to be on its way to become a valuable and ethically acceptable module in the treatment of children with ADHD. © 2013 Springer Science+Business Media New York.",2019,https://scholar.google.com.br/,no
599,Social robots in postural education: A new approach to address body consciousness in ASD children,"Autism Spectrum Disorders (ASD) represent one of the most prevalent developmental disorders among children with different level of impairments in social relationships, communication and imagination. In addition, impaired movement is also observed in individuals with ASD and recent studies consider this factor as a limitation for fully engagement in the social environment. In the present work, we propose a new approach to promote postural education in autistic children with the involvement of a humanoid social robot and the therapist in a triadic interaction environment to better understand their motor development and body consciousness. © Springer International Publishing Switzerland 2014.",2019,https://scholar.google.com.br/,no
600,"The effect of a digital interactive game in distractibility, hyperactivity and impulsivity in individuals with attention deficit hyperactivity disorder and intellectual disability","The purpose of this study was examine the effect of a digital interactive game in distractibility, hyperactivity, impulsiveness and other relative symptoms in individuals with attention deficit hyperactivity -disorder (ADHD) and Intellectual Disability (ID). Methods: The study involved 20 adults (10 men and 10 women) with ADHD and ID aged 20-25 years who were enrolled in a special school and were divided randomly into two groups. Ten adults with ADHD and moderate ID (5 men and 5 women, with mean age 23.6 ± 1.65 years, IQ 35-50) constituted the intervention group (IG) participating in the digital interactive tennis game, for twelve weeks, three times a week for twenty minutes per session. On the other hand, ten adults with ADHD and moderate ID (5 men and 5 women with mean age 23.6 ± 1.78, IQ 35-50), constituted the control group (CG) who attended physical education lessons in their special school, twice a week, for forty five minutes per session. Results: Assessment for both groups included the use of the Instrumente zur Diagnose der Adulten ADHS (IDAA) questionnaire (Rösler et al. 2004), with no statistically significant differences noted between the two groups in all parameters evaluated prior intervention. Comparison between initial and final measurement revealed statistically significant differences in distractibility (p<.01), hyperactivity (p<.01), impulsivity (p<.01) and other evaluated sections (p =.127) of IG individuals. As to CG, statistically significant differences were noted between the initial and final measurement in distractibility (p<.01), impulsivity (p<.05) and other entries (p<.05), while there were no statistically significant differences in hyperactivity (p=.508). Conclusions: In conclusion, implementation of a digital interactive tennis game contributes effectively on reducing ADHD hyperactivity and impulsivity symptoms that characterize the behavior of adults with ADHD and ID. © JPES.",2019,https://scholar.google.com.br/,no
601,Baduk (the game of go) improved cognitive function and brain activity in children with attention deficit hyperactivity disorder,"Objective Attention deficit hyperactivity disorder (ADHD) symptoms are associated with the deficit in executive functions. Playing Go involves many aspect of cognitive function and we hypothesized that it would be effective for children with ADHD. Methods Seventeen drug naïve children with ADHD and seventeen age and sex matched comparison subjects were participated. Participants played Go under the instructor's education for 2 hours/day, 5 days/week. Before and at the end of Go period, clinical symptoms, cognitive functions, and brain EEG were assessed with Dupaul's ADHD scale (ARS), Child depression inventory (CDI), digit span, the Children's Color Trails Test (CCTT), and 8-channel QEEG system (LXE3208, Laxtha Inc., Daejeon, Korea). Results There were significant improvements of ARS total score (z=2.93, p<0.01) and inattentive score (z=2.94, p<0.01) in children with ADHD. However, there was no significant change in hyperactivity score (z=1.33, p=0.18). There were improvement of digit total score (z=2.60, p<0.01, z=2.06, p=0.03), digit forward score (z=2.21, p=0.02, z=2.02, p=0.04) in both ADHD and healthy comparisons. In addition, ADHD children showed decreased time of CCTT-2 (z=2.21, p=0.03). The change of theta/beta right of prefrontal cortex during 16 weeks was greater in children with ADHD than in healthy comparisons (F=4.45, p=0.04). The change of right theta/ beta in prefrontal cortex has a positive correlation with ARS-inattention score in children with ADHD (r=0.44, p=0.03). Conclusion We suggest that playing Go would be effective for children with ADHD by activating hypoarousal prefrontal function and enhancing executive function. © 2014 Korean Neuropsychiatric Association.",2019,https://scholar.google.com.br/,no
602,Bridging digital and physical educational games using RFID/NFC technologies,"The physical educational games and the traditional psycho-pedagogical methodologies are deeply based on the manipulation of objects. The opportunity derived by some low-cost technologies could join the physical world with the digital tools creating Augmented Reality Environments based on the concepts of Internet of Things (IoT). This connection has all the capacities to enhance the traditional educational games played in the schools or at home with the digital tools in order to create more exiting learning activities and more appropriate for the new digital natives. In this field, the RFID/NFC technology seems to be a natural candidate due to its natural predisposition to be heavily connected to real objects and send the signal to the digital devices. an educational games based on well-known Logical Blocks material in the framework of an European project (I), b) Walden PECS Communicator (II) a platform based on Picture Exchange Communication System (PECS) a worldwide methodology to enhance communication skills in autistic persons, c) WandBot (III, IV), a learning environment that combines toy robots, RFID-technology and serious games for scientific dissemination in science centres. © 2014 Giunti. All rights reserved.",2019,https://scholar.google.com.br/,no
603,Impaired reward processing by anterior cingulate cortex in children with attention deficit hyperactivity disorder,"Decades of research have examined the neurocognitive mechanisms of cognitive control, but the motivational factors underlying task selection and performance remain to be elucidated. We recently proposed that anterior cingulate cortex (ACC) utilizes reward prediction error signals carried by the midbrain dopamine system to learn the value of tasks according to the principles of hierarchical reinforcement learning. According to this position, disruption of the ACC-dopamine interface can disrupt the selection and execution of extended, task-related behaviors. To investigate this issue, we recorded the event-related brain potential (ERP) from children with attention deficit hyperactivity disorder (ADHD), which is strongly associated with ACC-dopamine dysfunction, and from typically developing children while they navigated a simple ""virtual T-maze"" to find rewards. Depending on the condition, the feedback stimuli on each trial indicated that the children earned or failed to earn either money or points. We found that the reward positivity, an ERP component proposed to index the impact of dopamine-related reward signals on ACC, was significantly larger with money feedback than with points feedback for the children with ADHD, but not for the typically developing children. These results suggest that disruption of the ACC-dopamine interface may underlie the impairments in motivational control observed in childhood ADHD. © 2014 Psychonomic Society, Inc.",2019,https://scholar.google.com.br/,no
604,"Attention-deficit/hyperactivity disorder and risk of substance use disorder: Developmental considerations, potential pathways, and opportunities for research","Many opportunities to explain attention-deficit/hyperactivity disorder (ADHD)-related risk of substance use disorder (SUD) remain available for study. We detail these opportunities by considering characteristics of children with ADHD and factors affecting their outcomes side by side with overlapping variables in the developmental literature on SUD etiology. Although serious conduct problems are a known contributor to ADHD-related risk of SUD, few studies have considered their emergence developmentally and in relation to other candidate mediators and moderators that could also explain risk and be intervention targets. Common ADHD-related impairments, such as school difficulties, are in need of research. Heterogeneous social impairments have the potential for predisposing, and buffering, luences. Research on neurocognitive domains should move beyond standard executive function batteries to measure deficits in the interface between cognitive control, reward, and motivation. Ultimately, maximizing prediction will depend, as it has in the SUD literature, on simultaneous consideration of multiple risk factors. © 2014 by Annual Reviews.",2019,https://scholar.google.com.br/,no
605,Gremlings in my mirror: An inclusive ar-enriched videogame for logical math skills learning,Implications on a simultaneous application of Augmented Reality (AR) and Digital Game Based Learning (DGBL) to inclusive learning have yet to be observed. We designed an AR enriched videogame for Logical Math Skills Learning. Then we tested the game with a set of 20 students with diverse learning needs. Our experiment showed that the performance on the game is similar for kids with different needs. The results and feedback from teaching staff suggest that AR and DGBL allow the integration of children with special needs in the learning process. © 2014 IEEE.,2019,https://scholar.google.com.br/,no
606,Commentary on the relationship between research and practice in the field of Autism Spectrum Disorder (ASD) [Remarques sur les rapports entre recherches et pratiques dans le domaine des TSA],"The dominant discourse that directly links research and practices in the field of ASD is assessed based on observations made during a training session day. The risks / benefits of the research results of regarding best practices are discussed by distinguishing the research based on its aetiology, which at present still remains deadlocked. Also discussed is research on development, through developmental and experimental psychology and neuropsychology, which is now moving towards a neurodevelopmental autistic model. The non-scientific factors, which equally make practices evolve are discussed: speech activists from parent associations, personal experiences from pervasive development disorder individuals with no intellectual disability as well as the regulatory framework. The different positions of researchers and practitioners are then discussed. In the field of ASD in the current state of knowledge / ignorance, maintaining a gap between research and practice has emerged as a guarantee towards good ethical practices.",2019,https://scholar.google.com.br/,no
607,"Black–white differences in formal adhd diagnoses: Unmet need, or conscious decision-making process?","Purpose – I discuss the formal attention deficit hyperactivity disorder (ADHD) diagnosis process and whether the Black–White differences found in this process are the results of unmet needs or conscious decisions. Design – First, I offer a new analytic framework for understanding the “ADHD process.” The proposed framework breaks ADHD diagnoses down into three stages: the informal diagnosis, the formal diagnosis, and treatment. This approach reveals certain racial trends in the ADHD literature. Second, I use the 2007 National Health Interview Survey (total n = 75,764) to address racial differences. Findings – I find that blacks are less likely to hold a formal ADHD diagnosis than whites. Third, nested logistic models reveal that this racial difference is not explained by health insurance status, family income, or family educational level. New explanatory models for the black–white difference in ADHD should stray from a strict reliance on the “unmet need” discourse, and instead focus on other factors that may affect the decision-making process in diverse families. Value – This chapter makes three contributions to the wider literature on ADHD and race. © 2014 by Emerald Group Publishing Limited.",2019,https://scholar.google.com.br/,no
608,Toward interactive social stories for children with autism,"This paper proposes Interactive Social Stories (ISS), a new approach for enhancing traditional autism interventions to promote stimulus generalization. Using interactive narrative techniques of variability and branching structures, we designed a tablet-based ISS app called FriendStar to teach 9-13 year old children on the autism spectrum the social skills of greeting in the school context. © 2014 ACM.",2019,https://scholar.google.com.br/,yes
609,Increasing the athletic group play of children with autism,"A multiple baseline design across three children with autism and within child across activity was used to assess the effects of interventions designed to teach children with autism to play two common athletic group games, handball and 4-square. Treatment consisted of two phases. In Phase I, athletic skills training, the children participated in sessions designed facilitate their acquisition of the athletic skills required by the targeted games. During Phase II, rules training, the children were instructed on the rules of the targeted games. Mastering the athletic skills and participating in rules training resulted in increased athletic group play and concomitant increases in speech. These gains were maintained at 8-16 weeks follow-up. However, generalization to participation in school recess activities did not occur. © 2013 Springer Science+Business Media New York.",2019,https://scholar.google.com.br/,no
610,Activity theory and gestural interfaces for autism treatment,"The purpose of this exploration is to research activity theory and its implications on user experience and interface design. By applying this research to data collected from instructors of autistic students, we can identify areas of sensorial and emotiontive interactions for maximizing user experience in three distinct audience segments: teachers, therapists, and students. The visual component of this research applies findings to interface design and creates a prototype of an iPad app used as an autism tracking tool, ""Nedu,"" with interfaces that are functional, meaningful, and beautiful. © Common Ground, Courtney Marchese, All Rights Reserved.",2019,https://scholar.google.com.br/,no
611,Three children with autism spectrum disorder learn to perform a three-step communication sequence using an iPad®-based speech-generating device,"Background: Many children with autism spectrum disorder (ASD) have limited or absent speech and might therefore benefit from learning to use a speech-generating device (SGD). The purpose of this study was to evaluate a procedure aimed at teaching three children with ASD to use an iPad®-based SGD to make a general request for access to toys, then make a specific request for one of two toys, and then communicate a thank-you response after receiving the requested toy. Method: A multiple-baseline across participants design was used to determine whether systematic instruction involving least-to-most-prompting, time delay, error correction, and reinforcement was effective in teaching the three children to engage in this requesting and social communication sequence. Generalization and follow-up probes were conducted for two of the three participants. Results: With intervention, all three children showed improvement in performing the communication sequence. This improvement was maintained with an unfamiliar communication partner and during the follow-up sessions. Conclusion: With systematic instruction, children with ASD and severe communication impairment can learn to use an iPad-based SGD to complete multi-step communication sequences that involve requesting and social communication functions. © 2014 ISDN.",2019,https://scholar.google.com.br/,no
612,Human factors in the design of Arabic-language interfaces in assistive technologies for learning difficulties,"This paper reports on insights gained from collaborations between multi-disciplinary research teams and practitioners in a Disability Service Center in King Saud University (KSU) in Saudi Arabia. Projects were conducted in the context of designing, developing and evaluating different assistive technologies in the university's Software and Knowledge Engineering Research Group. In these projects, methodological considerations have been reported for effectively involving domain specialists in research and development projects for assistive technologies. Subject Matter Experts (SMEs) are often involved in the technology design cycles of these projects in various roles (e.g. design partners, design informants, testers). This paper highlights the human factors relevant for the design and evaluation of interactive systems for SpLDs that were synthesized from these collaborative contexts. We also shed light on issues to consider in the design partnerships between researchers and practitioners for requirements engineering and user acceptance testing phases of system development. Implications for the design and development of systems for SpLDs in other languages and cultural contexts are discussed. © 2014 Springer International Publishing.",2019,https://scholar.google.com.br/,no
613,Learning and assistive technologies for college transition,"Today's college environment requires knowledge and skill with a variety of learning technologies. Transition planning for students with disabilities addresses academic preparation with limited attention paid to teaching students to use emerging technologies or assistive technologies for learning. Transition assessment that includes learning and assistive technologies provides students with a better understanding of the impact of their disability in the college environment and how to advocate for appropriate accommodations based on this data. While assistive technologies are considered academic accommodations, emerging technologies which are universally designed for a broader range of users offer the opportunity to increase accessibility of information technology. The availability of web based information and built in features opens doors for students to strengthen individual cognitive and functional skills necessary for college success. Access to these technologies affords individuals with disabilities the flexible, yet individualized means to communicate and engage in increasingly digital learning environments. © 2014 - IOS Press and the authors.",2019,https://scholar.google.com.br/,no
614,Designing and evaluating touchless playful interaction for ASD children,Limited studies exist that explore motion-based touchless applications for children with ASD (Autism Spectrum Disorder) and investigate their design issues and the benefits they can bring to this target group. The paper reports a structured set of design guidelines that distill our experience gained from empirical studies and collaborations with therapeutic centers. These heuristics informed the design of three touchless games that were evaluated in a controlled study involving medium functioning ASD children at a therapeutic center. Our findings confirm the potential of motion-based touchless applications games in technology-enhanced interventions for this target group. © Copyright 2014 ACM.,2019,https://scholar.google.com.br/,yes
615,Design for the mandala art therapy game for children with ADHD,"As the city life, mass media, and nuclear family were created. It is currently in an increasing trend of the number of children with ADHD (Attention Deficit Hyperactivity Disorder). Such students were not able to well adjust to home or school life. There might be many ways to treat children with ADHD. However, art therapy supports children with ADHD or any other psychological disability to stably express their psychological conditions through drawings and artistic work and especially represents an outstanding effect and stability for children with autism [4]. This paper is intended to review the Mandala technique art therapy and design the game for art therapy through Mandala technique art therapy theory. Afterwards, it is planned to develop an experiment on children aged from 7 to 12 by using the game for art therapy and analyze the data to verify the validity of game for therapy. © Research India Publications.",2019,https://scholar.google.com.br/,no
616,Effects of a summer treatment program on functional sports outcomes in young children with ADHD,"Participation in youth sports can be very beneficial, but children with Attention Deficit Hyperactivity Disorder (ADHD) may participate less often and less successfully. The current study evaluated functional sports outcomes for children with ADHD who attended an intensive behavioral treatment program that included a sports training component, and it compared outcomes to children with ADHD who did not attend the program. Results suggest that treatment resulted in significant improvements in many aspects of children's sports functioning, including knowledge of game rules, in vivo game performance, and fundamental skill tasks (motor proficiency, ability to trap a soccer ball appropriately, reduced handball penalties in soccer, and improved ability to catch a baseball). Parents also reported improved sports skills and good sportsmanship in the treatment group. No differences between groups were evident on additional skill tasks evaluating accurately kicking a soccer ball, throwing a baseball, or hitting a baseball off a tee. These results suggest intensive behavioral intervention that includes sports training can significantly improve functional sports outcomes for young children with ADHD. © 2013 Springer Science+Business Media New York.",2019,https://scholar.google.com.br/,no
617,A smart environment and heuristic diagnostic teaching principle-based system for supporting children with autism during learning,"In this paper, we propose the use of the smart environment based on Internet of Things (IoT), P2P technology and Heuristic Diagnostic Teaching (HDT) principles for identifying learning abilities in mathematics and creative traits for students that are diagnosed within Autism Spectrum disorder (ASD). Our new system is combined with various visual systems, such as objects, photographs, pictures, realistic drawings, line drawings, and written words, and can be used with assorted modes of technology, as long as the child can readily comprehend the visual representation. We propose to use different assessment tools to learn about students' ability in math. Vocabulary skills, mathematics skills and other life skills can be taught through our proposed system. © 2014 IEEE.",2019,https://scholar.google.com.br/,no
618,A bimodal neurophysiological study of motor control in attention-deficit hyperactivity disorder: A step towards core mechanisms?,"Knowledge about the core neural mechanisms of attention-deficit hyperactivity disorder, a pathophysiologically heterogeneous psychiatric disorder starting in childhood, is still limited. Progress may be achieved by combining different methods and levels of investigation. In the present study, we investigated neural mechanisms of motor control in 19 children with attention-deficit hyperactivity disorder (aged 9-14 years) and 21 age-matched typically developing children by relating neural markers of attention and response control (using event-related potentials) and measures of motor excitability/inhibition (evoked by transcranial magnetic stimulation). Thus, an interplay of processes at a subsecond scale could be studied. Using a monetary incentives-based cued Go/No-Go task, parameters that are well-known to be reduced in attention-deficit hyperactivity disorder were analysed: event-related potential components P3 (following cue stimuli, in Go and No-Go trials) and contingent negative variation as well as the transcranial magnetic stimulation-based short-interval intracortical inhibition measured at different latencies in Go and No-Go trials. For patient and control groups, different associations were obtained between performance, event-related potential and transcranial magnetic stimulation measures. In children with attention-deficit hyperactivity disorder, the P3 amplitude in Go trials was not correlated with reaction time measures but with short-interval intracortical inhibition at rest (r = 0.56, P = 0.01). In No-Go trials, P3 and short-interval intracortical inhibition after inhibiting the response (at 500 ms post-stimulus) were correlated in these children only (r = 0.62, P = 0.008). A classification rate of 90% was achieved when using short-interval intracortical inhibition (measured shortly before the occurrence of a Go or No-Go stimulus) and the amplitude of the P3 in cue trials as input features in a linear discriminant analysis. Findings indicate deviant neural implementation of motor control in children with attention-deficit hyperactivity disorder reflecting compensatory cognitive mechanisms as a result of a basal motor cortical inhibitory deficit (reduced activation of inhibitory intracortical interneurons). Both deviant inhibitory and attentional processes, which are not related to each other, seem to be characteristic for attention-deficit hyperactivity disorder at the neural level in motor control tasks. The underlying neural mechanisms, which are probably not restricted to the motor cortex and the posterior attention network, may play a key role in the pathophysiology of this child psychiatric disorder. The high classification rate can further be interpreted as a step towards the development of neural markers. In summary, the bimodal neurophysiological concept may contribute to developing an integrative framework for attention-deficit hyperactivity disorder. © 2013 The Author.",2019,https://scholar.google.com.br/,no
619,Mathematical literacy for everyone using arithmetic games,"An innovative mathematics game shown to be effective for low-achieving mainstream students is tested with learners in special education with moderate or severe intellectual disabilities in Sweden, to investigate if the game can also be effective for this group of students. The game relies on a graphical, intuitive representation for numbers and arithmetic operations to foster conceptual understanding and numbers sense, and provides a set of 2-player games to develop strategic thinking and reasoning skills. The game runs on computers and interactive white boards, and as an augmented reality application at a science centre. The study enrolled three teachers and eight students in 5thto 8thgrade with intellectual disabilities who played the game over a period between four months and two years, one student with Asperger syndrome, and over 300 students in mainstream education as comparison. We compare the use of the game in special education and mainstream education with respect to usage, performance levels and learning gains. Collected data include game playing logs for all students, where playing behaviour, performance and progression data was analysed, class room and science centre observations where interaction, collaboration and communication was analysed, and on in-depth interviews with the teachers. The conclusion is that the game in combination with dedicated teachers can be very effective for students with intellectual disabilities, and can result in substantial gains in mathematical understanding and strategic thinking as well as in communication skills, given time and proper support. © 2014 Nova Science Publishers, Inc.",2019,https://scholar.google.com.br/,no
620,Motion-based touchless interaction for ASD children: A case study,"Autism spectrum disorder (ASD) has become the fastest growing disability in the United States in 2013. The disorder is characterized by a triad of symptoms related to lack of social interaction, deficits in the acquisition and expression of language, and repetitive patterns of behavior often accompanied by sensorimotor impairments. In our research, we explore the use of motion based touchless games for ASD children and develop innovative tools that can be autonomously used by teachers/therapists in school classes or therapeutic activities. The paper describes the design and preliminary evaluation of ""Pixel Balance"", a motion based touchless game conceived to promote imitative capability, body schema awareness, and social skills in ASD children. © 2014 ACM.",2019,https://scholar.google.com.br/,yes
621,Development of a robot-based environment for training children with autism,"This study is done as a part of design-research processes that aims to co-create technology supported robot centered therapy environment for autistic children. We attempt to evaluate to which extent the therapists who perform behavioral training of children with autism can be supported by robot technology in the process of therapy content creation and training. First, we feature a robot-centered environment that is technically designed to decrease the complexity of programming dynamic, synchronous and parallel interactive robot behavior to a level compatible with content creation. Afterwards, we apply the Cognitive Dimensions Framework (CDF) approach for evaluation of the usability of this environment that is employed to control a robot interacting with children with Autism Spectrum Disorders (ASD). A pilot test with therapists of two clinics followed by a test with adolescents with autism was performed. Participants in the pilot test performed tasks according to the different types of user activity in the CDF, and answered a questionnaire corresponding with the different dimensions. The results show negative attitude towards one particular dimension, but also high scores in other dimensions. As an additional validation of the usability of the environment, 9 adolescents with ASD could also create robot scenarios. We interpret these results as follows. In general, the therapists and autistic adolescents could program relatively simple behavioral scenarios with robots. However, we need to further explore whether assembling and executing of more complex robot scenarios such as programming of dynamic real-life behaviors and task scheduling is possible by end-users. © 2014 Springer International Publishing.",2019,https://scholar.google.com.br/,no
622,Intersubjectivité et subjectivation à l'école,"The latest research into brain function is enlightening clinical observations made over a long period on psychic functioning, especially that of children with pervasive developmental disorders. How can school accompany these children with classroom assistants in ""living together""? The issue of interpersonal relationships is only touched on within the state Education system, especially when it is noted that the time given to play, so important in the development of the child, is tending to disappear. Reception is not a vain word, it is a function which, incarnated by the teacher and classroom assistant, can enable a containing and reassuring framework to be put in place for the child with disabilities. The possibility for interpersonal relationships depends on the balance between the reception of the child as he is and the desires the adult has for the child. © ERES. Tous droits réservés pour tous pays.",2019,https://scholar.google.com.br/,no
623,A Proposed framework for combining smart environment and heuristic diagnostic teaching principles in order to assess students' abilities in math and supporting them during learning,"In this paper, we propose the use of the smart environment based on Internet of Things (IoT), P2P technology and Heuristic Diagnostic Teaching principles for identifying learning abilities in mathematics and creative traits for students that are diagnosed within Autism Spectrum disorder (ASD). Many children with autism are highly interested and motivated by smart devices such as computers and touch screen tablets. These types of assistive technology devices get children with autism to interact, make choices, respond, gain new communication skills and create P2P communication between children, caregivers and therapists. Our proposed system uses JXTA-Overlay platform and SmartBox device to support students during their learning process by getting and maintaining their concentration on a given task. We propose to evaluate children's ability in math using the Heuristic Diagnostic Teaching principles. Our new system combined with various visual systems, such as objects, photographs, pictures, realistic drawings, line drawings, and written words, can be used with assorted modes of technology, as long as the child can readily comprehend the visual representation. Vocabulary skills, mathematics skills and other life skills can be taught through our proposed system. We propose to use different assessment tools to learn about students' ability in math.",2019,https://scholar.google.com.br/,yes
624,Wirelessly controlled mimicing humanoid robot,"Educational humanoid robots have started to find there place in institutions for children with special needs and Autism Spectrum Disorder (ASD) children therapy centers. Most of the humanoid robots are expensive, or come with specific software or method for controlling the robot. This gives limits to what can be done with the robot and the software or method used may not allow expansion of the robot functionalities or possible applications. This paper presents an of system integration example with custom-built graphical toolkit used in controlling a simple toy like robot, the robot (RoboSapien), for a variety of customizable functions and applications. The main focus is on the activities and games that can be used with this platform in order to customize enhance the functionalities of the robot to suit the therapy process for the child under consideration. The mimicking mode of the robot, where the robot mimics the behavior of the user, has been found to be very promising for catching attention, making children involve in an activity, and retain their interest for longer period of time. Several activities have been developed and tested with children having ASD and have shown remarkable improvement in concentration spans, focus, and willingness to follow instructions. © 2014 IEEE.",2019,https://scholar.google.com.br/,no
625,iSocial: Delivering the Social Competence Intervention for Adolescents (SCI-A) in a 3D virtual learning environment for youth with high functioning autism,"One consistent area of need for students with autism spectrum disorders is in the area of social competence. However, the increasing need to provide qualified teachers to deliver evidence-based practices in areas like social competence leave schools, such as those found in rural areas, in need of support. Distance education and in particular, 3D Virtual Learning, holds great promise for supporting schools and youth to gain social competence through knowledge and social practice in context. iSocial, a distance education, 3D virtual learning environment implemented the 31-lesson social competence intervention for adolescents across three small cohorts totaling 11 students over a period of 4 months. Results demonstrated that the social competence curriculum was delivered with fidelity in the 3D virtual learning environment. Moreover, learning outcomes suggest that the iSocial approach shows promise for social competence benefits for youth. © Springer Science+Business Media 2013.",2019,https://scholar.google.com.br/,no
626,"ICTs, mobile learning and social media to enhance learning for attention difficulties","Recent development in the role of Information and Communication Technologies (ICTs) at the field of special education is thought significant. ICT nowadays is recognized as a tool that can foster the knowledge and the experiences in the areas of needs it serves as it is considered significant for teaching and learning process. In the last decade, a number of studies have demonstrated the benefits of various forms of ICTs tools for children with attention difficulties and hyperactivity disorders (ADHD). These tools can be employed to facilitate and train young learners, as well as can help them to increase their quality of life and functional independence. In this paper we present a brief review of the most representative research papers for computer-based applications for diagnosis and intervention purposes included the mobile learning and social media for technology enhanced learning for people with Attention Deficit Hyperactivity Disorder. © J.UCS.",2019,https://scholar.google.com.br/,no
627,"RoboParrot: A robotic platform for human robot interaction, case of autistic children","This paper presents a robotic platform suitable for Human-Robot Interactions (HRI), with focus on verbal interactions. It is obvious that interactive and social skills are two indispensable requirements in many application areas where robots and humans need to interact with each other. Consequently, we have developed a cognitive robot companion, i.e. a parrot like robot, with main focus on verbal interaction with humans. A possible educational or therapeutic aspects of this robot for children who suffer from Autism Spectrum Disorders (ASD) have been considered. In other words the robot is designed intended to comfort and emotionally interact with autistic children. Different types of functionalities are introduced and discussed in the light of their potential investigation in humanrobot experiments. The platform is intended for research in other HRI applications, such as concept learning and robotainment. The initial results show the attractiveness of the designed robot for humans and its great potential for success in using this platform for rehabilitation in social interaction, edutainment and entertainment. © 2014 IEEE.",2019,https://scholar.google.com.br/,no
628,Primary care for adults on the autism spectrum,"Autism spectrum disorder (ASD) is defined by differences in social communication and restricted, repetitive patterns of behavior, interests, or activities. Skills and challenges can change depending on environmental stimuli, supports, and stressors. Quality of life can be improved by the use of accommodations, assistive technologies, therapies to improve adaptive function or communication, caregiver training, acceptance, access, and inclusion. This article focuses on the identification of ASD in adults, referrals for services, the recognition of associated conditions, strategies and accommodations to facilitate effective primary care services, and ethical issues related to caring for autistic adults. © 2014 Elsevier Inc.",2019,https://scholar.google.com.br/,no
629,Development of face recognition algorithm for enhancement of social communication of robotic assistive autism therapy,"In this paper, we propose a face recognition method for tracking, detecting and recognizing the faces of children with Autism Spectrum Disorder (ASD) for robotic assistive therapy application. ASD is a brain developmental disorder that manifests itself through a person's behavior and social-communication skill [1]. Face recognition stage is an essential element in robotic assistive therapy since it is the first interaction step that occurs between autistic children and robot. The algorithm aims to encourage autistic children to interact and to capture their attention using a robot that recognizes their faces. This is to establish a beneficial training environment for autistic children before engaging further in the training module. © 2014 IEEE.",2019,https://scholar.google.com.br/,no
630,Implementation of a Self-monitoring Application to Improve On-Task Behavior: A High-School Pilot Study,"Technological innovations offer promise for improving intervention implementation in secondary, inclusive classrooms. A withdrawal design was employed with two high-school students in order to assess the effectiveness of a technologically delivered, self-monitoring intervention in improving on-task behavior in a science classroom. Two students ages 14 and 15 with diagnoses of specific learning disability (Student 1) and attention deficit hyperactivity disorder (ADHD, Student 2) were selected by case manager referral due to difficulties with on-task behavior despite long-term administration of psychostimulant medication. After baseline data were collected, both students were trained in the use of a self-monitoring application (I-Connect) delivered via a handheld tablet. On-task prompts were delivered at 5-min intervals in an ABAB withdrawal design. The intervention resulted in positive, stable improvements in the primary dependent variable of on-task behavior for both students and less clear improvement in the generalization variable of disruptive behavior. © 2014, Springer Science+Business Media New York.",2019,https://scholar.google.com.br/,no
631,Combining psychological and engineering approaches to utilizing social robots with children with Autism,"It is estimated that Autism Spectrum Disorder (ASD) affects 1 in 68 children. Early identification of an ASD is exceedingly important to the introduction of an intervention. We are developing a robot-assisted approach that will serve as an improved diagnostic and early intervention tool for children with autism. The robot, named PABI® (Penguin for Autism Behavioral Interventions), is a compact humanoid robot taking on an expressive cartoon-like embodiment. The robot is affordable, durable, and portable so that it can be used in various settings including schools, clinics, and the home. Thus enabling significantly enhanced and more readily available diagnosis and continuation of care. Through facial expressions, body motion, verbal cues, stereo vision-based tracking, and a tablet computer, the robot is capable of interacting meaningfully with an autistic child. Initial implementations of the robot, as part of a comprehensive treatment model (CTM), include Applied Behavioral Analysis (ABA) therapy where the child interacts with a tablet computer wirelessly interfaced with the robot. At the same time, the robot makes meaningful expressions and utterances and uses stereo cameras in eyes to track the child, maintain eye contact, and collect data such as affect and gaze direction for charting of progress. In this paper we present the clinical justification, anticipated usage with corresponding requirements, prototype development of the robotic system, and demonstration of a sample application for robot-assisted ABA therapy. © 2014 IEEE.",2019,https://scholar.google.com.br/,no
632,Serious game for autism children: Conceptual framework,"An organized conceptual framework is an important component to acquired better understanding of prototype development. At this time, a systematic diagnose has been developed to assess visual perception problem for autism children. However, the method for diagnosing is still conducted manually and hands-on technique. In this paper, we present a conceptual framework to diagnose and assessing visual perception problem for autism children by using serious digital game. It will be used as a reference to construct a prototype using Adobe Flash software. This framework will be a technical solution from intervention to improve visual perception skills among autism children. The outcome from this research framework can be used for educational area and medical field. © 2014 WIT Press.",2019,https://scholar.google.com.br/,no
633,Improving Outcomes for Youth with ADHD: A Conceptual Framework for Combined Neurocognitive and Skill-Based Treatment Approaches,"Attention-deficit/hyperactivity disorder (ADHD) is a prevalent and chronic mental health condition that often results in substantial impairments throughout life. Although evidence-based pharmacological and psychosocial treatments exist for ADHD, effects of these treatments are acute, do not typically generalize into non-treated settings, rarely sustain over time, and insufficiently affect key areas of functional impairment (i.e., family, social, and academic functioning) and executive functioning. The limitations of current evidence-based treatments may be due to the inability of these treatments to address underlying neurocognitive deficits that are related to the symptoms of ADHD and associated areas of functional impairment. Although efforts have been made to directly target the underlying neurocognitive deficits of ADHD, extant neurocognitive interventions have shown limited efficacy, possibly due to misspecification of training targets and inadequate potency. We argue herein that despite these limitations, next-generation neurocognitive training programs that more precisely and potently target neurocognitive deficits may lead to optimal outcomes when used in combination with specific skill-based psychosocial treatments for ADHD. We discuss the rationale for such a combined treatment approach, prominent examples of this combined treatment approach for other mental health disorders, and potential combined treatment approaches for pediatric ADHD. Finally, we conclude with directions for future research necessary to develop a combined neurocognitive + skill-based treatment for youth with ADHD. © 2014, Springer Science+Business Media New York.",2019,https://scholar.google.com.br/,no
634,Within Stimulus Prompting to Teach Symbol Discrimination Using an iPad® Speech Generating Device,This study evaluated the effects of within stimulus prompting and prompt fading to teach four preschool children with autism picture symbol discrimination using an iPad® and the Proloqu2Go application as a speech-generating device. Participants were taught to discriminate between a progressively more complex field of picture-symbols depicted on the screen of an iPad with a five-phased training procedure. All participants acquired discrimination between picture-symbols while using the iPad to mand for preferred items in a field of four picture-symbols. The results provide tentative support for a procedure to teach children with autism to discriminate between picture symbols while manding using a handheld speech-generating device. © 2014 Springer Science+Business Media New York.,2019,https://scholar.google.com.br/,no
635,Combining ludology and narratology in an open authorable framework for educational games for children: The scenario of teaching preschoolers with autism diagnosis,"This paper presents the initial findings and the on-going work of IOLAOS project, a general open authorable framework for educational games for children. This framework features an editor, where the game narrative can be created or edited, according to specific needs. A ludic approach is also used both for the interface as well as for the game design. More specifically, by employing physical and natural user interface (NUI), we aim to achieve ludic interfaces. Moreover, by designing the educational game with playful elements, we follow a ludic design. This framework is then applied for the scenario of teaching preschoolers with autism diagnosis. Children with autism have been reported to exhibit deficits in the recognition of affective expressions and the perception of emotions. With the appropriate intervention, elimination of those deficits can be achieved. Interventions are proposed to start as early as possible. Computer-based programs have been widely used with success to teach people with autism to recognize emotions. However, those computer interventions require considerable skills for interaction. Such abilities are beyond very young children with autism as most probably they don't have the skills to interact with computers. In this context, our approach with the suggested framework employs a ludic interface based on NUI, a ludic game design and takes account of the specific characteristics of preschoolers with autism diagnosis and their physical abilities for customizing accordingly the narrative of the game. © 2014 Springer International Publishing.",2019,https://scholar.google.com.br/,no
636,Viewing the Viewers: How Adults With Attentional Deficits Watch Educational Videos,"Objective: Knowing how adults with ADHD interact with prerecorded video lessons at home may provide a novel means of early screening and long-term monitoring for ADHD. Method: Viewing patterns of 484 students with known ADHD were compared with 484 age, gender, and academically matched controls chosen from 8,699 non-ADHD students. Transcripts generated by their video playback software were analyzed using t tests and regression analysis. Results: ADHD students displayed significant tendencies (p ?.05) to watch videos with more pauses and more reviews of previously watched parts. Other parameters showed similar tendencies. Regression analysis indicated that attentional deficits remained constant for age and gender but varied for learning experience. Conclusion: There were measurable and significant differences between the video-viewing habits of the ADHD and non-ADHD students. This provides a new perspective on how adults cope with attention deficits and suggests a novel means of early screening for ADHD. © 2011 SAGE Publications.",2019,https://scholar.google.com.br/,no
637,Interactive association of dopamine receptor (DRD4) genotype and ADHD on alcohol expectancies in children,"Positive and negative alcohol expectancies (AEs) are beliefs about the consequences of alcohol use (e.g., happy, sad, lazy) and they predict patterns of adolescent and adult alcohol engagement in clinical and nonclinical samples. However, significantly less is known about predictors of AE in children, despite significant variability in AE early in and across development. To identify temporally ordered risk factors that precede AE, we evaluated the independent and interactive association of the functional 7-repeat polymorphism of the dopamine D4 receptor (DRD4) genotype and attention-deficit/hyperactivity disorder (ADHD) with respect to individual differences in positive-social, negative-arousal, sedated/impaired, and wild/crazy AE in school-age children (N = 149) prospectively followed from 6-9 to 8-13 years of age. Controlling for age, sex, and wave, DRD4 7+ carriers reported more wild/crazy AE, but DRD4 was unrelated to the remaining AE domains. ADHD symptoms independently predicted higher negativearousal, sedated/impaired, and wild/crazy AE, but not positive-social. We also observed a significant interaction in which ADHD symptoms positively predicted wild/crazy AE only in youth with the 7-repeat DRD4 genotype, the same interaction marginally predicted sedated/impaired AE. No interactive effects were observed for the remaining AE domains. These preliminary results suggest that, among DRD4 youth, early ADHD symptoms predict that children will expect alcohol to have wild/crazy effects. We consider these results within a developmental framework to better understand pathways to and from youth alcohol problems. © 2014 American Psychological Association.",2019,https://scholar.google.com.br/,no
638,Abnormal Functional Resting-State Networks in ADHD: Graph Theory and Pattern Recognition Analysis of fMRI Data,"The framework of graph theory provides useful tools for investigating the neural substrates of neuropsychiatric disorders. Graph description measures may be useful as predictor variables in classification procedures. Here, we consider several centrality measures as predictor features in a classification algorithm to identify nodes of resting-state networks containing predictive information that can discriminate between typical developing children and patients with attention-deficit/hyperactivity disorder (ADHD). The prediction was based on a support vector machines classifier. The analyses were performed in a multisite and publicly available resting-state fMRI dataset of healthy children and ADHD patients: the ADHD-200 database. Network centrality measures contained little predictive information for the discrimination between ADHD patients and healthy subjects. However, the classification between inattentive and combined ADHD subtypes was more promising, achieving accuracies higher than 65% (balance between sensitivity and specificity) in some sites. Finally, brain regions were ranked according to the amount of discriminant information and the most relevant were mapped. As hypothesized, we found that brain regions in motor, frontoparietal, and default mode networks contained the most predictive information. We concluded that the functional connectivity estimations are strongly dependent on the sample characteristics. Thus different acquisition protocols and clinical heterogeneity decrease the predictive values of the graph descriptors. © 2014 Anderson dos Santos Siqueira et al.",2019,https://scholar.google.com.br/,no
639,CopyMe: A portable real-time feedback expression recognition game for children,"Assistive tools are commonly used to aid children experiencing emotional developmental problems associated with psychological disorders, such as autism spectrum disorders (ASDs). In many cases early intervention is crucial to ease the struggle to identify key facial expressions and the emotions they are used to convey. Combining automatic facial expression recognition technology with real-time feedback on player performance, CopyMe is an iPad game that aims to provide a means for children to learn expressions to demonstrate emotions. In this paper, we discuss findings from a pilot study conducted at a childcare centre to evaluate the feasibility of CopyMe's use as a serious game for children to learn emotions through observation and mimicry. Based on observational and interview data, we found that the children, especially the ones affected by ASDs, were able to perform well in the game and generally expressed enjoyment during play. The design of CopyMe as well as our current findings will be most interesting for CHI attendees working in the domain of affective interfaces and serious games, especially those that target children.",2019,https://scholar.google.com.br/,yes
640,A pilot study of using touch sensing and robotic feedback for children with autism,It is an advantage to use robots in autism therapy since they provide repetitive stimuli during the learning of social skills. A detailed exploration is required to design assistive robots for autism therapy with higher effectiveness. This study has investigated the effectiveness of an interactive robot's feedback during autism therapy for improving specific social skills of the children. The experiment described in this study is that children with autism engaged with an interactive system to perform affective touch behaviour and received the robot's visual and auditory feedback. Results showed that the presence of an interactive robot's feedback triggered more effective children's touch behaviour.,2019,https://scholar.google.com.br/,no
641,Design of an educational application for applied behavior analysis and discrete trial training,This paper presents requirements and design of an educational mobile application based on augmentative and alternative communication and aimed for persons with complex communication needs. The application prototype has been evaluated during educational sessions with children with autism spectrum disorders. The educational objective is learning new words based on Applied Behavior Analysis and Discrete Trial Training educational methods. The paper describes and compares the initial application design and its adaptation for integrationwithin a software platform for augmentative and alternative communication.,2019,https://scholar.google.com.br/,no
642,CopyMe: An emotional development game for children,"Proper emotional development is important for young children, especially those with psychological disorders such as autism spectrum disorders (ASDs), whereby early intervention becomes crucial. However, traditional paper-based interventions are mostly laborious and difficult to employ for carers and parents, whilst current computer-aided interventions feel too much like obvious assistive tools and lack timely feedback to inform and aid progress. CopyMe is an iPad game we developed that allows children to learn emotions with instant feedback on performance. A pilot study revealed children with ASDs were able to enjoy and perform well in the game. CopyMe also demonstrates a novel affective game interface that incorporates state-of-the-art facial expression tracking and classification. This will be particularly interesting for CHI attendees working in the domain of affective interfaces and serious games, especially those that target children.",2019,https://scholar.google.com.br/,yes
643,Multimodal interfaces and sensory fusion in VR for social interactions,"Difficulties in social interaction, verbal and non-verbal communications as well as repetitive and atypical patterns of behavior, are typical characteristics of Autism spectrum disorders (ASD). Advances in computer and robotic technology are enabling assistive technologies for intervention in psychiatric disorders such as autism spectrum disorders (ASD) and schizophrenia (SZ). A number of research studies indicate that many children with ASD prefer technology and this preference can be explored to develop systems that may alleviate several challenges of traditional treatment and intervention. The current work presents development of an adaptive virtual reality-based social interaction platform for children with ASD. It is hypothesized that endowing a technological system that can detect the feeling and mental state of the child and adapt its interaction accordingly is of great importance in assisting and individualizing traditional intervention approaches. The proposed system employs sensors such as eye trackers and physiological signal monitors and models the context relevant psychological state of the child from combination of these sensors. Preliminary affect recognition results indicate that psychological states could be determined from peripheral physiological signals and together with other modalities including gaze and performance of the participant, it is viable to adapt and individualize VR-based intervention paradigms. © 2014 Springer International Publishing.",2019,https://scholar.google.com.br/,no
644,Tactile Interactions with a Humanoid Robot: Novel Play Scenario Implementations with Children with Autism,"The work presented in this paper was part of our investigation in the ROBOSKIN project. The project has developed new robot capabilities based on the tactile feedback provided by novel robotic skin, with the aim to provide cognitive mechanisms to improve human-robot interaction capabilities. This article presents two novel tactile play scenarios developed for robot-assisted play for children with autism. The play scenarios were developed against specific educational and therapeutic objectives that were discussed with teachers and therapists. These objectives were classified with reference to the ICF-CY, the International Classification of Functioning-version for Children and Youth. The article presents a detailed description of the play scenarios, and case study examples of their implementation in HRI studies with children with autism and the humanoid robot KASPAR. © 2014 The Author(s).",2019,https://scholar.google.com.br/,no
645,BP neural network-based sports games promotion to autistic children social skills research,"Due to autistic children has drawn increasing attention, how to let autistic children group to integrate into society, grow healthy and happily is the problems to be urgent solved. According to information analysis, sports games may have impacts on promoting autistic children social skills, the paper also carries on research on them. The paper takes 5 to 10 years old autistic children as research objects, takes their basic communication behaviors and interpersonal fusion capacity as research factors, by letting them to participate in sports games training, makes comparative studies on their before training, first training stage, second training stage each factor, and applies BP neural network methods to make classification and integration on autistic children each factor under different states, finally it gets sports games play very important roles in autistic children social skills. Parents should let autistic children to positive participate in sports games training, let them to rapidly and healthy grow. © Trade Science Inc.",2019,https://scholar.google.com.br/,no
646,Towards designing assistive software applications for discrete trial training,"Discrete Trial Training (DTT) is one of the most effective training methods for children diagnosed with Autism. Traditional DTT suffers from limitations of inconsistencies on account of human error, disruptions due to in-session data collection by trainers, and difficulties of producing physical within-stimulus prompts. Current software solutions either support sole child usage thereby eliminating the social interaction benefits of DTT or lack automated data collection. Designed by an inter-disciplinary team of software engineers, HCI, and psychology experts and certified behaviour analysts for a touch-tabletop, DTTAce is an assistivesoftware that provides digital consistency and integrity and supports customization of trials, automated data collection, and within-stimulus prompts while preserving natural interactions and the social nature of DTT. It is an important step towards designing effective assistive software for Discrete Trial Training. Copyright © 2014 ACM.",2019,https://scholar.google.com.br/,yes
647,Using a gaze-cueing paradigm to examine social cognitive mechanisms of individuals with autism observing robot and human faces,"This paper reports a study in which we investigated whether individuals with autism spectrum disorder (ASD) are more likely to follow gaze of a robot than of a human. By gaze following, we refer to one of the most fundamental mechanisms of social cognition, i.e., orienting attention to where others look. Individuals with ASD sometimes display reduced ability to follow gaze [1] or read out intentions from gaze direction [2]. However, as they are in general well responding to robots [3], we reasoned that they might be more likely to follow gaze of robots, relative to humans. We used a version of a gaze cueing paradigm [4, 5] and recruited 18 participants diagnosed with ASD. Participants were observing a human or a robot face and their task was to discriminate a target presented either at the side validly cued by the gaze of the human or robot, or at the opposite side. We observed typical validity effects: faster reaction times (RTs) to validly cued targets, relative to invalidly cued targets. However, and most importantly, the validity effect was larger and significant for the robot faces, as compared to the human faces, where the validity effect did not reach significance. This shows that individuals with ASD are more likely to follow gaze of robots, relative to humans, suggesting that the success of robots in involving individuals with ASD in interactions might be due to a very fundamental mechanism of social cognition. Our present results can also provide avenues for future training programs for individuals with ASD. © Springer International Publishing Switzerland 2014.",2019,https://scholar.google.com.br/,no
648,The effect of organisational resources and eligibility issues on transition from child and adolescent to adult mental health services,"Objectives: To investigate the organisational factors that impede or facilitate transition of young people from child and adolescent (CAMHS) to adult mental health services (AMHS). Methods: Thirty-four semi-structured interviews were conducted with health and social care professionals working in child and adult services in four English NHS Mental Health Trusts and voluntary organisations. Data were analysed thematically using a structured framework. Results: Findings revealed a lack of clarity on service availability and the operation of different eligibility criteria between child and adult mental health services, with variable service provision for young people with attention deficit hyperactivity disorder, autism spectrum disorders and learning disabilities. High workloads and staff shortages were perceived to influence service thresholds and eligibility criteria. Conclusions: A mutual lack of understanding of services and structures together with restrictive eligibility criteria exacerbated by perceived lack of resources can impact negatively on the transition between CAMHS and AMHS, disrupting continuity of care for young people. © The Author(s) 2014.",2019,https://scholar.google.com.br/,no
649,Social Script iPad Application Versus Usual Care before Undergoing Medical Imaging: Two Case Studies of Children with Autism,"Autism spectrum disorders (ASDs) are neurodevelopmental disorders of socialization, communication, and repetitive behaviors. Children with ASD have underlying anxiety leading to challenging behaviors in unfamiliar situations. The anxiety impacts timely completion of an imaging procedure. The purpose of the case study was to describe the process of the social script intervention delivered using the iPad application on parent and child anxiety, child behaviors, and imaging procedure length between two parent and child dyads. The case study of two parent-child dyads demonstrated the process for comparing the social script intervention iPad app for preparing for imaging versus usual care. Parent anxiety decreased more for the parent with the intervention. Computerized tomographic scan length of time to hold still decreased more for child with the intervention. There were fewer challenging child behaviors for child with the intervention. The results guide development of larger study, with the potential to mitigate the negative experiences for a child with ASD and the family during imaging.",2019,https://scholar.google.com.br/,yes
650,Two player EEG-based neurofeedback ball game for attention enhancement,"Brain computer interface (BCI) based neurofeedback games have the potential to enhance the cognitive skills of healthy people as well as subjects with cognitive and memory impairment. Electroencephalogram (EEG) has been used as a common brain imaging modality as it is easy and cheap among all the other non-invasive techniques. This paper proposes an EEG driven gaming interface where the subject's attention (concentration) is used to control the game successfully. The proposed game scenario requires the player to push a ball from one end of game's graphical user interface to the other end using his attention level. Attention level of the player is quantified using the ratio of theta to beta band power in EEG signals. The experimental analysis shows that the proposed game is capable of enhancing player's attention skill as well as enhances the ability of the player to sustain attention for longer duration. This ""ball game"" can be effectively used in neurofeedback training for attention deficit children. © 2014 IEEE.",2019,https://scholar.google.com.br/,no
651,Web-based social stories and games for children with Autism,"Children with (ASD) may respond well to web-based learning because computers can provide features such as repetition, visual stimuli and independent interactions that appeal to them. However, there has been limited testing of web-based learning especially outside of institutional settings. The study reported on in this paper involved the testing of open, web-based games and social stories for children with Autism Spectrum Disorder (ASD). The web-based learning was accessible by parents, teachers, health professionals and children in an institutional and a home setting and consisted of four social stories and seven games housed in a website. Pre- and post-testing of the web-based learning took place over a three-month period with 10 children with ASD enrolled in a special-education center in North-Eastern Thailand. Testing was conducted using observation. Analysis involved descriptive statistics, parametric t-tests and Wilcoxon Signed-Rank tests. Results revealed improvement for all behaviors although not for all children. Implications include the need for future studies that rely on more participants and that focus on transferability of learned behaviors to real-life contexts. Future studies might also include longitudinal designs to determine sustainability of newly learned behaviors and the design of web-based environments that adapt to or are more specifically tailored to individual needs of children with ASD. Copyright © 2014, IGI Global.",2019,https://scholar.google.com.br/,no
652,Encouraging children with autism to improve social and communication skills through the game-based approach,"This work presents modules to encouraging children with autism to improve their social and communication skills through game-based approach. The abilities of the humanoid robot NAO in voice and vision detection recognition give a game more attractive and socially assistive human-machine interaction. The expected outcomes of the modules used to increase eye contacts, imitation proficiency and correctness of the behaviour in social and communication of the children with autism through the game-based modules. Imitation game gives a new light to children with autism learning to express their feeling in appropriate situations. © 2014 The Authors.",2019,https://scholar.google.com.br/,no
653,Prevalence and correlates of problematic internet experiences and computer-using time: A two-year longitudinal study in Korean School children,"Objective To measure the prevalence of and factors associated with online inappropriate sexual exposure, cyber-bullying victimisation, and computer-using time in early adolescence. Methods A two-year, prospective school survey was performed with 1,173 children aged 13 at baseline. Data collected included demographic factors, bullying experience, depression, anxiety, coping strategies, self-esteem, psychopathology, attention-deficit hyperactivity disorder symptoms, and school performance. These factors were investigated in relation to problematic Internet experiences and computer-using time at age 15. Results The prevalence of online inappropriate sexual exposure, cyber-bullying victimisation, academic-purpose computer overuse, and game-purpose computer overuse was 31.6%, 19.2%, 8.5%, and 21.8%, respectively, at age 15. Having older siblings, more weekly pocket money, depressive symptoms, anxiety symptoms, and passive coping strategy were associated with reported online sexual harassment. Male gender, depressive symptoms, and anxiety symptoms were associated with reported cyber-bullying victimisation. Female gender was associated with academic-purpose computer overuse, while male gender, lower academic level, increased height, and having older siblings were associated with game-purpose computer-overuse. Conclusion Different environmental and psychological factors predicted different aspects of problematic Internet experiences and computer-using time. This knowledge is important for framing public health interventions to educate adolescents about, and prevent, internet-derived problems. © 2014 Korean Neuropsychiatric Association.",2019,https://scholar.google.com.br/,no
654,Autisme et tablettes numériques,"Digital tablets with a tactile interface enable people with autism to get round their expression and/or motor difficulties, to have software available integrating specific methods, educative programs, learning exercices, cognitive remediation workshops and alternative communication systems. They are also emotionally neutral, particularly reactive places of exploration. © ERES. Tous droits réservés pour tous pays.",2019,https://scholar.google.com.br/,yes
655,The role of user emotional attachment in driving the engagement of children with autism spectrum disorders (ASD) in using a smartphone app designed to develop social and life skill functioning,"There has been, in the last ten years, a fast developing interest in the potential use of mobile technology in the classroom and in particular, in the use of such technology to support children with ASD (Autistic Spectrum Disorders). The HANDS project developed a software application for mobile Smartphones based on the principles of persuasive technology design, which supports children with ASD with social and life skills functioning - areas of ability which tend to be impaired in this population. Issues with the application of a behaviorist approach to the complex social field of special educational needs are considered. An argument is made for the need for 'thick' persuasive applications which take account of such complexity including the role of mediating factors. Particular focus is given to qualitative results indicating that user emotional attachment is one such key factor. © 2014 Springer International Publishing.",2019,https://scholar.google.com.br/,yes
656,Effects of a Modified Power Card Strategy on Turn Taking and Social Commenting of Children with Autism Spectrum Disorder Playing Board Games,"Children with autism spectrum disorder (ASD) often have very narrow and special interests, and are less likely to engage in socially-based recreational activities than typically developing children. Few studies have examined strategies for teaching children with ASD to engage in social games with their peers. The Power Card strategy is a social narrative technique that capitalizes on a child's special interest to teach appropriate engagement in routines, social interaction, and communicative behaviors. In this study, a modified Power Card strategy was used to teach two boys with ASD appropriate turn taking and social commenting while playing board games. Participants' appropriate initiating a turn and relinquishing a turn increased with intervention, however, consistent increases in participants' appropriate commenting were not observed. Students and parents favorably rated the Power Card Strategy following intervention. Results are discussed in relation to limitations and future research. © 2014, Springer Science+Business Media New York.",2019,https://scholar.google.com.br/,no
657,"Comparing acquisition of and preference for manual signs, picture exchange, and speech-generating devices in nine children with autism spectrum disorder","Objective: To compare how quickly children with autism spectrum disorder (ASD) acquired manual signs, picture exchange, and an iPad®/iPod®-based speech-generating device (SGD) and to compare if children showed a preference for one of these options. Method: Nine children with ASD and limited communication skills received intervention to teach requesting preferred stimuli using manual signs, picture exchange, and a SGD. Intervention was evaluated in a non-concurrent multiple-baseline across participants and alternating treatments design. Results: Five children learned all three systems to criterion. Four children required fewer sessions to learn the SGD compared to manual signs and picture exchange. Eight children demonstrated a preference for the SGD. Conclusion: The results support previous studies that demonstrate children with ASD can learn manual signs, picture exchange, and an iPad®/iPod®-based SGD to request preferred stimuli. Most children showed a preference for the SGD. For some children, acquisition may be quicker when learning a preferred option. © 2014 Informa UK Ltd.",2019,https://scholar.google.com.br/,no
658,An iPad-Based Intervention for Teaching Picture and Word Matching to a Student with ASD and Severe Communication Impairment,"iPads® have been successfully used as speech-generating devices (SGD) for children with ASD and limited speech, but little research has investigated the use of iPads to enhance academic skills, such as picture/word matching. In the present study, a student with ASD received intervention to teach picture and word matching using an iPad-based SGD as the response mode. A multiple baseline across matching tasks design was used to evaluate the effects of a graduated guidance prompting procedure and differential reinforcement on correct matching across four matching tasks (i.e., picture to picture, word to picture, picture to word, and word to word). With intervention, the student showed increased correct matching across all four combinations, suggesting that picture and word matching with an iPad-based SGD can be successfully taught using graduated guidance and differential reinforcement. This approach might have relevance for teaching a range of academic/literacy skills to students with ASD who present with limited or no speech. © 2014, Springer Science+Business Media New York.",2019,https://scholar.google.com.br/,no
659,"Social influence on associative learning: Double dissociation in high-functioning autism, early-stage behavioural variant frontotemporal dementia and Alzheimer's disease","Introduction: Most of our learning activity takes place in a social context. I examined how social interactions influence associative learning in neurodegenerative diseases and atypical neurodevelopmental conditions primarily characterised by social cognitive and memory dysfunctions. Methods: Participants were individuals with high-functioning autism (HFA, n=18), early-stage behavioural variant frontotemporal dementia (bvFTD, n=16) and Alzheimer's disease (AD, n=20). The leading symptoms in HFA and bvFTD were social and behavioural dysfunctions, whereas AD was characterised by memory deficits. Participants received three versions of a paired associates learning task. In the game with boxes test, objects were hidden in six candy boxes placed in different locations on the computer screen. In the game with faces, each box was labelled by a photo of a person. In the real-life version of the game, participants played with real persons. Results: Individuals with HFA and bvFTD performed well in the computer games, but failed on the task including real persons. In contrast, in patients with early-stage AD, social interactions boosted paired associates learning up to the level of healthy control volunteers. Worse performance in the real life game was associated with less successful recognition of complex emotions and mental states in the Reading the Mind in the Eyes Test. Spatial span did not affect the results. Conclusions: When social cognition is impaired, but memory systems are less compromised (HFA and bvFTD), real-life interactions disrupt associative learning, when disease process impairs memory systems but social cognition is relatively intact (early-stage AD), social interactions have a beneficial effect on learning and memory. © 2014 Elsevier Ltd.",2019,https://scholar.google.com.br/,no
660,FIRST: A tool for facilitating reading comprehension in high-functioning autism spectrum disorder [FIRST: Una herramienta para facilitar la comprensión lectora en el trastorno del espectro autista de alto funcionamiento],"Introduction. Numerous studies have been documenting during the last decades the difficulties of reading comprehension shown by people with autism spectrum disorder (ASD), including those with preserved intelligence. These difficulties can condition their educational path and directly impact on social inclusion, autonomy and access to employment. Development. This article presents the work developed by a multidisciplinary team under the framework of a project funded by the European Union. It is an explanatory document intended to justify the needs that the population with highfunctioning ASD have to access written information. The project is developing a software (Open Book) designed not only 'for' people with ASD, but 'with' people with ASD. Conclusion. Both the child population as well as the adult population of persons with ASD show difficulties in all formal components of written language. The tool needs to be flexible and facilitate it's personalized use in order to respond to the great heterogeneity of this population. © 2014 Revista de Neurología.",2019,https://scholar.google.com.br/,yes
661,Interactive Technologies for Autistic Children: A Review,"Recently, there have been considerable advances in the research on innovative information communication technology (ICT) for the education of people with autism. This review focuses on two aims: (1) to provide an overview of the recent ICT applications used in the treatment of autism and (2) to focus on the early development of imitation and joint attention in the context of children with autism as well as robotics. There have been a variety of recent ICT applications in autism, which include the use of interactive environments implemented in computers and special input devices, virtual environments, avatars and serious games as well as telerehabilitation. Despite exciting preliminary results, the use of ICT remains limited. Many of the existing ICTs have limited capabilities and performance in actual interactive conditions. Clinically, most ICT proposals have not been validated beyond proof of concept studies. Robotics systems, developed as interactive devices for children with autism, have been used to assess the child's response to robot behaviors, to elicit behaviors that are promoted in the child, to model, teach and practice a skill, and to provide feedback on performance in specific environments (e.g., therapeutic sessions). Based on their importance for both early development and for building autonomous robots that have humanlike abilities, imitation, joint attention and interactive engagement are key issues in the development of assistive robotics for autism and must be the focus of further research. © 2014, Springer Science+Business Media New York.",2019,https://scholar.google.com.br/,no
662,Implementing an iPad-based alternative communication device for a student with cerebral palsy and autism in the classroom via an access technology delivery protocol,"Individuals with a comorbid diagnosis of cerebral palsy and autism spectrum disorder can have significant communication deficits. The implementation of an alternative and augmentative communication (AAC) device is often essential to promote language development and participation in school, home and community environments. The present study evaluated the impact of introducing a high-tech alternative and augmentative device, namely an Apple iPad with the ""GoTalk Now"" communication application to a student diagnosed with cerebral palsy and autism spectrum disorder. Integration of the technology focused on promoting key elements associated with long term AAC usage, namely, targeted training of the student, teacher, educational assistant and parents, over the course of the school year. Marked increases in the student's communication skills and non-academic school functioning were observed. The need for communication partner prompting declined over time while the student, teacher and parent remained engaged by the iPad solution. This case study supports the classroom implementation of high-tech communication devices for those with complex communication needs via a comprehensive access delivery protocol that invokes systematic student, teacher, educational assistant and parent training. © 2014 Elsevier Ltd. All rights reserved.",2019,https://scholar.google.com.br/,no
663,Preference-enhanced communication intervention and development of social communicative functions in a child with autism spectrum disorder,"Individuals with autism spectrum disorder (ASD) who exhibit limited speech can learn to communicate using augmentative and alternative communication (AAC) systems. We describe the case of Ian, a 10-year-old boy with ASD who had learned to use an Apple iPod®- and iPad®-based speech-generating device (SGD)Note 1, picture exchange (PE), and manual signing (MS) for functional communication (e.g., requesting), but had difficulty in using these AAC systems for spontaneous and socially oriented functions of communication. His difficulties were originally conceptualized as reflecting the social interaction and communication deficits characteristic of ASD. Alternatively, we suggest that the intervention did not allow for the development of more advanced communication. A preference-enhanced intervention was introduced with Ian's chosen AAC system only, that is the iPad®-based SGD. Opportunities for communication were created using highly motivating activities and behavioral strategies. Results suggest that the approach facilitated development of spontaneous and socially oriented communication. © The Author(s) 2013.",2019,https://scholar.google.com.br/,no
664,Mediating sociality: The use of iPod touch™ devices in the classrooms of students with autism in Canada,"This study explores the roles that lower-cost, handheld touch technologies might play in the communication functions of children diagnosed on the autism spectrum. It reports on a case study of the use of Apple iPod Touch mobile digital devices in a public elementary school in downtown Toronto, Canada. Drawing from Vygotskian sociocultural theory researchers examined the consequences of handheld touch technologies on the communication and sociality of children with communicative disorders, with a primary emphasis on nonverbal autistic children. In the period between January 2010 and June 2010, iPod Touch devices were introduced into six elementary classrooms. While there were gains in communication for all participants, ranging from mild to significant, nine of the 12 students for whom we collected detailed data demonstrated statistically significant improvement in communication skills. Observations are made about the heightened levels of motivation, increased attention spans, and increased social interaction that students with autism spectrum disorder (ASD) exhibited when using these devices. Future research should explore the connection of touchsensory inputs on the communication development of children with ASDs. © 2014 Taylor & Francis.",2019,https://scholar.google.com.br/,no
665,Maria Teixeira School: A proposal for innovation in educational technology for social inclusion,"This paper presents the work of Maria Teixeira School-MTS as a pedagogical methodology of social and educational inclusion, and making a historical review of its trajectory. MTS is a non-profit institution located in the countryside of Luziânia city, (Brazil), promoting 1st phase of elementary school and youth and adult education. In 2013, offered free and quality educational service for 208 students, among children, teenagers and adults from low-income families in the common and special, under the educational inclusion. About 60 students have some type of disabilities, such as: Down syndrome, autism, mental, physical, auditory deficiencies. The proposal is based on constructivism and educational, technological and social inclusion. Founded in 1994, MTS has worked since its origin with the 'pedagogy of respect for differences', understanding difference as richness. Stimulates the development of efficiencies instead of highlighting the deficiencies. Luziânia is considered the 16th most violent city in Brazil, with few opportunities for young people at social risk. MTS adopts the Brazilian Sign Language as a discipline. Everyone learns LIBRAS, not just the deaf students. In addition, LIBRAS is used as an alternative communication to listeners students with difficulty speech, with great results. MTS has an ecological action with recycled material, promoting sustainable productive chain, avoiding waste, generating income with craft workshops from the transformed objects sale. MTS presented their demands to the group of engineers involved in humanitarian technology, being an NGO-partner of the IEEE-SIGHT-PUCMinas because of the need for accessible and assistive technologies appropriate technologies and innovative teaching methodology. © 2014 IEEE.",2019,https://scholar.google.com.br/,no
666,Form design development study on autistic counting skill learning application,"Children with autism have their own set of impairments that affect their developments. Thus, the chance to attain self-determination may be critical for most if not all of autistic children. However, it is essential for them to obtain vital skill system in order to achieve a certain level of independent. Thus, it is necessary for every autistic children to acquire basic counting skills to enhance their self-determination. With the emergence of assistive learning technology such as Smartphone, PDA, tablets and laptop with touch screen facility, there are new certain ways to enrich the quality of life for individuals with autism. This study aims to explore the basic counting skills based dynamic visual for children with autism that will possibly be of assistance to parents, educators and facilitators in the development of digital assistive learning tools to meet the needs of autistic children's learning environment. From the proposed theoretical framework, an application was designed and tested on some of autistic users. Based on the observation of the experiment, the users showed positive attitude towards the outcome of the application. © 2014 IEEE.",2019,https://scholar.google.com.br/,yes
667,Designing robot-assisted pivotal response training in game activity for children with autism,"Robot assisted therapy for patients with autism is promising, but there is a need for well designed studies that combine expert knowledge from the field of robotics and autism. Here, an iterative, participatory design process of robot assisted Pivotal Response Training (PRT) for autism therapy is presented. The scenarios for the robot assisted PRT intervention were created using a scenario based design approach through intensive collaboration between robot engineer and therapist. The developed scenarios were then represented in a hierarchical model using Activity Theory. Based on that model, the PRT intervention was implemented by the end-user programming software and evaluated with a child with autism. The scenario based design and the use of Activity Theory framework considerably speeded up the scenario creation process and the redesign time needed between the pilots compared to our previous experiments. © 2014 IEEE.",2019,https://scholar.google.com.br/,no
668,A computer-based story builder for children with autism,This paper discusses a story builder shell- A computer system designed to make it easy for parents and carers of young people with autism to write 'stories' that might help the people in their care. User centered design was adopted in the development process which involves specialized teachers for autistic children from the local schools at York. The user-based evaluations of the software provide positive evidence for the usability and acceptability of the software and shed light for the future development of such software. © 2013 IEEE.,2019,https://scholar.google.com.br/,yes
669,Environmental circumstances influencing tic expression in children,"Aim To assess the clinical features and severity of tics and environmental factors influencing tic expression in a cohort of children with tic disorders. Methods We performed a cross-sectional study in a cohort of children and adolescents (N = 92) with tic disorders referred to the outpatient clinic of a tertiary-level paediatric centre in Barcelona. The severity of tics was evaluated using the Yale Global Tic Severity Scale (YGTSS). A questionnaire including a list of environmental factors and common daily activities that might influence tic occurrence was completed for patients greater than 5 years old. Results Children were classified as having Tourette syndrome (TS) (52 patients), chronic motor or phonic tics (22 patients) and tics of less than 12 months' duration (18 patients). Tics worsened with stressful situations, activities related to school, playing video games and watching TV. A significant proportion of children reported a reduction in tics while they were concentrating on artistic or creative activities or when playing sports and participating in outdoor activities. The YGTSS scores were higher for TS patients (P <.001) and correlated positively with the time of evolution of tics (r =.273, P =.026). Poor school performance was associated with TS (p =.043) and higher scores on the YGTSS (P =.018), as well as attention deficit/hyperactivity disorder (P =.007). Conclusions Several activities of daily living were identified as modifying tic severity in children and may be important clues for tic management. In a subgroup of children with TS, tics were associated with significant morbidity and poor academic performance. Our results emphasise the importance of developing specific school programmes and tailored recommendations in patients with TS. © 2013 European Paediatric Neurology Society. Published by Elsevier Ltd. All rights reserved.",2019,https://scholar.google.com.br/,no
670,How children with autism spectrum disorder behave and explore the 4-dimensional (spatial 3D + time) environment during a joint attention induction task with a robot,"We aimed to compare, during a joint attention (JA) elicitation task, how children with autism spectrum disorder (ASD) and children with typical development (TD) behave and explore their 4 dimensional (meaning spatial 3D + time) when interacting with a human or with a robotic agent. We built a system that employed a Nao robot and a perception system based on a RGB-D sensor (Kinect) to capture social engagement cues. A JA induction experiment was performed in which children with ASD (N = 16) and matched TD children (N = 16) had a 3-min interaction with the robot or with a therapist. Nao induced JA by gazing, by gazing and pointing, and by gazing, pointing and vocalizing at pictures. Both groups of children performed well with the therapist. However, with Nao, both groups had lower JA scores, and the children with ASD had a significantly lower score than the TD children. We found that (i) multimodal JA induction was more efficient in both groups, (ii) the 3D spatial world gaze exploration showed less accuracy, and (iii) the trunk position in ASD showed less stability in the 4 dimensions compared to TD controls. We conclude that, in ASD, JA skill depends on the interaction partner, and implies a higher motor and cognitive cost. © 2014 Elsevier Ltd.",2019,https://scholar.google.com.br/,no
671,TellMe': Therapeutic clothing for children with autism spectrum disorder (ASD) in daily life,"Special education and treatment methods in the early ages are the keys to relieving Autism Spectrum Disorder (ASD) symptoms. These smart clothing items 'TellMe' are designed to treat ASD symptoms in boys by encouraging them to speak out and express themselves while playing with and enjoying the clothing. Therapeutic functions, including different types of sensors (a flexible film-like pressure sensor, a light sensor, and a motion sensor) and actuators (LEDs, a DC motor, and a vibration motor), are incorporated to the clothing. By playing with the interactive robot characters on the clothing, such as speaking into the microphone or activating the sensors and other actuators, a child wearing the garment can naturally learn and practice how to express his feelings, emotions, and opinions.",2019,https://scholar.google.com.br/,no
672,A diagnostic tool on time perception of children with ADHD,"ADHD is among the most common childhood developmental disorder which may affect the school achievements. Children with ADHD may show symptoms of time perception problems. Although ADHD is a clinical diagnosis with several approaches, no diagnostic tool has been designed to detect the symptoms of time perception problems in ADHD children. A computer game can be a powerful tool to be used as part of the psychological assessment and yield better accuracy in ADHD diagnosis. In this paper, we present our concept of a diagnostic tool on time perception for children with ADHD-symptoms. © Springer International Publishing Switzerland 2014.",2019,https://scholar.google.com.br/,no
673,An 8-year-old biological female who identifies herself as a boy: Perspectives in primary care and from a parent,"Case: An 8-year 8-month-old biological female who self-identifies as a boy, Ricardo is brought by his mother for a well-child check to his new pediatrician. Ricardo and his mother report that he is doing well, but have concerns about the upcoming changes associated with puberty. Ricardo states that he is particularly afraid of developing breasts. His mother asks about obtaining a referral to a specialist who can provide ""hormone therapy"" to delay puberty.Ricardo was adopted from Costa Rica at the age of 2 as a healthy girl named ""Angela."" From the age of 3, he displayed clear preference for male gender-associated clothes, toys, and games. At age 5, his mother sought care for hyperactivity and sleep problems. He was diagnosed with attention-deficit hyperactivity disorder and sleep onset disorder at age 6, and his symptoms have been well controlled with Adderall and melatonin.Ricardo lives with his parents who are accepting and supportive of his gender preference. He sees a therapist who has experience with gender dysphoria. For the past years, he has attended school as male, with the confidential support of administrators at his elementary school. © 2014 Lippincott Williams & Wilkins.",2019,https://scholar.google.com.br/,no
674,To develop the Mandarin-phonetic-symbol communication aid for high-functioning autism children,"In this study, a Mandarin-phonetic-symbol communication aid named as zhuyin communication board is developed for children with high-functioning autism. The zhuyin communication board can execute on Tablet PC to assists autistic children to express their thought to other people. When an autistic child wants to express his thought, he can press the corresponding phonetic symbols by using the developed zhuyin communication board. To motivate the interesting of autistic children, the developed app provides a picture-based testing for learning Mandarin phonetic symbols of variety objects. Compared with the traditional paper keyboard, the developed aid could show the typing phonetic symbol immediately on the screen, and provides the voice of zhuyin pronunciation to improve autistic children's language perception skill. © 2014 IEEE.",2019,https://scholar.google.com.br/,no
675,Using tablet assisted Social Stories™ to improve classroom behavior for adolescents with intellectual disabilities,"The present study examined the use of tablet assisted Social Stories™ intervention for three high school students with severe intellectual disabilities whose problem behavior interfered with their learning and caused classroom disruptions. A multiple probe design across participants was employed to test the impact of the tablet assisted SS on the participants' target behaviors. During intervention, the participants read the Social Stories that were created on Prezi and accessed via Quick Response (QR) codes using a Galaxy Tap smart tablet before participating in an academic period. Data indicated that the SS intervention decreased disruptive behavior and increased academic engagement in all three participants. All three demonstrated generalization of behaviors to a nontargeted academic period and maintenance of improved behaviors at the 2-week follow-up. © 2014 Elsevier Ltd.",2019,https://scholar.google.com.br/,no
676,Evaluation of the iPad in the acquisition of requesting skills for children with autism spectrum disorder,"The iPad® with the Proloquo2Go™ application is designed to function as a speech-generating device (SGD). This study evaluates whether children with autism spectrum disorder (ASD) can acquire requesting skills using the iPad® with the Proloquo2Go™ application. Participants included three children with ASD between the ages of three and five. A multiple probe design across participants was used. Intervention phases were adapted and modified from the picture exchange communication system (PECS) (Bondy &amp, Frost, 1994, Frost &amp, Bondy, 2002). Results of this study support that children diagnosed with ASD can acquire skills needed to request preferred items using the iPad® with the Proloquo2Go™ application with training of a picture-based communication system. In addition, vocal requesting increased for the participants during the training phases in comparison to baseline probes. © 2014 Elsevier Ltd.",2019,https://scholar.google.com.br/,yes
677,Educational app for children with Autism Spectrum Disorders (ASDs),"Children with Autism Spectrum Disorders (ASDs) are usually diagnose by the disturbances in the following domains, social relatedness, communication/play, and restricted interests and activities. As a result, interacting and communicating with children with ASDs are very intricate because of their lack of verbal and nonverbal communication skills. Understanding the needs of the children are also a very challenging task because of their difficulty in expressing their needs verbally, i.e. using gestures or pointing instead of words. To facilitate their social interaction, special effort needs to be made by parents and caregivers. Hence, Educational App for children with ASDs is developed to assist them. The application helps children with ASDs to improve their social life in interacting and communicating with others while helping their parents and caregivers to understand what the children really needs. At the same time, the application can be easily customized (i.e. adding activities) as the needs arise. © 2014 The Authors.",2019,https://scholar.google.com.br/,yes
678,Development of a low-cost tactile sleeve for autism intervention,"Autism Spectrum Disorder (ASD) is a pervasive disorder that can cause sensory-perceptual anomalies, such as a hypersensitivity to contact with other people. We have designed and developed a tactile sleeve to help ASD patients potentially learn how to manage hypersensitivities to human contact through virtual experiences of being touched. Our tactile sleeve simulates both simple and dynamic social touches on the upper arm of the user. These touch gestures are perceived from phantom tactile sensations and apparent tactile motions that are generated by a rectangular grid of vibrotactile actuators. Our design requirements for the sleeve included being inexpensive to produce and integrable with prior ASD intervention software. We describe our formative process for developing the sleeve and conclude with details of our final prototype. © 2014 IEEE.",2019,https://scholar.google.com.br/,no
679,Detection of stereotyped hand flapping movements in Autistic children using the Kinect sensor: A case study,"This paper presents a case study on the use of the Microsoft Kinect sensor and the gesture recognition algorithm, Dynamic Time Warping (DTW to automatically detect stereotyped motor behaviours in children with Autism Spectrum Disorder (ASD). The proposed system was initially tested in a laboratory environment, and after the encouraging results obtained, the system was tested during the sessions with children with ASD in two schools with Special Needs Units. Video analysis was used to validate the results obtained using the Kinect application. This study provides a valuable tool to monitor stereotypes in order to understand and to cope with this problematic. In the end, it facilitates the identification of relevant behavioural patterns when studying interaction skills in children with ASD. © 2014 IEEE.",2019,https://scholar.google.com.br/,no
680,Development of interaction scenarios based on pre-school curriculum in robotic intervention for children with autism,"This research deals with the fundamental study on the social effects of robotic interaction to children with autism. Autism is a developmental disorder caused by abnormal development of the brain. It is characterized by deficits in social and communication skills and also behavior stereotypies. Robotic intervention has been identified as one of the methods that are producing encouraging outcome in the rehabilitation of children with autism. The main purpose of this project is to design interactive scenarios according to its level of complexity using a humanoid robot based on the pre-school curriculum for children with special needs by the Ministry of Education Malaysia. Expertise from related field including rehabilitation and special education are involved to ensure that the scenarios' designs meet the requirement and needs of children with autistic characteristics. Focusing on language skills, the interaction aims to facilitate autistic children who face difficulties in communication and socializing. This shall help them to express themselves better to their peers and other people. © 2014 Published by Elsevier B.V.",2019,https://scholar.google.com.br/,no
681,A Pilot Study of the Efficacy of a Computerized Executive Functioning Remediation Training With Game Elements for Children With ADHD in an Outpatient Setting: Outcome on Parent- and Teacher-Rated Executive Functioning and ADHD Behavior,"Objective: This pilot study tested the short- and long-term efficacy (9 weeks follow-up) of an executive functioning (EF) remediation training with game elements for children with ADHD in an outpatient clinical setting, using a randomized controlled wait-list design. Furthermore, in a subsample, that is, those treated with methylphenidate, additive effects of the EF training were assessed. Method: A total of 40 children (aged 8-12 years) were randomized to the EF training or wait-list. The training consisted of a 25-session training of inhibition, cognitive flexibility, and working memory. Treatment outcome was assessed by parent- and teacher-rated EF, ADHD, oppositional deviant disorder, and conduct disorder symptoms. Results: Children in the EF training showed significantly more improvement than those in the wait-list condition on parent-rated EF and ADHD behavior in the total sample and in the subsample treated with methylphenidate. Effects were maintained at follow-up. Conclusion: This pilot study shows promising evidence for the efficacy of an EF training with game elements. © 2012 SAGE Publications.",2019,https://scholar.google.com.br/,no
682,Integrative consensus: A systematic approach to integrating comprehensive assessment data for young children with behavior problems,"Comprehensive assessments that include parents and teachers are essential when assessing young children vulnerable to emotional and behavioral problems given the multiple systems and contexts that influence and support optimal development (, ). However, more data complicate clinical and educational decision making given the challenge of integrating comprehensive data. We report on initial efforts to develop and apply Integrative Consensus procedures designed to synthesize comprehensive assessment data using developmentally informed guidelines. Mother-teacher dyads (N = 295) reported on disruptive behavior in a sample of 295 low-income 3- to 5-year-olds, one-third referred for disruptive behaviors, one-third nonreferred with behavioral concerns, and one-third nonreferred. Two clinicians trained in Integrative Consensus procedures independently applied the framework, with findings highlighting that children identified as disruptive by Integrative Consensus ratings plus mother or teacher ratings significantly predicted behavior problems and impaired social skills. Children identified as disruptive via Integrative Consensus were 4 times more likely to be rated as impaired by their mother at follow-up than by mother or teacher report. Reliability estimates were high (? = 0.84), suggesting that the method has promise for identifying young children with behavior problems while systematically integrating comprehensive data. Copyright © 2014 Wolters Kluwer Health | Lippincott Williams & Wilkins.",2019,https://scholar.google.com.br/,no
683,A game-based intervention for improving the communication skills of autistic children in Pakistan,"In this paper, we discuss the design and evaluation of a computer game ""Guess Who"" which was used as a tool to encourage social interaction in autistic children. We performed an evaluation of the game for a span of six weeks at an autistic school in Pakistan. We present the qualitative results collected from the weekly feedback taken from teachers against every child's behavior. We also present the video analysis results that give us information about the amount of social interaction among children while playing the game. © 2014 Springer International Publishing.",2019,https://scholar.google.com.br/,no
684,Interactive robots as social partner for communication care,"Recent research suggests children with autism show certain positive social behaviors while interacting with robots without the presence of peer pressure. This paper explores possible use of interactive robots for interaction with children with autism. Logical artificial intelligence, reasoning about beliefs, desires and intentions (BDI model) serve as a basis to construct a set of scenarios. The present invention also describes a novel real-world motivated learning method. It uses a supervised reinforcement learning approach combined with goal creating. Autonomous agent learns problems in the real world through interaction with the patient. Methods and systems for management of brain and body functions and sensory perception, observing/analyzing, interactive behavior are presented. In one instance, the virtual agent is integrated with a computer-aided system for diagnosis, monitoring, and therapy. © 2014 IEEE.",2019,https://scholar.google.com.br/,no
685,Training facial expression production in children on the autism spectrum,"Children with autism spectrum disorder (ASD) show deficits in their ability to produce facial expressions. In this study, a group of children with ASD and IQ-matched, typically developing (TD) children were trained to produce ‘‘happy'' and ‘‘angry'' expressions with the FaceMaze computer game. FaceMaze uses an automated computer recognition system that analyzes the child's facial expression in real time. Before and after playing the Angry and Happy versions of FaceMaze, children posed ‘‘happy'' and ‘‘angry'' expressions. Naïve raters judged the post-FaceMaze ‘‘happy'' and ‘‘angry'' expressions of the ASD group as higher in quality than their pre-FaceMaze productions. Moreover, the post-game expressions of theASDgroup were rated as equal in quality as the expressions of the TD group. © Springer Science+Business Media New York 2014.",2019,https://scholar.google.com.br/,yes
686,"Advancing the Discussion About Systematic Classroom Behavioral Observation, a Product Review of Tenny, J. (2010). eCOVE Observation Software. Pacific City, OR: ECOVE Software, LLC","Applied child psychologists and behavioral consultants often use systematic behavioral observations to inform the psychological assessment and intervention development process for children referred for attention and hyperactivity problems. This article provides a review of the 2010 version of the eCOVE classroom observation software in terms of its utility in tracking the progress of children with attention and hyperactive behaviors and its use in evaluating teacher behaviors that may impede or promote children's attention and positive behavior. The eCOVE shows promise as an efficient tool for psychologists and behavioral consultants who want to evaluate the effects of interventions for children with symptoms of ADHD, ODD, mood disorders and learning disorders, however, some research-based improvements for future models are suggested. The reviewers also share their firsthand experience in using eCOVE to evaluate teacher and student behavior exhibited on a television show about teaching urban high school students and during a movie about an eccentric new kindergarten teacher. Rich examples are provided of using strategic behavioral observations to reveal how to improve the classroom environment so as to facilitate attention, motivation and positive behavior among youth. Broader implications for enhancing the use of systematic behavioral observations in the assessment of children and adolescents with attention disorders and related behavioral problems are discussed. Key issues are examined such as the use of behavioral observations during psychological consultation to prevent the previously found gender bias in referrals for ADHD. Using behavioral observations to enhance differential diagnosis is also discussed. © 2012 SAGE Publications.",2019,https://scholar.google.com.br/,no
687,DmTEA: Mobile learning to aid in the diagnosis of autism spectrum disorders,"Mobile Learning is a teaching-learning methodology which has been developed successfully both inside and outside the classroom. Thanks to the several possibilities of mobile devices, it has been possible to use them with students with special educational needs thus giving rise to software applications focussed on competence acquisition on the students' part and offering such a high level of interaction that it could not be possible by using a PC. Advances in the development of mobile devices have made it feasible to go a step forward and help the teacher with the modelling and evaluation of this type of students. dmTEA is a mobile technology which allows both behaviour evaluation and modelling of students on the autism spectrum. It implements 12 activities - duly verified by experts - which are adapted to interaction with the mobile device within a specific context, the aim of which is to deal with student's disorders by observing learning processes and modelling his or her behaviour during task performance. dmTEA implementation in two studies, i.e. a student with severe autism and another student with moderate autism, has helped the teacher at the time of evaluating by offering him or her the necessary information to carry out any possible intervention. © 2014 Springer International Publishing Switzerland.",2019,https://scholar.google.com.br/,no
688,Smart objects to support the discrimination training of children with autism,"Teachers spend considerable amount of time keeping students with autism ""on task"" giving away prompts and rewards and maintaining a detailed record of students' progress during the object discrimination training. We hypothesize that tangible computing, in particular smart objects, could help teachers cope with the problems faced during the object discrimination training of students with autism. In this paper, we describe design principles for smart objects to support the object discrimination training and present several example prototypes. First, we present the design and implementation of ""Things that think"" (T3), a smart device that converts traditional objects into smart objects that promote interactivity with a playful and engaging interaction, and are capable of the automatic recording of students' progress. Then, we present four T3 smart objects assembled in a board. The results of a 7-week deployment study of the use of such smart objects in three classrooms of students with autism (n = 25, 7 teachers and 18 students with autism) demonstrate T3 smart objects reduce the workload of teachers, ease the record-keeping and increase its reliability, and reduce students' behavioral problems while improving their cognitive efficacy. We close discussing directions for future work. © 2013 Springer-Verlag London.",2019,https://scholar.google.com.br/,no
689,Finding faults in autistic and software active inductive learning,"We analyze the cognitive learning skills of children with autism from the standpoint of active inductive learning. We start with the hyper-sensitivity which leads to the broken links between perceptions of different modalities, lack of adequate capability to perceive real world stimuli, which then leads to auto stimulation and autistic cognition. We draft a software active learning system which behaves in a similar way, going through the same cognitive steps. The commonalities in deficiencies of autistic and software active learning systems are analyzed. We hypothesize that the autistic learning system, starting with just a hypersensitivity feature without other deficiencies, can potentially evolve in a faulty inductive learning system, deviating stronger and stronger from a normally developed systems at each iteration of learning process. This paper confirms that the autistic cognitive process is plausible in terms of an abstract computational learning system. Copyright © 2014, Association for the Advancement of Artificial Intelligence. All rights reserved.",2019,https://scholar.google.com.br/,yes
690,Using video prompting via iPads to teach price comparison to adolescents with autism,"Price comparison is a functional mathematics skill commonly taught to secondary students with autism and intellectual disability to increase independence, yet, a lack of evidence-based practice in teaching price comparison exists. The purpose of this study was to examine the effectiveness of video prompting to teach price comparison using an adapted number line. A single-subject, multiprobe, multiple baseline design study was employed across three secondary students with autism. The results showed two out of three students benefited from video prompting presented on an iPad to complete price comparison tasks during the in-class simulation and the grocery store settings. Of the three students, one student completed price comparison tasks solely from video prompting and the other two students required video prompting in conjunction with the system of most-to-least prompts. © 2014 Elsevier Ltd.",2019,https://scholar.google.com.br/,yes
691,Autonomous robot-mediated imitation learning for children with autism,"Autism Spectrum Disorders (ASD) impact 1 in 88 children in the United States. The cost of ASD intervention is tremendous with huge individual and social consequences. In recent years, robotic systems have been introduced with considerable success for ASD intervention because of their potential to engage children with ASD. In this work, we present a novel closed-loop autonomous robotic system for imitation skill learning for ASD intervention. Children with ASD show powerful impairment in imitation, which has been associated with a host of neurodevelopmental and learning challenges over time. The presented robotic system offers dynamic, adaptive and autonomous interaction for learning of imitation skills with real-time performance evaluation and feedback. The system has been tested in a user study with young children with ASD and typically developing (TD) control sample. Further, the performance of the system was compared with that of a human therapist in the user study. The results demonstrate that the developed robotic system is well-tolerated by the target population, engaged the children with ASD more than a human therapist, and produced performances that were relatively better than that of a human therapist. © 2014 IEEE.",2019,https://scholar.google.com.br/,no
692,Evaluation of the Usability of a Serious Game Aiming to Teach Facial Expressions to Schizophrenic Patients,"In some psychological disorders such as autism and schizophrenia, loss of facial expression recognition skill may complicate patient's daily life. Information technology may help to develop facial expression recognition skill by educational software and games. We designed and developed an interactive web-based educational program with which we performed a usability study before investigating its effectiveness on the schizophrenia patients' ability of emotion perception. The purpose of this study is to describe the usability evaluation for a web-based game set that has been designed to teach facial expressions to schizophrenic patients. The usability study was done at two steps, first, we applied heuristic evaluation and the violations were rated in a scale from most to least severe and the major problems were solved. In the second step, think-aloud method was used and the web site was assessed by five schizophrenic patients. Eight experts participated in the heuristic evaluation, in which a total of 60 violations were identified with a mean severity of 2.77 (range: 0-4). All of the major problems (severity over 2.5) were listed and the usability problems were solved by the development team. After solving the problems, five users with a diagnosis of schizophrenia used the web site with the same scenario. They reported to have experienced minor, but different problems. In conclusion, we suggest that a combination of heuristic evaluation and think-aloud method may be an effective and efficient way for usability evaluations for the serious games that have been designed for special patient groups. © 2014 European Federation for Medical Informatics and IOS Press.",2019,https://scholar.google.com.br/,no
693,Distrust and retaliatory deception in children with Autism Spectrum Disorder,"This study examined trust and retaliatory deception in children with Autism Spectrum Disorder (ASD). In Experiment 1, school-aged children with ASD and ability-matched typically developing (TD) children participated in a game to find a hidden prize. An adult repeatedly misinformed children about the whereabouts of the prize. Although children with ASD did not blindly trust all information provided by the informant, they were significantly more trusting of the deceptive adult than TD children. Further, children with ASD were less likely to retaliate by deceiving the adult than TD children. Experiment 2 showed that children with ASD who distrusted a deceptive adult were less flexible and therefore less able to generalize their distrust to different situations compared to TD children. © 2014 Elsevier Ltd. All rights reserved.",2019,https://scholar.google.com.br/,no
694,Behavioral and emotional disorders in school beginners. Pilot study with case-control design [Verhaltens- und emotionale auffälligkeiten bei schulanfängern. Pilotstudie im fall-kontroll-design],"Background. As behavioral problems are known to affect children's school performance they are therefore being increasingly included in German health examinations for school entry. Despite this change in the examination process there is still a lack of empirical monitoring of this form of early recognition within the framework of the health examinations for school entry. Aim. The question is raised whether the standard of the health examinations for school entry as the current form of early recognition is sufficient to increase the equal opportunities for school beginners by early encouragement at the beginning of the school career. Material and methods. In this study for the first time behavioral and development profiles of children with behavioral problems (with and without encouragement measures) identified by the health examinations for school entry were compared with children without behavioral problems during and after the first year of school. Results. Behavior, cognition and motor development were tested before school entry and after the first year of primary school and the results revealed no differences in the development over the first year of primary school. Conclusion. The current state of the health examinations for school entry for early recognition of behavioral problems should be empirically checked and restructuring should be justified scientifically. The results of this study seem to suggest the necessity to conduct behavioral screening at an earlier age. © 2014 Springer-Verlag.",2019,https://scholar.google.com.br/,no
695,Open source software and design-based research symbiosis in developing 3D virtual learning environments: Examples from the iSocial project,"Design-based research (DBR) and open source software are both acknowledged as potentially productive ways for advancing learning technologies. These approaches have practical benefits for the design and development process and for building and leveraging community to augment and sustain design and development. This report presents a case study of a software project using a design-based research approach and Free/Open Source Software (FOSS). The project is developing a 3D virtual learning environment (3D VLE) for youth with autism spectrum disorders (ASD) to develop so-cial competence. The potential of FOSS when implemented within a DBR framework is highlighted using examples from our process of designing and developing the 3D VLE, and the design principles resulting from our processes for fostering social interaction in the medium are presented. Using findings from five studies performed over the course of our DBR process, this article illustrates how the flexibility and community features of FOSS fit with the iterative nature of designbased research to benefit the development of our project and to forward understanding of how to support social interaction in the 3D VLE for individuals with ASD. Limitations of the approach are discussed.",2019,https://scholar.google.com.br/,no
696,Acquisition of sentence frame discrimination using the iPad™ as a speech generating device in young children with developmental disabilities,"This study evaluated the use of the iPadTM and application Proloqu2Go as a speech generating device (SGD) for the acquisition of a tact (labeling) repertoire in three preschool aged children with Autism Spectrum Disorder or developmental delay. Additionally, discrimination between picture icons and sentence frames were investigated. Using a five second time delay, with full physical prompts, participants were taught to label four items using the carrier phrases ""1 see"" and ""1 have"". Following the acquisition of those frames in isolation, training on discriminating between those frames was introduced. The results indicate that the training procedures were effective for this purpose, thus contributing to the already existing literature on the use of handheld computing devices as SGD. © 2014 Elsevier Ltd.",2019,https://scholar.google.com.br/,no
697,The ongoing development of a multimedia educational gaming module,"This chapter gives an explanation of the development of an ongoing multimedia educational gaming module. Carrying out this module over many years resulted in establishing that pupils' on the austistic spectrum have a diverse and variance in their educational abilities, medical conditions, computer skills, likes and interests. However, generic computer games were not being developed in collaboration with practitioners with the use of a holistic approach specifically for these learners. The objective was for undergraduate students to develop personalised games, from the practitioners' completion of individualised profiles, as their assignment. The students used the profiles as a baseline, to carry out in depth research and used their imaging, sound, animation and authoring skills for developing games, whilst adhering to the practitioners' specifications stated on the profiles. The chapter concludes by demonstrating the positivity of bringing society into academia with coursework based on real users, resulting in being beneficial to all the participants. © 2014 Springer-Verlag Berlin Heidelberg.",2019,https://scholar.google.com.br/,no
698,A novel educational game for teaching emotion identification skills to preschoolers with autism diagnosis,"Emotion recognition is essential in human communication and social interaction. Children with autism have been reported to exhibit deficits in understanding and expressing emotions. Those deficits seem to be rather permanent so intervention tools for improving those impairments are desirable. Educational interventions for teaching emotion recognition should occur as early as possible. It is argued that Serious Games can be very effective in the areas of therapy and education for children with autism. However, those computer interventions require considerable skills for interaction. Before the age of 6, most children with autism do not have such basic motor skills in order to manipulate a mouse or a keyboard. Our approach takes account of the specific characteristics of preschoolers with autism and their physical inabilities. By creating an educational computer game, which provides physical interaction with natural user interface (NUI), we aim to support early intervention and to enhance emotion recognition skills.",2019,https://scholar.google.com.br/,no
699,Facilitating other-awareness in low-functioning children with autism and typically-developing preschoolers using dual-control technology,"Children with autism are said to lack other-awareness, which restricts their opportunities for peer collaboration. We assessed other-awareness in non-verbal children with autism and typically-developing preschoolers collaborating on a shared computerised picture-sorting task. The studies compared a novel interface, designed to support other-awareness, with a standard interface, with adult and peer partners. The autism group showed no active other-awareness using the standard interface, but revealed clear active other-awareness using the supportive interface. Both groups displayed more other-awareness with the technology than without and also when collaborating with a peer than with an adult partner. We argue that children with autism possess latent abilities to coordinate social interaction that only become evident with appropriate support. © 2013 Springer Science+Business Media New York.",2019,https://scholar.google.com.br/,no
700,Feasibility and validity of ecological momentary assessment in adolescents with high-functioning autism and Asperger's disorder,"Ecological Momentary Assessment (EMA) may increase accuracy of data compared with retrospective questionnaires by assessing behaviours as they occur, hence decreasing recall biases and increasing ecological validity. This study examined the feasibility and concurrent validity of an EMA tool for adolescents with High-Functioning Autism Spectrum Disorders (HFASD). Thirty-one adolescents with HFASD completed a mobile phone EMA application that assessed stressors and coping for two weeks. Parents and adolescents also completed retrospective measures of the adolescent's coping/stressors. Moderate compliance with the EMA tool was achieved and some concurrent validity was established with the retrospective measure of coping. Concordance was found between the types of stressors reported by parents and adolescents but not the quantity. The results suggest adolescents with HFASD are capable of reporting on their stressors and coping via EMA. EMA has the potential to be a valuable research tool in this population. © 2013 The Foundation for Professionals in Services for Adolescents.",2019,https://scholar.google.com.br/,no
701,Tablet-based activity schedule for children with Autism in mainstream environment,"Including children with Autism Spectrum Disorders (ASD) in mainstreamed environments creates a need for new interventions whose efficacy must be assessed in situ. This paper presents a tablet-based application for activity schedules that has been designed following a participatory design approach involving mainstream teachers, special-education teachers and school aides. This applications addresses two domains of activities: classroom routines and verbal communications. We assessed the efficiency of our application with a study involving 10 children with ASD in mainstream inclusion (5 children are equipped and 5 are not equipped). We show that (1) the use of the application is rapidly self-initiated (after two months for almost all the participants) and that (2) the tablet-supported routines are differently executed over time according to the activity domain conditions. Importantly, compared to the control children, the equipped children exhibited more classroom and com munication routines correctly performed after three month of intervention. Copyright 2014 ACM.",2019,https://scholar.google.com.br/,no
702,Flow experience during attentional training improves cognitive functions in patients with traumatic brain injury: An exploratory case study,"Abstract Summary Objective/Background Flow is the holistic experience that occurs when an individual acts with total involvement. The objective of this study was to examine the effects of attention training that induces flow experience for patients with attention-deficit disorder after traumatic brain injury (TBI). Methods A two-patient case report with a within-subject AB design was conducted. Two patients with attention deficit after TBI were recruited for attention training. Two types of video game tasks for attention training were created, one inducing flow (flow task) and the other not (control task). Patient A performed the flow task for 14 days after receiving general occupational therapy (OT) for 11 days. Patient B performed the flow task for 15 days after performing the control task for 10 days. We examined training effects using neuropsychological tests. The Flow State Scale for Occupational Tasks was administered to identify the patient's flow state. To evaluate the training effect, we used visual analysis, the two-standard deviation band method, and effect-size analyses. Results Both Patient A and Patient B showed improvement on the Continuous Performance Test, Symbol Digit Modalities Test, and Moss Attention Rating Scale after the flow task. Patient B also showed improvement on the Trail Making Test. Conclusion The results for Patient A suggested that the flow task was more effective than general OT for improving attention deficits. Moreover, the results for Patient B suggested that the flow task was more effective than the control task. Attention training inducing flow experience may thus facilitate improvement of attention. Copyright © 2015, Hong Kong Occupational Therapy Association.",2019,https://scholar.google.com.br/,no
703,Factors and dimensions influencing risky and cautious decisions: A study of selected Kenyan secondary school disciplinary panels,"The study investigated selected factors influencing risky and cautious decisions on student behavior problems during disciplinary hearing. The study adopted mixed methods approach. The participants comprised 78 teacher-members of selected school disciplinary panels. Quantitative data was collected using the Modified Choice Dilemma Questionnaire while qualitative data was collected by using the interview protocol. Quantitative data was analyzed by inferential statistics while qualitative data was analyzed by thematic framework. The findings indicated that factors such as gender, age and school categories of panel members influenced risky and cautious disciplinary decisions. Moreover, other factors such as behaviour characteristics of the offender (ß = 1.143), the type of the problem (ß = 0.746), the effects of the problem on disciplinary tone of the school (ß = 0.655) also influenced disciplinary decisions. The study recommended that members of school disciplinary panels should be sensitized on their role of fostering positive and healthy behaviours in students. Moreover, there is need to give consideration to composition of broad based school disciplinary panels.",2019,https://scholar.google.com.br/,no
704,Distance learning for students with special needs through 3D virtual learning,"iSocial is a 3D Virtual Learning Environment (3D VLE) to develop social competency for students who have been identified with High-Functioning Autism Spectrum Disorders. The motivation for developing a 3D VLE is to improve access to special needs curriculum for students who live in rural or small school districts. The paper first describes a number of innovative features developed to translate a targeted curriculum and to undertake teaching and learning to meet special needs in a 3D Virtual Environment. Secondly the paper describes results from a field test of iSocial at 3 sites with 11 students. The results show promise for improvements in social competence, but also challenges for distance learning delivery of 3D VLE. Copyright © 2014, IGI Global.",2019,https://scholar.google.com.br/,no
705,Diagnosis of autism spectrum disorders using regional and interregional morphological features,"This article describes a novel approach to identify autism spectrum disorder (ASD) utilizing regional and interregional morphological patterns extracted from structural magnetic resonance images. Two types of features are extracted to characterize the morphological patterns: (1) Regional features, which includes the cortical thickness, volumes of cortical gray matter, and cortical-associated white matter regions, and several subcortical structures extracted from different regions-of-interest (ROIs), (2) Interregional features, which convey the morphological change pattern between pairs of ROIs. We demonstrate that the integration of regional and interregional features via multi-kernel learning technique can significantly improve the classification performance of ASD, compared with using either regional or interregional features alone. Specifically, the proposed framework achieves an accuracy of 96.27% and an area of 0.9952 under the receiver operating characteristic curve, indicating excellent diagnostic power and generalizability. The best performance is achieved when both feature types are weighted approximately equal, indicating complementary between these two feature types. Regions that contributed the most to classification are in line with those reported in the previous studies, particularly the subcortical structures that are highly associated with human emotional modulation and memory formation. The autistic brains demonstrate a significant rightward asymmetry pattern particularly in the auditory language areas. These findings are in agreement with the fact that ASD is a behavioral- and language-related neurodevelopmental disorder. By concurrent consideration of both regional and interregional features, the current work presents an effective means for better characterization of neurobiological underpinnings of ASD that facilitates its identification from typically developing children. © 2013 Wiley Periodicals, Inc.",2019,https://scholar.google.com.br/,no
706,High-tech or low-tech? Comparing self-monitoring systems to increase task independence for students with autism,"Independence is the ultimate goal for students with disabilities, including secondary students with autism. One avenue targeted for increasing independence and decreasing prompt-dependency is through self-monitoring. In this study, investigators sought to determine whether a difference exists in levels of task independence when three students with autism complete food preparation tasks while self-monitoring using a low-tech treatment (paper/pencil) and high-tech treatment (iPad). Although both interventions decreased the need for prompting thereby increasing independence, students needed less assistance when using the iPad. Students also maintained their levels of independence in food preparation following summer vacation. Social validity interviews indicated students preferred self-monitoring with the iPad over the paper/pencil. © Hammill Institute on Disabilities 2014.",2019,https://scholar.google.com.br/,no
707,"Examining school-related delinquencies, extracurricular activities, and grades in adolescents","Using the theoretical framework of risk and resiliency, the study estimated the contribution of five school-related delinquencies (behaviour problems, schoolwork problems, out-of-school suspension, in-school suspension and grade retention) and seven extracurricular activities (arts, sports, clubs, tutoring, volunteering, religious involvement and scouts) on the report card grades of students. An adolescent sample (N = 2070) from the US National Household Education Survey was examined. A three-step hierarchical multiple regression found that the protective effects of extracurricular activities remained predictive of better grades, even after controlling for the risks of school-related delinquencies. The extracurricular activity of arts best predicted better grades, but the school-related delinquency of schoolwork problems best predicted worse grades. The discussion focuses on the implications of increasing resilience by promoting extracurricular involvement and combating the risk of school delinquencies. © 2013 Taylor & Francis.",2019,https://scholar.google.com.br/,no
708,Teaching and learning using computers: How should we tread on its' changing technology?,"Children learn quickly from their own parents and as they grow up computers offer more learning options. However they would learn better if the lessons are properly constructed using cognitive, constructivist, collaborative and technical education principles i.e., incorporating mathematics lessons on the computers. This paper reports an 'experience' gained by a veteran mathematics teacher in building a courseware called CDiCL using ADDIE principles. The quasi-experimental research was run in Polytechnic Kota Bharu PKB, Kelantan under Ministry of Higher Education (MoHE) Malaysia among 137 students at Certificate Engineering students in March 2006 among 4 different groups within 8 weeks. It was discovered CD only group scored the highest gain score of 6 points (difference in Post Test and Pre Test) while CL (Collaborative Learning) only group scored the least 2 points. From clinical interview, many students failed to understand mathematics from the courseware because of English and behavior problems among participants but some leaders in CL group gained leadership experience demanding soft skills in understanding peers' limited skills and anxiety at presenting mathematics problem solving. The study concluded with a framework / rubrics for teachers to be effective dealing with mixed ability group of students learning mathematics on computers.",2019,https://scholar.google.com.br/,no
709,Autism spectrum disorders in the era of mobile technologies: Impact on caregivers,"Objective: This paper explores possible connections among existing literature on parental stress, augmentative and alternative communication (AAC), and use of mobile technology for persons with autism spectrum disorder (ASD). Methods: A narrative review of the literature. Results: Parental support contributes to positive outcomes for children who use AAC. Parents identify communication as a high priority, but describe the process as challenging. AAC is often used with children with ASD, a population in which parental stress is especially high. Though there is research evidence that mobile technology is a promising tool for individuals with ASD, potentially misleading media anecdotes exist, and the effects on parental expectations and stress remain unstudied questions. Conclusion: Increased understanding of the connections in these research areas should help clarify the potential impact of mobile technologies on parental stress level, help to define appropriate future research directions, and contribute to development of appropriate caregiver training. © 2014 Informa UK Ltd.",2019,https://scholar.google.com.br/,no
710,Contestation with the bio-power in normalizing process: The life experiences of families with autistic children,"This study aimed to study the striving for normalcy of families with autistic individuals by using Foucault's postmodern framework of disability and the bio-medical model of autism. The methodology was a qualitative study that emphasized a participatory approach and in-depth interviews that focused on the intersubjectivity of meanings of autism. The findings indicated that the mainstream explanation of autism was based on a bio-medical model, viewing autism as an impairment to be corrected by medical intervention. Families hoped that medical treatment would provide normalization processes resulting in their children being able to study in an inclusive educational system. Many families had experienced dealing with abuse of authority, stigmatization, and discrimination. Some families had suffered from, and were willing to comply with, the requirements of professional authorities for a while, before refusing further intervention. This study argued that the biomedical model does not provide the absolute answer to caring for the autistic individuals and their families. This study recommended a more humanistic approach throughout the therapeutic process and social understanding to create an inclusive society by accepting the identity of autistic individuals and giving them the opportunity to present themselves as they are, even though their deficit cannot be corrected. © 2014 Kasetsart J. (Soc. Sci) All rights received.",2019,https://scholar.google.com.br/,no
711,Developing mirror self awareness in students with autism spectrum disorder,"A teaching methodology and curriculum was designed to develop and increase positive self-awareness in students diagnosed with autism spectrum disorders (ASD). Joint attention (JA) strategies were first utilized to directly teach students about reflected mirror images, and then subsequently, to indirectly teach students about their reflected image. Not only were Mirror Self Awareness Development (MSAD) JA activities initiated and preferred by students over non MSAD JA activities, they yielded a four step framework with which to measure increases in student self-awareness. While the focus of this study was to increase positive self-awareness in students with ASD, it may contribute to understanding the developmental stages of 'Self'. © 2013 Springer Science+Business Media New York.",2019,https://scholar.google.com.br/,no
712,Assisting students with autism to actively perform collaborative walking activity with their peers using dance pads combined with preferred environmental stimulation,"The purpose of this study was to provide students with autism spectrum disorders (ASDs) the opportunity to cooperate with their peers. This experiment was designed so that students with ASD and their partners were required to perform the collaborative walking activity using dance pads combined with preferred stimulation. With the foot-pressing position detection program (FPPDP) software, standard dance pads could be used as foot-pressing position detectors to detect participants' collaborative walking activities. An ABAB design was adopted in this experiment, where A represented baseline phases, and B represented intervention phases. The experimental results show that the participants increased their willingness to perform the assigned task and the actual amount of collaborative walking activity also increased during the intervention phases compared to the baseline phases. Practical and developmental implications of the findings are discussed. © 2014 Elsevier Ltd.",2019,https://scholar.google.com.br/,no
713,Special Education Services Received by Students With Autism Spectrum Disorders From Preschool Through High School,"Little is known about how special education services received by students with Autism Spectrum Disorders (ASDs) differ by age, disability severity, and demographic characteristics. Using three national data sets, the Pre-Elementary Education Longitudinal Study, the Special Education Elementary Longitudinal Study, and the National Longitudinal Transition Study–2, this study examined the age trends in special education services received by students with ASDs from preschool through high school. Elementary school students with ASDs had higher odds of receiving adaptive physical education, specialized computer software or hardware, and special transportation, but lower odds of receiving learning strategies/study skills support than their preschool peers. Secondary school students had lower odds of receiving speech/language or occupational therapy and of having a behavior management program, but higher odds of receiving mental health or social work services than their elementary school peers. Disability severity and demographic characteristics were associated with differences in special education service receipt rates. © Hammill Institute on Disabilities 2013.",2019,https://scholar.google.com.br/,no
714,Engaging students with profound and multiple disabilities using humanoid robots,"Engagement is the single best predictor of successful learning for children with intellectual disabilities yet achieving engagement with pupils who have profound or multiple disabilities (PMD) presents a challenge to educators. Robots have been used to engage children with autism but are they effective with pupils whose disabilities limit their ability to control other technology? Learning objectives were identified for eleven pupils with PMD and a humanoid robot was programmed to enable teachers to use it to help pupils achieve these objectives. These changes were evaluated with a series of eleven case studies where teacher-pupil dyads were observed during four planned video recorded sessions. Engagement was rated in a classroom setting and during the last session with the robot. Video recordings were analysed for duration of engagement and teacher assistance and number of goals achieved. Rated engagement was significantly higher with the robot than in the classroom. Observations of engagement, assistance and goal achievement remained at the same level throughout the sessions suggesting no reduction in the novelty factor. © 2014 Springer International Publishing.",2019,https://scholar.google.com.br/,no
715,Prenatal stress-induced increases in placental inflammation and offspring hyperactivity are male-specific and ameliorated by maternal antiinflammatory treatment,"Adverse experiences during gestation such as maternal stress and infection are known risk factors for neurodevelopmental disorders, including schizophrenia, autism, and attention deficit/hyperactivity disorder. The mechanisms by which these distinct exposures may confer similar psychiatric vulnerability remain unclear, although likely involve pathwayscommonto both stress and immune responses at the maternal-fetal interface. We hypothesized that maternal stress-induced activation of immune pathways within the placenta, the sex-specific maternal-fetal intermediary, may contribute to prenatal stress programming effects on the offspring. Therefore, we assessed for markers indicative of stress-induced placental inflammation, and examined the ability of maternal nonsteroidal antiinflammatory drug (NSAID) treatment to ameliorate placental effects and thereby rescue the stress-dysregulation phenotype observed in our established mouse model of early prenatal stress (EPS). As expected, placental gene expression analyses revealed increased levels of immune response genes, including the proinflammatory cytokines IL-6 and IL-1?, specifically in male placentas. NSAID treatment partially ameliorated these EPS effects. Similarly, in adult offspring, males displayed stress-induced locomotor hyperactivity, a hallmark of dopaminergic dysregulation, which was ameliorated by maternal NSAID treatment. Fitting with these outcomes and supportive of dopamine pathway involvement, expression of dopamine D1 and D2 receptors was altered by EPS in males. These studies support an important interaction between maternal stress and a proinflammatory state in the long-term programming effects of maternal stress. Copyright © 2014 by the Endocrine Society.",2019,https://scholar.google.com.br/,no
716,Robot learners: Interactive instance-based learning and its application to therapeutic tasks,"Programming a robot to perform tasks requires training that is beyond the skill level of most individuals. To address this issue, we focus on developing a method that identifies keywords used to convey task knowledge among people and a framework that uses these keywords as conditions for knowledge acquisition by the robot learner. The methodology includes generalizing task modeling and providing a robot learner the ability to learn and improve its skills through accumulated experience gained from interaction with humans. More specifically, the aim of this research addresses the issues of knowledge encoding. acquisition. and retrieval through interactive instance-based learning (IIBL). In interaction studies, the benefit of using such a robot learner is in promoting social behaviors that results from the participant taking on an active role as teacher. Our recent experiment with 33 participants, including 19 typically developing children, and a pilot study with two children with autism spectrum disorder showed that IlbL provides a framework for designing an effective robot learner, and that the robot learner successfully increases the amount of social interactions initiated by the participants. Copyright © 2014, Association for the Advancement of Artificial Intelligence.",2019,https://scholar.google.com.br/,no
717,Does occupational therapy play a role for communication in children with autism spectrum disorders?,"This study investigates occupational therapy for early communication in children with autism spectrum disorders (ASD). The research explored the role of occupational therapists in supporting children with ASD to become better communicators by considering their inter-professional collaboration with speech-language pathologists. Convenience samples of 21 clinical occupational therapists and speech-language pathologists were recruited to participate in semi-structured audio-recorded focus groups, using a qualitative design. Distinct views included a child-centred focus from speech-language pathologists, whereas occupational therapists spoke of the child through societal viewpoints, which later pointed to occupational therapists 'proficiency in enabling skill generalization in ASD. An equal partnership was consistently reported between these clinicians, who identifi ed the same objectives, shared strategies, joint treatments, and ongoing collaboration as the four main facilitators to inter-professional collaboration when treating children with ASD. Three unique roles of occupational therapy comprised developing non-verbal and verbal communication pre-requisites, adapting the setting, educating-partnering- advocating for the child, and providing occupation-based intervention. These three themes meshed with the discipline-specifi c occupational therapy domains represented in the Person-Environment-Occupation framework. When working in inter-professional collaboration, speech-language pathologists and occupational therapists agree that occupational therapy is indispensable to early intervention in enabling communication in ASD. © 2014 The Speech Pathology Association of Australia Limited Published by Informa UK, Ltd.",2019,https://scholar.google.com.br/,no
718,Empathy and contextual social cognition,"Empathy is a highly flexible and adaptive process that allows for the interplay of prosocial behavior in many different social contexts. Empathy appears to be a very situated cognitive process, embedded with specific contextual cues that trigger different automatic and controlled responses. In this review, we summarize relevant evidence regarding social context modulation of empathy for pain. Several contextual factors, such as stimulus reality and personal experience, affectively link with other factors, emotional cues, threat information, group membership, and attitudes toward others to influence the affective, sensorimotor, and cognitive processing of empathy. Thus, we propose that the frontoinsular-temporal network, the so-called social context network model (SCNM), is recruited during the contextual processing of empathy. This network would (1) update the contextual cues and use them to construct fast predictions (frontal regions), (2) coordinate the internal (body) and external milieus (insula), and (3) consolidate the context-target associative learning of empathic processes (temporal sites). Furthermore, we propose these context-dependent effects of empathy in the framework of the frontoinsular-temporal network and examine the behavioral and neural evidence of three neuropsychiatric conditions (Asperger syndrome, schizophrenia, and the behavioral variant of frontotemporal dementia), which simultaneously present with empathy and contextual integration impairments. We suggest potential advantages of a situated approach to empathy in the assessment of these neuropsychiatric disorders, as well as their relationship with the SCNM. © 2013 Psychonomic Society, Inc.",2019,https://scholar.google.com.br/,no
719,Assessing Visual-Spatial Creativity in Youth on the Autism Spectrum,"The goal of this study was to develop a measure of creativity that builds on the strengths of youth with autism spectrum disorders (ASD). The assessment of creativity focused on the visual-spatial abilities of these youth using 3D modeling software. One of the objectives of the research was to develop a measure of creativity in an authentic learning environment that built on the interests and creative talents of youth with ASD. Traditional creativity tests may underestimate the creativity of youth with ASD because of the tests' constrained nature, such as having a time limit, being limited to paper and pencil, testing in an over- or understimulating environment, and overlooking visual-spatial ability. A random selection of 27 student 3D design projects (out of approximately 100 projects) was assessed using dimensions of fluency, flexibility, originality, and elaboration. The validity of this assessment was examined by comparing the creativity scores of the 27 projects to the creativity scores given by a team of Google experts (3D designers and software engineers). Results indicated that the scores were significantly correlated for three of the four dimensions of the creativity assessment. There was high inter-rater reliability among coders (M =.82) using intra-class correlation (ICC). Results suggest that this assessment process could be used as a visual-spatial creativity measure for youth with ASD, as well as a creativity measure used by employers to determine real-world creative potential in their employees, particularly those with neurodiversity. © 2014 Copyright Taylor & Francis Group, LLC.",2019,https://scholar.google.com.br/,no
720,Development of smart devices applications for autistic children,"By the development and diffusion of smart phones, such as iPhone or Android, there are attempts to adopt smart phones as supporting tools for handicapped children recently. We developed a schedule application, 'Smiley'. We aimed to give the user an opportunity to feel a sense of accomplishment and a motive to try something by him/herself by using this application. Based on this application, we developed new applications called 'Iikoto Ippai' and '1punpun'.'Iikoto-Ippai' is an application to be use as a token economy tool for the purpose of support to enhance the autonomy and independence of autistic children. Token economy is a method to give a token when someone do appropriate behavior and reward him/her when he/she collects curtain amount of tokens. By using this application repeatedly, they feel not only the joy to get the reward, but also the meaning to achieve the goal and began to make more efforts. '1punpun' is a timer application for teachers of special support schools to use when they give instructions of activities and works to autistic children. Some autistic children tend to become anxious or panic when they cannot understand length of the time of activities or works. This application can provide a visual representation of the time. They began to understand the processes by using this application and were able to finish works by set time without causing a panic. In this study, we examine autism and its education for the handicapped children. Further, we explain the important points to develop these applications. Then we describe the usage instructions and functions of them. In the latter half of this paper, we show the data of the hearing investigation, which was carried out at a special support school in Aichi, Japan. © 2014 IEEE.",2019,https://scholar.google.com.br/,yes
721,Speech technology and text mining in medicine and health care,"Focus on novel uses of speech-enabled and multimodal automata in the operating room, hospital ward, long-term care facility, and in the home. Aims and Scope Examines various speech technologies deployed in healthcare service robots to maximize the robot's ability to interpret user input. Demonstrates how robot anthropomorphic features and etiquette in behavior promotes user-positive emotions, acceptance of robots, and compliance with robot requests. Analyzes how multimodal medical-service robots and other cyber-physical systems can reduce mistakes and mishaps in the operating room. Evaluates various input methods for improving acceptance of robots in the older adult population. Presents case studies of cognitively and socially engaging robots in the long-term care setting for helping older adults with activities of daily living and in the pediatric setting for helping children with autism spectrum conditions and metabolic disorders. Speech and Automata in Health Care forges new ground by closely analyzing how three separate disciplines - Speech technology, robotics, and medical/surgical/assistive care - intersect with one another, resulting in an innovative way of diagnosing and treating both juvenile and adult illnesses and conditions. This includes the use of speech-enabled robotics to help the elderly population cope with common problems associated with aging caused by the diminution in their sensory, auditory and motor capabilities. By examining the emerging nexus of speech, automata, and health care, the authors demonstrate the exciting potential of automata, both speech-driven and multimodal, to affect the healthcare delivery system so that it better meets the needs of the populations it serves. This book provides both empirical research findings and incisive literature reviews that demonstrate some of the more novel uses of speech-enabled and multimodal automata in the operating room, hospital ward, long-term care facility, and in the home. Studies backed by major universities, research institutes, and by EU-funded collaborative projects are debuted in this volume. This volume provides a wealth of timely material for industrial engineers, speech scientists, computational linguists, and for signal processing and intelligent systems design experts. Topics include: Spoken Interaction with Healthcare Robots Service Robot Feature Effects on Patient Acceptance/Emotional Response Designing Embodied and Virtual Agents for the Operating Room The Emerging Role of Robotics for Personal Health Management in the Older-Adult Population Why Input Methods for Robots that Serve the Older Adult Are Critical for Usability Socially and Cognitively Engaging Robots in the Long-Term Care Setting Voice-Enabled Assistive Robots for Managing Autism Spectrum Conditions ASR and TTS for Voice-Controlled Robot Interactions in Treating Children with Metabolic Disorders. © 2014 Walter de Gruyter Inc., Boston/Berlin/Munich.",2019,https://scholar.google.com.br/,no
722,Using Tic-Tac software to reduce anxiety-related behaviour in adults with autism and learning difficulties during waiting periods: A pilot study,"Deficits in the perception of time and processing of changes across time are commonly observed in individuals with autism. This pilot study evaluated the efficacy of the use of the software tool Tic-Tac, designed to make time visual, in three adults with autism and learning difficulties. This research focused on applying the tool in waiting situations where the participants exhibited anxiety-related behaviour. The intervention followed a baseline and intervention (AB) design, and a partial interval recording procedure was used to code the presence of stereotypes, nervous utterances, wandering or other examples of nervousness during the selected waiting situations. The results showed that the use of Tic-Tac resulted in lower levels of anxiety-related behaviour in all three participants, compared to the baseline, suggesting that this software may be an effective technology for helping people with autism with organisation and predictability during waiting periods. The results are discussed in terms of limitations and implications for further study. © The Author(s) 2013.",2019,https://scholar.google.com.br/,yes
723,"Utility of the International Classification of Functioning, Disability and Health (ICF) for educational psychologists' work","Despite embracing a bio-psycho-social perspective, the World Health Organization's International Classification of Functioning, Disability and Health (ICF) assessment framework has had limited application to date with children who have special educational needs (SEN). This study examines its utility for educational psychologists' work with children who have Autism Spectrum Disorders (ASD). Mothers of 40 children with ASD aged eight to 12 years were interviewed using a structured protocol based on the ICF framework. The Diagnostic Interview for Social and Communication Disorder (DISCO) was completed with a subset of 19 mothers. Internal consistency and inter-rater reliability of the interview assessments were found to be acceptable and there was evidence for concurrent and discriminant validity. Despite some limitations, initial support for the utility of the ICF model suggests its potential value across educational, health and care fields. Further consideration of its relevance to educational psychologists in new areas of multi-agency working is warranted. © 2014, The Author(s). Published by Taylor & Francis.",2019,https://scholar.google.com.br/,no
724,Tool to help the communication for autists,"Communication is the main skill to interact in society, regardless of ability or level of cognitive development. Through the process of communication people can share feelings, desires, actions, thoughts and experiences. The communication process does not need to be expressed only through verbal language, but can happen with gestures, glances, body movements, signs and symbols. People with disabilities can use different forms of communication and some technological resources to facilitate the communication process. Inclusion of computational tools in school's environment facilitates social relations between autistic and others in their learning environment enabling the use of appropriated educational software and communication techniques becoming part of natural process of social interaction. The goal of this research is the development of a medium fidelity prototype software to facilitate the learning and communication of students with autism in school, understanding their differences in learning, processing and organize information and everything should be conducted through the establishment of a daily routine. © 2014 Springer International Publishing.",2019,https://scholar.google.com.br/,no
725,Multidisciplinary teamwork in autism: Can one size fit all?,"Multidisciplinary practice has become an accepted approach in many education and social and health care fields. In fact, the right to a multidisciplinary assessment is enshrined in the United Nations Convention of the Rights for Persons with Disabilities (United Nations, 2007). In order to avert a 'one size fits all' response to particularly heterogeneous diagnoses, such as autism spectrum disorders (ASD), the National Institute for Clinical Excellence (NICE) recommends multidisciplinary input. Yet, multidisciplinarity lacks empirical evidence of effectiveness, is fraught with conceptual difficulties and methodological incompatibilities, and therefore there is a danger of resorting to an ill-defined eclectic 'hodgepodge' of interventions. Virtually all evidence-based interventions in autism and intellectual disabilities are behaviourally based. Not surprisingly, therefore, professionals trained in behaviour analysis to international standards are increasingly becoming key personnel in multidisciplinary teams. In fact, professionals from a range of disciplines seek training in behaviour analysis. In this article we brought together a multidisciplinary group of professionals from education, health, and social care, most of whom have a dual qualification in an allied health, social care, or educational profession, as well as in behaviour anlaysis. Together we look at the initial training in these professions and explore how behaviour analysis can offer a common and coherent conceptual framework for true multidisciplinarity, based on sound scientific knowledge about behaviour, without resort to reifying theories. We illustrate how this unifying approach can enhance evidence-based multidisciplinary practice so that 'one size' will fit all. Copyright © 2014 Australian Psychological Society Ltd.",2019,https://scholar.google.com.br/,no
726,Identifying the unmet needs of college students on the autism spectrum,"The number of students entering college with high-functioning autism spectrum disorders (ASDs) is expected to surge in coming years. The diagnostic features and psychiatric risks of ASD, coupled with the transitions and stresses that define college life, present extraordinary challenges for these students, their parents, and institutions of higher education. This article applies a bioecological framework for conceptualizing the systemic strengths and barriers at the secondary and postsecondary levels of education in supporting students with ASD. This theoretical orientation is used to illustrate the importance of offering services and programs in a more coordinated and fluid manner within and between systems to support students more effectively. Evidence-based programs, practices, and interventions associated with successful academic and mental health outcomes for youth and young adults with ASD, as well as for college students with mental health and other challenges, are reviewed for their applicability to the target population. It is proposed that more fluid transitions and improved mental health and academic outcomes for college students with ASD can be achieved by integrating elements from secondary and postsecondary educational systems and also from existing, effective approaches with youth and young adults. Building upon the disjointed, but promising, evidence from youth, young adult, and college mental health literatures, recommendations for developing more effective transition plans for students with ASD are proposed. © 2014 President and Fellows of Harvard College.",2019,https://scholar.google.com.br/,no
727,The interaction between sensory-motor disorders and social participation in persons with an autism spectrum disorder,"Research has recently revealed additional details about the autism spectrum disorder (ASD) brain, including information regarding the areas affected and the characteristics of their nerve cells. It is also known that these brain differences develop during the neurodevelopmental process, which occurs differently in ASD individuals. The particularities of their nervous system, however, vary from one person to another since different areas of the brain are affected at different levels. These elements are consistent with the clinical picture observed: significant variability and various associated conditions among persons with ASD. The single motor abnormality currently included in the diagnostic criteria for ASD is stereotyped repetitive behaviours. However physical impairments commonly observed in ASD children and adults are not limited to motor stereotypes. It is now recognized that over 80% of ASD individuals exhibit various types of sensory-motor disturbance to different degrees: dyspraxia, hypotonia, motor tics, hyposensitivity and hypersensitivity among others. The impairments most frequently described and documented include developmental delays and difficulty as regards gross and fine motor skills, coordination, postural control and motor imitation. These disorders affect the overall development of ASD children and their social participation. Thus, impaired fine motor skills and graphomotor dysfunctions are common in this population and have numerous and significant impacts on learning and self-esteem. Adjustment problems may occur, leading to frustration and behavioural problems among other negative reactions. Sensory-motor difficulties affect all the activities of developing children and may limit their functioning in everyday life. Therefore, play, which is essential to the development of the preschool child, may be disturbed at all stages of development. Several strategies are used to improve the situation of ASD children with sensory-motor disorders, but little research has been done in this area. No treatments have proved effective, and it is sometimes necessary to use compensatory aids to enable these children's learning opportunities and social participation despite their disorders. In this context, the situations of three ASD individuals with sensory-motor disorders are presented to illustrate how the use of mobile technologies can be a relevant option. Scientific evidence on the effectiveness of mobile technologies is also analyzed, and recommendations for practice are provided. © 2015 by Nova Science Publishers, Inc. All rights reserved.",2019,https://scholar.google.com.br/,no
728,"A field guide to real-time culture change: Just ""rolling out"" a training program won't cut it","Presented as a representative case of how to handle the disruptive behaviors of professionals in healthcare, this article describes the strategies of a systems approach with a five-phase model for culture change. The ""large-scale, real-time"" culture change process, based on our own evidence-based research on toxic behaviors and the research of others, has been demonstrated to be more effective than one-on-one feedback to change these behaviors. The real-time approach has been applied to other organizational situations-strategy formulation, change management, or service improvement-with more sustainable effects than simply training alone. This article will help your organization with four outcomes: understanding the rationale for a five-phase model for cultural change, describing the advantages of a real-time versus nonreal-time approach to change, identifying the how-to's for application within a systems approach, and articulating a clear evaluation process to sustain successful organizational culture change. Copyright © 2014 by Greenbranch Publishing LLC.",2019,https://scholar.google.com.br/,no
729,Conceptual modeling for knowledge management to support agile software development,"Agile software development (ASD) has emerged as a result of consolidated values proposed under the lightweight methods of software engineering. Despite bearing some criticisms, the initial deployment and results observed in the practice environment represents its increasing domination over the traditional software development practices. Any ASD method, in particular, requires knowledge-intensive practices and typically employs multi-disciplinary expert team working extended periods of time for weeks on a nearly continuous basis. A huge amount of tacit knowledge creation and exchange happens in the entire process over the project lifecycle, which attracts the attention of research in the domain of knowledge management (KM). In this paper, first, we have mapped the agile values and agile principles, and in its support, we have argued upon and the need for integrated KM infrastructure and proposed a KM model that can be employed within the organization. We have also developed a conceptual framework for knowledge sharing and learning for the individual practitioners for the sustainability of agile team. We attempt to create an organizational learning framework for knowledge creation and exchange among the involved entities in a collaborative practice environment. © Cambridge University Press 2014.",2019,https://scholar.google.com.br/,no
730,Narrative-based elicitation: Orchestrating contributions from experts and children,"Integrating requirements from experts and children is a challenging task, especially when we design technology for children with special needs. This paper describes the use of the ""narrative-based elicitation"" as a method to facilitate the process of requirements' elicitation for the design of a Kinect game for children with Autistic Spectrum Disorder. The use of narrative resources to structure meetings with experts and participatory design with children allowed a smooth orchestration between different disciplines, generations and contributions.",2019,https://scholar.google.com.br/,no
731,ECHOES: An intelligent serious game for fostering social communication in children with autism,"This paper presents ECHOES, a serious game built to help young children with autism spectrum conditions practice social communication skills. We focus on the design and implementation of the interactive learning activities, which take place in a two-dimensional sensory garden, and the autonomous virtual agent, which acts as a credible social partner to children with autism. Both the activities and the agent are based on principles of best autism practice and input from users. Specification guidelines are given for building an autonomous socially competent agent that supports learning in this context. We present experimental results pertaining to the effectiveness of the agent based on an extensive evaluation of the ECHOES platform, which show encouraging tendencies for a number of children. © 2014 Elsevier Inc. All rights reserved.",2019,https://scholar.google.com.br/,yes
732,An analytic tool for assessing learning in children with autism,"One approach for teaching subjects with autism is Applied Behavior Analysis (ABA). ABA intervention aims to model human behavior by observing, analyzing and modifying antecedents and/or consequences of a target behavior in the environment. To achieve this, many data are recorded during each trial, such as subject response (correct/incorrect, level of prompt, inappropriate behavior, etc.). In this paper we present a web application that aggregates and visualizes data collected during technology-enhanced educational sessions, in order to monitor learning in children with autism. In a previous study we developed a free open source web application called ABCD SW, to support educators in administering ABA programs. In this study we present a learning analytic tool that retrieves, aggregates and shows - in graphical and table form - data gathered by ABCD SW. This software offers accurate real-time monitoring of children's learning, allowing teachers to analyze the collected data more rapidly, and to accurately tune and personalize the intervention for each child. © 2014 Springer International Publishing.",2019,https://scholar.google.com.br/,yes
733,Data Fusion for Difficulty Adjustment in an Adaptive Virtual Reality Game System for Autism Intervention,"A virtual reality driving simulator is designed as a tool for improving driving skills of individuals with autism spectrum disorders (ASD). Training at an appropriate driving difficulty level can maximize long term performance. Affective state information has been used for difficulty level adjustment in our previous work. This paper integrates performance with affective state information to predict the optimal difficulty level. The participant's performance data, physiology signals, and eye gaze data are captured. The performance features and affective state features are extracted. Two classification methods, Support Vector Machine (SVM) and Artificial Neural Network (ANN), are implemented to predict difficulty level. The results demonstrate that performance together with affective state information outperform the separated features in difficulty level prediction. A highest accuracy of 83.09% is achieved with the integrated features. © Springer International Publishing Switzerland 2014.",2019,https://scholar.google.com.br/,no
734,Using grounded theory methods to inform the design of an authoring tool,"This paper presents and reflects on how Grounded Theory Methods (GTM) have enabled the construction of a conceptual framework for social story interventions, with the aim of informing the design of an authoring tool to support practitioners in developing social stories. Social stories are broadly used to enhance social interaction in children with Autistic Spectrum Conditions (ASC). The paper focuses on methodological issues rather than the outcomes. Five lessons have been drawn out with the intention of providing a guide for those who intend to apply GTM in order to inform the design of computer-based educational tools for ASC. © The Authors.",2019,https://scholar.google.com.br/,no
735,“He Is Intelligent but Different”: Stakeholders' Perspectives on Children on the Autism Spectrum in an Urban Indian School Context,"This article explores stakeholders' awareness of autism and their perspectives on children with autism, in an urban Indian school context. Using an interpretive framework, the article draws on interview data from a study conducted in Kolkata. Findings indicated varying but limited awareness of autism among school staff. Teachers instead described the child as “different” from peers. Further, there was variation in stakeholders' view on the challenges faced by the child. In contrast to parents and private specialists, school staff gave no importance to social development and perceived behaviour and personality differences as inherent in the child. Nevertheless, there was a consensus among stakeholders on school responsibility as limited to academic input. Challenging school staff's beliefs about child development and purpose of education, along with re-assessing special educator courses and developing collaboration between parents and school, needs to be addressed to meet the educational needs and ensure successful participation of these children. © 2014, © 2014 Taylor & Francis.",2019,https://scholar.google.com.br/,no
736,Constructing positive social updrafts for extranormative personalities,"This case study examines one high school student, a young woman from the U.S., who was diagnosed with multiple mental illnesses and who, during the research, began to identify as a lesbian. Using a framework grounded in Vygotsky's defectological writing, the authors analyze the case in light of the focal participant's engagement with the international online anime art community, which provided her with a positive social updraft through which she entered a cultural stream that enabled her to represent and reflect on her emerging identity through conventions that were not available to her in mainstream culture. Relying on artifacts from digital art production and a series of interviews, the study examines the manner in which the focal participant employed the signs, tools, goals, values, and overall setting and contours of the anime culture to develop a positive sense of self, a goal difficult for her to achieve in mainstream society. The study concludes with a discussion of how Vygotsky's work in defectology has salience for 21st century mental health differences - characterized here as extranormative or neuroatypical - because of his emphasis on viewing the settings of human development, rather than individual points of difference, as the focus of intervention. © 2014 Elsevier Ltd.",2019,https://scholar.google.com.br/,no
737,Telerehabilitation in robotic assistive therapy for children with developmental disabilities,"This paper embarks on the initial development of a telerehabilitation system in assistive therapy for children with disabilities. The goal is specifically for children with autism and cerebral palsy at various locations to gain access to robotic intervention. Ten learning modules targeting at specific therapy outcomes have been developed for this system. Here, this research proposes to link various stakeholders including engineers, parents, clinicians and therapists in a network that promotes robotic and telecommunication technology as a rehabilitation platform for children with disabilities. Field trials involving real users will be executed in the next phase of study. © 2014 IEEE.",2019,https://scholar.google.com.br/,no
738,The social brain network and autism,"Available research data in Autism suggests the role of a network of brain areas, often known as the 'social brain'. Recent studies highlight the role of genetic mutations as underlying patho-mechanism in Autism. This mini review, discusses the basic concepts behind social brain networks, theory of mind and genetic factors associated with Autism. It critically evaluates and explores the relationship between the behavioral outcomes and genetic factors providing a conceptual framework for understanding of autism.",2019,https://scholar.google.com.br/,no
739,IEEE RAS technical education program [Society News],"Every year the IEEE Robotics and Automation Society (RAS) offered financial support for three Technical Education Programs (TEPs). This program supported the International Summer School on Social Human-Robot Interaction (HRI), which welcomed around 70 Ph.D. students and young researchers for an intensive five days of lectures and workshops covering a wide range of topics in social HRI. The summer school was held at Christ's College, University of Cambridge, UK from August 26-30, 2013 and offered a wideranging program, including lectures, discussions, and hands-on workshops on topics such as social signal processing, robotics and autism, child-robot interaction, multimodal communication, natural language interaction, smart environments, and robot-assisted therapy. RAS-TEP also helped to support the Telerobotics Summer School in 2013, which addressed graduate students, postdocs, and researchers involved or interested in the new challenges of telerobotics.",2019,https://scholar.google.com.br/,no
740,A resilience curriculum for early years and primary schools in Europe: Enhancing quality education [Kurikul otpornosti za rane godine i osnovnu školu u Europi: Poboljšavanje kvalitetnog obrazovanja],"About twenty percent of school children experience social, emotional and behaviour problems during the course of any given year and may need the use of mental health services. The number may rise to up to fifty percent amongst children coming from socio-economically disadvantaged areas and from vulnerable communities. The economic crisis which Europe is undergoing at the moment has exacerbated the risks among those already facing disadvantages such as unemployment of young people and new families, increasing poverty and social disadvantage for the whole communities and regions. These challenges underline the need to equip children from an early age with the requisite skills to help them overcome the challenges and obstacles they are set to face in such circumstances while providing healthy and protective contexts which promote their health and well-being. This paper describes the development of a resilience curriculum for children in early years and primary schools in Europe with the aim of enhancing quality education for all children, including the most vulnerable ones. It presents and discusses the curriculum framework developed from the existing literature, including the key principles, processes and themes underlying the curriculum.",2019,https://scholar.google.com.br/,no
741,Implementing adaptive interfaces: A user model for the development of usability in interactive systems,"The current user-centered software development approaches place special emphasis on the characteristics of the user and the tasks to be accomplished, because these greatly affect the way the user interacts with the system. To be sure, most researchers on the subject propose some user characteristics. However, there is still no model that integrates most, if not all, of these characteristics, such as psychological, cognitive, and physical. In this paper, we propose an initial user model integrating most of the user characteristics, while also taking into account some aspects of the characteristics of special needs users, in this case an autistic user, with the purpose of developing an adaptive software interface, improving the overall usability of any system. The model draws on different disciplines, such as medicine and sociology, and the experiences of their practitioners. In order to validate the model, we have tested the user interfaces for various real projects, taking into account the characteristics of the real users. We have also presented an example of how a user interface can be adapted for a specific set of user capabilities. © 2014 CRL Publishing Ltd.",2019,https://scholar.google.com.br/,no
742,Attentional bias modification for addictive behaviors: Clinical implications,"When a person has a goal of drinking alcohol or using another addictive substance, the person appears to be automatically distracted by stimuli related to the goal. Because the attentional bias might propel the person to use the substance, an intervention might help modify it. In this article, we discuss techniques that have been developed to help people overcome their attentional bias for alcohol, smoking-related stimuli, drugs, or unhealthy food. We also discuss how these techniques are being adapted for use on mobile devices. The latter would allow people with an addictive behavior to use the attentional training in privacy and as frequently as needed. The attentional training techniques discussed here appear to have several advantages. They are inexpensive, can be fun to use, and have flexibility in when, where, and how often they are used. The evidence so far also suggests that they are effective. © 2014 Cambridge University Press.",2019,https://scholar.google.com.br/,no
743,"Modular and hierarchical brain organization to understand assimilation, accommodation and their relation to autism in reaching tasks: a developmental robotics hypothesis","By assimilation children embody sensorimotor experiences into already built mental structures. Conversely, by accommodation these structures are changed according to the child's new experience. Despite the intuitive power of these concepts to trace the course of sensorimotor development, they have gradually lost ground in psychology. This likely due to the lack of brain-related views capturing the dynamic mechanisms underlying them. Here we propose that brain modular and hierarchical organization is crucial to understanding assimilation/accommodation. We devise an experiment where a bio-inspired modular and hierarchical mixture-of-experts model guides a simulated robot to learn different reaching tasks by trial-and-error. The model gives a novel interpretation of assimilation/accommodation based on the functional organization of the experts allocated through learning. Assimilation occurs when the model adapts a copy of the expert trained for solving a task, to face another task requiring similar sensorimotor mappings. Experts storing similar sensorimotor mappings belong to the same functional module. Accommodation occurs when the model uses non-trained experts to face tasks requiring different sensorimotor mappings (generating a new functional group of experts). The model also provides a new theoretical framework to investigate assimilation/accommodation impairment, and proposes that such impairment might be related to autism spectrum disorder. © The Author(s) 2014.",2019,https://scholar.google.com.br/,no
744,Autism Spectrum Social Stories in Schools Trial (ASSSIST): Study protocol for a feasibility randomised controlled trial analysing clinical and cost-effectiveness of Social Stories in mainstream schools,"Introduction: Current evidence suggests that Social Stories can be effective in tackling problem behaviours exhibited by children with autism spectrum disorder. Exploring the meaning of behaviour from a child's perspective allows stories to provide social information that is tailored to their needs. Case reports in children with autism have suggested that these stories can lead to a number of benefits including improvements in social interactions and choice making in educational settings. Methods and analysis: The feasibility of clinical and cost-effectiveness of a Social Stories toolkit will be assessed using a randomised control framework. Participants (n=50) will be randomised to either the Social Stories intervention or a comparator group where they will be read standard stories for an equivalent amount of time. Statistics will be calculated for recruitment rates, follow-up rates and attrition. Economic analysis will determine appropriate measures of generic health and resource use categories for cost-effectiveness analysis. Qualitative analysis will ascertain information on perceptions about the feasibility and acceptability of the intervention. Ethics and dissemination: National Health Service Ethics Approval (NHS, ref 11/YH/0340) for the trial protocol has been obtained along with NHS Research and Development permission from Leeds and York Partnership NHS Foundation Trust. All adverse events will be closely monitored, documented and reported to the study Data Monitoring Ethics Committee. At least one article in a peer reviewed journal will be published and research findings presented at relevant conferences. Trial registration number: ISRCTN96286707.",2019,https://scholar.google.com.br/,no
745,The changing nature of children's health development: New challenges require major policy solutions,"The epidemiology and social context of American childhood are rapidly changing. Adverse social, economic, and child-rearing conditions are loading children down with preventable illness, physical and behavioral disability, and dysfunction. This new epidemiology of childhood is swamping the capacity of the nation's health care system, schools, juvenile justice facilities, and child protective services to respond to the needs of those they serve. This low-performing system not only jeopardizes the health of children, it also jeopardizes the health of the adults they will become. In this article we review the science of life-course health development, a new field that provides a powerful explanatory framework for understanding how poor health and social adversity during childhood can affect lifelong health. We then present five ambitious policy recommendations to integrate educational, health, social, and economic initiatives designed to enhance health. Our bold but pragmatic goal is that by 2025, US children will have the highest levels of health among industrialized nations, instead of where US children currently rank-among the worst. © 2014 Project HOPE-The People-to-People Health Foundation, Inc.",2019,https://scholar.google.com.br/,no
746,A new adaptive videogame for training attention and executive functions: Design principles and initial validation,"A growing body of evidence suggests that action videogames could enhance a variety of cognitive skills and more specifically attention skills. The aim of this study was to develop a novel adaptive videogame to support the rehabilitation of the most common consequences of traumatic brain injury (TBI), that is the impairment of attention and executive functions. TBI patients can be affected by psychomotor slowness and by difficulties in dealing with distraction, maintain a cognitive set for a long time, processing different simultaneously presented stimuli, and planning purposeful behavior. Accordingly, we designed a videogame that was specifically conceived to activate those functions. Playing involves visuospatial planning and selective attention, active maintenance of the cognitive set representing the goal, and error monitoring. Moreover, different game trials require to alternate between two tasks (i.e., task switching) or to perform the two tasks simultaneously (i.e., divided attention/dual-tasking). The videogame is controlled by a multidimensional adaptive algorithm that calibrates task difficulty on-line based on a model of user performance that is updated on a trial-by-trial basis. We report simulations of user performance designed to test the adaptive game as well as a validation study with healthy participants engaged in a training protocol. The results confirmed the involvement of the cognitive abilities that the game is supposed to enhance and suggested that training improved attentional control during play. © 2014 Montani, De Filippo De Grazia and Zorzi.",2019,https://scholar.google.com.br/,no
747,"Teaching geriatrics using an innovative, individual-centered educational game: Students and educators win. A proof-of-concept study","Given the increasingly aging population, nearly every doctor will encounter elderly adults who present with multiple complex comorbidities that can challenge even experienced physicians. This may explain why many medical students do not have a positive attitude toward elderly adults and find the complexity of their problems overwhelming. It was hypothesized that a recently developed medical school geriatrics course, based on the game GeriatriX and designed specifically to address the complexities associated with decision-making in geriatrics, can have a positive effect on attitudes toward geriatrics and on perceived knowledge of geriatrics. The effects of this game-based course were evaluated as a proof of concept. The assessment was based on the Aging Semantic Differential (ASD) and a validated self-perceived knowledge scale of geriatric topics. The usability of (and satisfaction with) GeriatriX was also assessed using a 5-point Likert scale. After completion of the course, the ASD changed significantly in the geriatrics course group (n = 29, P =.02) but not in a control group that took a neuroscience course (n = 24, P =.30). Moreover, the geriatrics course group had a significant increase in self-perceived knowledge for 12 of the 18 topics (P =.002), whereas in the control group self-perceived knowledge increased significantly for one topic only (sensory impairment) (P =.04). Finally, the geriatrics students reported enjoying GeriatriX. This proof-of-concept study clearly supports the hypothesis that a 4-week course using a modern educational approach such as GeriatriX can improve students' self-perceived knowledge of geriatrics and their attitudes toward elderly adults. © 2014, The American Geriatrics Society.",2019,https://scholar.google.com.br/,no
748,Should individuals with chronic aphasia be treated with dedicated PC-based training? Considerations about a case study,"OBJECTIVE: Aim of this study was to evaluate the effects of an emerging rehabilitative tool ('Power-AFA' - software) in the recovery of a patient with chronic non-fluent aphasia. MATERIAL AND METHODS: A 56-year-old woman, affected by post-stroke severe expressive aphasia, underwent two different intensive rehabilitation trainings, including either standard language rehabilitation alone or a proper PC based speech training in addition to conventional treatment. We evaluated her cognitive and psychological profile in two separate sessions, before and after the two different trainings, by using a proper psychometric battery, to assess cognitive status, language abilities, and to estimate the presence of mood alterations and coping strategies. The overall PC-program was articulated in 6 sessions/weekly for 3 months. RESULTS: Only at the end of the PC-training, we observed an important improvement in peculiar cognitive domains (attention and memory functions), in denomination, in verbal understanding ability, in written, in communication skills as well as an optimization of the mood and coping styles. CONCLUSIONS: Computer-based cognitive and language rehabilitation, using proper and dedicated software, may be a valuable tool in improving either communication or cognitive skills in patient affected by aphasia, even in the chronic state. © 2014 -IOS Press and the authors.",2019,https://scholar.google.com.br/,no
749,Participatory design strategies to enhance the creative contribution of children with special needs,"In recent years there has been an increasing awareness about the importance of involving children with special needs in the process of designing technology. Starting from this perspective, the paper presents the participatory design process carried out with children with autistic spectrum disorder for the design of a Kinect motion-based game aimed at fostering social initiation skills. By describing the strategies used for the design of the activities, we will suggest possible approaches aimed toward widening the space for contributions of children and including them at a more creative level. Within that, major emphasis will be dedicated to discussing the ""empowering dimension"" of participatory design activities as an instrument to enhance benefits both for design results and for the children themselves. Finally, the balance between structure and freedom in the design of the activities will be discussed. © Copyright is held by the owner/author(s).",2019,https://scholar.google.com.br/,no
750,Virtual reality job interview training in adults with autism spectrum disorder,"The feasibility and efficacy of virtual reality job interview training (VR-JIT) was assessed in a single-blinded randomized controlled trial. Adults with autism spectrum disorder were randomized to VR-JIT (n = 16) or treatmentas- usual (TAU) (n = 10) groups. VR-JIT consisted of simulated job interviews with a virtual character and didactic training. Participants attended 90 % of laboratory-based training sessions, found VR-JIT easy to use and enjoyable, and they felt prepared for future interviews. VR-JIT participants had greater improvement during live standardized job interview role-play performances than TAU participants (p = 0.046). A similar pattern was observed for self-reported self-confidence at a trend level (p = 0.060). VR-JIT simulation performance scores increased over time (R2 = 0.83). Results indicate preliminary support for the feasibility and efficacy of VR-JIT, which can be administered using computer software or via the internet. © Springer Science+Business Media New York 2014.",2019,https://scholar.google.com.br/,no
751,Development of clinical practice guidelines,"Clinical practice guidelines (CPGs) are intended to improve mental, behavioral, and physical health by promoting clinical practices that are based on the best available evidence. The American Psychological Association (APA) is committed to generating patient-focused CPGs that are scientifically sound, clinically useful, and ormative for psychologists, other health professionals, training programs, policy makers, and the public. The Institute of Medicine (IOM) 2011 standards for generating CPGs represent current best practices in the field. These standards involve multidisciplinary guideline development panels charged with generating recommendations based on comprehensive systematic reviews of the evidence. The IOM standards will guide the APA as it generates CPGs that can be used to orm the general public and the practice community regarding the benefits and harms of various treatment options. CPG recommendations are advisory rather than compulsory. When used appropriately, high-quality guidelines can facilitate shared decision making and identify gaps in knowledge. © 2014 by Annual Reviews.",2019,https://scholar.google.com.br/,no
752,The uses of cognitive training technologies in the treatment of autism spectrum disorders,"In this review, we focus on research that has used technology to provide cognitive training - i.e. to improve performance on some measurable aspect of behaviour - in individuals with autism spectrum disorders. We review technology-enhanced interventions that target three different cognitive domains: (a) emotion and face recognition, (b) language and literacy, and (c) social skills. The interventions reviewed allow for interaction through different modes, including point-and-click and eye-gaze contingent software, and are delivered through diverse implementations, including virtual reality and robotics. In each case, we examine the evidence of the degree of post-training improvement observed following the intervention, including evidence of transfer to altered behaviour in ecologically valid contexts. We conclude that a number of technological interventions have found that observed improvements within the computerised training paradigm fail to generalise to altered behaviour in more naturalistic settings, which may result from problems that people with autism spectrum disorders experience in generalising and extrapolating knowledge. However, we also point to several promising findings in this area. We discuss possible directions for future work. © The Author(s) 2013.",2019,https://scholar.google.com.br/,no
753,Identifying group discriminative and age regressive sub-networks from DTI-based connectivity via a unified framework of non-negative matrix factorization and graph embedding,"Diffusion tensor imaging (DTI) offers rich insights into the physical characteristics of white matter (WM) fiber tracts and their development in the brain, facilitating a network representation of brain's traffic pathways. Such a network representation of brain connectivity has provided a novel means of investigating brain changes arising from pathology, development or aging. The high dimensionality of these connectivity networks necessitates the development of methods that identify the connectivity building blocks or sub-network components that characterize the underlying variation in the population. In addition, the projection of the subject networks into the basis set provides a low dimensional representation of it, that teases apart different sources of variation in the sample, facilitating variation-specific statistical analysis. We propose a unified framework of non-negative matrix factorization and graph embedding for learning sub-network patterns of connectivity by their projective non-negative decomposition into a reconstructive basis set, as well as, additional basis sets representing variational sources in the population like age and pathology. The proposed framework is applied to a study of diffusion-based connectivity in subjects with autism that shows localized sparse sub-networks which mostly capture the changes related to pathology and developmental variations. © 2014 Elsevier B.V.",2019,https://scholar.google.com.br/,no
754,Learning impacts of using data glove and stereoscopic projection with virtual environment for enhancing the social etiquettes in autistic spectrum conditions,"The deficit of social interaction is main difficulty in children with Autistic Spectrum Conditions (ASCs). They have limited capability in social etiquettes, which affects their social life and friendship network. The purpose of this study is to investigate the performance of using data glove cooperated with stereoscopic projection to assist the impairment of social etiquettes for children with ASCs. The 3D virtual park (3DVP) system cooperated data glove and 3D-glasses were designed. Participant can use a 'data glove' to interact with virtual objects and characteristics, and a '3D-glasses' immersed in the virtual environment. This study involved a multiple baseline design to observe performance of the social etiquettes skills and explored evaluation of using the 3DVP system intervention for participants with ASCs. The experimental study consisted of 3 months length, and the preliminary results indicate that children with ASC were beneficial by using this 3DVP system. © 2014 IEEE.",2019,https://scholar.google.com.br/,no
755,"Operationalizing cognitive science and technologies' research and development, the ""Brain and Cognition Study Group (BCSG)"" initiative from Shiraz, Iran","Recent advances in brain and cognitive science studies have revolutionized concepts in neural dynamics, regulating mechanisms, coding systems and information processing networks which govern our function and behavior. Hidden aspects of neurological and psychiatric diseases are being understood and hopes for their treatment are emerging. Although the two comprehensive mega-projects on brain mapping are in place in the United States and Europe, the proportion of science contributed by the developing countries should not be downsized. With the granted supports from the Cognitive Sciences and Technologies Council (CSTC), Iran can take its role in research on brain and cognition further. The idea of research and development in Cognitive Sciences and Technologies (CST) is being disseminated across the country by CSTC. Towards this goal, the first Shiraz interdisciplinary meeting on CST was held on 9 January 2014 in Namazi hospital, Shiraz. CST research priorities, infrastructure development, education and promotion were among the main topics discussed during this interactive meeting. The steering committee of the first CST meeting in Shiraz decided to frame future research works within the ""Brain and Cognition Study Group-Shiraz"" ( BCSG-Shiraz). The study group comprises scientific leaders from various allied disciplines including neuroscience, neurosurgery, neurology, psychiatry, psychology, radiology, physiology, bioengineering, biophysics, applied physics and telecommunication. As the headquarter for CST in the southern Iran, BCSG-Shiraz is determined to advocate ""brain and cognition"" awareness, education and research in close collaboration with CSTC. Together with CSTC, Shiraz Neuroscience Research center (SNRC) will take the initiative to cross boundaries in interdisciplinary works and multicentric research projects within the study group.",2019,https://scholar.google.com.br/,no
756,Human surrogates: Remote presence for collaboration and education in Smart Cities,"A human surrogate is any object, virtual, physical or even a blend of virtual and physical, that acts as a stand-in for a human. Surrogates can be directly controlled or just given a specific task to carry out on behalf of a human. In the context of a virtual environment, a surrogate is more often referred to as an avatar, reflecting that it is intended to represent the person in some context, rather than just carrying out a specific task on his or her behalf. In essence, an avatar is a manifestation of the human who is ""inhabiting"" it. A person's avatar can look like the inhabiter or look like some other person, or even be a personification of some non-human character Generally, the inhabiter controls all critical actions, verbal and non-verbal, of his or her avatar, although the specific manifestation of the avatar may place constraints on how it carries out some of these desired behaviors. The research presented here involves the use of avatars and other forms of human surrogates as remote entities that can be employed for situations that involve interpersonal skills. More specifically, we focus on the use of avatars in collaborative situations and in the delivery of training and education, especially when physical co-presence is difficult or even undesirable. In these contexts, difficulty most often relates to spatial separation of the human participants and undesirability relates to the need to have one's surrogate present an appearance and exist in a context that differs from one's own. For other situations, such as carrying out dangerous or humanly impossible physical tasks, a remote avatar may be required for safety or even successful completion. In Smart Cities, human surrogates and avatars can help make people more effective, safer, better educated and more facile at learning new skills required for employment and other life events. Our first example of the use of avatars is for teacher preparation. Here we focus on rehearsal of classroom management, content delivery and pedagogical techniques. The system we have developed to help potential and existing teachers learn new skills and hone old ones is called TeachLivE™, which stands for teaching and learning in a virtual environment. TeachLivE is in current use at over 50 universities and four school districts in the US, and one university in the United Arab Emirates. In comparison to learning skills in an actual classroom, TeachLivE harms no real children and it gives teachers the opportunity to reflect objectively on their performances, reentering the virtual classroom at a later time to improve their performances. What TeachLivE presents to its users is a virtual classroom of students, each representing the profile of a commonly encountered personality. Two extremes in current TeachLivE scenarios are a virtual student named Sean who is an aggressive-dependent in constant need of his teacher's attention and approval, and Maria who is an exceptionally talented passive-independent with no perceived need for the teacher's help or approval. Beyond personalities, each virtual student has a deep backstory and a variety of representative misconceptions related to subject matter appropriate for the student's age group - at present we have middle and high school classes, with elementary in preparation. TeachLivE is built on a platform called the AMITIES™ framework. AMITIES, which stands for Avatar-Mediated Interactive Training and Individualized Experience System, serves as middleware between the 3D rendering system (presently the industry-standard UNITY game engine) and a scenario authoring system. The AMITIES framework provides an efficient and effective infrastructure for human-in-the loop simulated experiences. Much of the system's uniqueness lies in its flexibility, allowing for a single person to simultaneously inhabit multiple avatars as well as multiple people to control multiple or even a single avatar. Achieving this has involved the development of inhabiter paradigms that focus on low cognitive and physical demand and participant paradigms that focus on situational plausibility and place illusion, plus a network protocol that delivers animated behaviors, including facial and body gestures, with very little bandwidth requirement. In addition to TeachLivE, the following is a sampling of existing uses of the AMITIES framework:. Assist trainers in employing reflective strategies.. Control robotic manifestations in remote environments.. Help students and others build protective strategies.. Improve social and job skills for children with autism.. Prepare employees for a corporation's unique culture.",2019,https://scholar.google.com.br/,no
757,Pathological Internet use among European adolescents: psychopathology and self-destructive behaviours,"Rising global rates of pathological Internet use (PIU) and related psychological impairments have gained considerable attention in recent years. In an effort to acquire evidence-based knowledge of this relationship, the main objective of this study was to investigate the association between PIU, psychopathology and self-destructive behaviours among school-based adolescents in eleven European countries. This cross-sectional study was implemented within the framework of the European Union project: Saving and Empowering Young Lives in Europe. A representative sample of 11,356 school-based adolescents (M/F: 4,856/6,500, mean age: 14.9) was included in the analyses. PIU was assessed using the Young's Diagnostic Questionnaire. Psychopathology was measured using the Beck Depression Inventory-II, Zung Self-Rating Anxiety Scale and Strengths and Difficulties Questionnaire. Self-destructive behaviours were evaluated by the Deliberate Self-Harm Inventory and Paykel Suicide Scale. Results showed that suicidal behaviours (suicidal ideation and suicide attempts), depression, anxiety, conduct problems and hyperactivity/inattention were significant and independent predictors of PIU. The correlation between PIU, conduct problems and hyperactivity/inattention was stronger among females, while the link between PIU and symptoms of depression, anxiety and peer relationship problems was stronger among males. The association between PIU, psychopathology and self-destructive behaviours was stronger in countries with a higher prevalence of PIU and suicide rates. These findings ascertain that psychopathology and suicidal behaviours are strongly related to PIU. This association is significantly influenced by gender and country suggesting socio-cultural influences. At the clinical and public health levels, targeting PIU among adolescents in the early stages could potentially lead to improvements of psychological well-being and a reduction of suicidal behaviours. © 2014, The Author(s).",2019,https://scholar.google.com.br/,no
758,"International Classification of Functioning, Disability and Health (ICF) as a framework for change: Revolutionizing rehabilitation","The International Classification of Functioning, Disability and Health (ICF) utilizes domains of body functions and structures, activities and participation, as well as environmental and personal factors to fully encapsulate the concepts of health and disability. The International Classification of Functioning, Disability and Health provides a rich and holistic understanding of functioning that is particularly valuable in the setting of childhood disability and rehabilitation. With applicability that enhances a nuanced understanding of each child within their family, school, and community, the International Classification of Functioning, Disability and Health also ensures facile and meaningful communication between professionals. Use of the International Classification of Functioning, Disability and Health promotes improved treatment plans for individual children and for larger programmatic decisions. This article demonstrates how the International Classification of Functioning, Disability and Health has reinvented the language and understanding of childhood disability and rehabilitation. © The Author(s) 2014.",2019,https://scholar.google.com.br/,no
759,Effects of environmental sounds on the guessability of animated graphic symbols,"Graphic symbols are a necessity for pre-literate children who use aided augmentative and alternative communication (AAC) systems (including non-electronic communication boards and speech generating devices), as well as for mobile technologies using AAC applications. Recently, developers of the Autism Language Program (ALP) Animated Graphics Set have added environmental sounds to animated symbols representing verbs in an attempt to enhance their iconicity. The purpose of this study was to examine the effects of environmental sounds (added to animated graphic symbols representing verbs) in terms of naming. Participants included 46 children with typical development between the ages of 3,0 to 3,11 (years,months). The participants were randomly allocated to a condition of symbols with environmental sounds or a condition without environmental sounds. Results indicated that environmental sounds significantly enhanced the naming accuracy of animated symbols for verbs. Implications in terms of symbol selection, symbol refinement, and future symbol development will be discussed. © 2014 International Society for Augmentative and Alternative Communication.",2019,https://scholar.google.com.br/,no
760,Commentary: Are ADHD symptoms habit-like? - A commentary on Goodman et al (2014),"The recent publication of the latest version of the Diagnostic and Statistical Manual of Mental Disorders (DSM-5) unleashed a torrent of dissatisfaction with and criticism of the ongoing use of a symptom-based classification system, based on descriptive phenotypical features. Thus, the 'multiple memory systems' framework proposed in the accompanying Annual Research Review by Goodman et al. (Journal of Child Psychology and Psychiatry, 55, 2014, XX) as a potential explanatory mechanism underlying several psychiatric disorders, is innovative and consistent with an emergent focus on transdiagnostic core mechanisms. In this commentary, I discuss the 'merit and mire' of the proposed framework, focusing on its potential for delineating neurobehavioral mechanisms underlying psychiatric disorders, with particular emphasis on one of the neurodevelopmental disorders, ADHD. © 2014 The Author. Journal of Child Psychology and Psychiatry. © 2014 Association for Child and Adolescent Mental Health.",2019,https://scholar.google.com.br/,no
761,Computational psychiatry: The brain as a phantastic organ,"In this Review, we discuss advances in computational neuroscience that relate to psychiatry. We review computational psychiatry in terms of the ambitions of investigators, emerging domains of application, and future work. Our focus is on theoretical formulations of brain function that put subjective beliefs and behaviour within formal (computational) frameworks-frameworks that can be grounded in neurophysiology down to the level of synaptic mechanisms. Understanding the principles that underlie the brain's functional architecture might be essential for an informed phenotyping of psychopathology in terms of its pathophysiological underpinnings. We focus on active (Bayesian) inference and predictive coding. Specifically, we show how basic principles of neuronal computation can be used to explain psychopathology, ranging from impoverished theory of mind in autism to abnormalities of smooth pursuit eye movements in schizophrenia. © 2014 Elsevier Ltd.",2019,https://scholar.google.com.br/,no
762,The cascading transition model: Easing the challenges of transition experienced by individuals with autism and their support staff,"This chapter describes the Cascading Transition Model based on the Multi Focal Approach blended with quality of life principles and values. The Multi-Focal Approach is a cohesive, humanistic, person centred, holistic, therapeutic approach. Believing in ability beyond disability, its purpose is to enhance the well-being of the person by opening a window of opportunity for the actualization of the person's potential. This positive, person centred, individualized approach forms the foundation for the development of educational, and treatment support programs. Its roots are Rogerian client centred therapy combined with Jungian psychodynamic depth psychology. Within the orientation of the multi focal approach, the person is seen as a complete human being who has a disability rather than being the disability. Although some of the material in this chapter comes from research when available, most of the commentary part of the chapter is based on clinical observations and experience. The process of creating the model and doing this work has been discussed with other associates and colleagues for feedback and validation. In this context, application of quality of life principles developed in the field of intellectual and developmental disability (I&DD) has been explored and related to the area of transition planning for individuals with complex autism, dual diagnosis and other developmental disabilities. Transitions for people with such challenges are difficult and can result in serious disruptions in their own lives, their families, support staff and others in their environment. In contrast to change, transition refers to a gradual move from one place, activity or situation to another. The framework of the Cascading Transition Model acknowledges that transitions, both large and small, might be equally challenging to individuals with and without disabilities. Quality of life philosophy provides the framework for the exploration of the application of principles including choice, selfimage, self-determination, empowerment and the role of emotional factors. Using various examples, such as case studies and an example of the planned transition of an adult day program from one physical day program space to another, provides clarity to the Cascading Transition Model and its processes. © 2014 Nova Science Publishers, Inc. All rights reserved.",2019,https://scholar.google.com.br/,no
763,Monitoring and classification of wheat take-all in field based on imaging spectrometer,"Wheat take-all is a quarantine disease, which will lead to a disaster in wheat production without timely monitoring and management. Remote sensing technique, especially the field-based imaging spectrum technique, can achieve real-time monitoring of the disease development. For rapid extraction of take-all disease information, we try to monitor wheat take-all disease using imaging spectrometer. The experiment was carried out in Baisha village, Yuanyang County of China. We designed test of three concentration gradients and repeated three times, the experimental field was 30 m2. The wheat take-all white head rate was surveyed two weeks before harvest. The wheat's canopy spectrum was collected by two kinds of spectrometer, ASD Handheld non-imaging spectrometer (ASD Handheld, ASD Inc.) and Headwall imaging spectrometer (HyperSpec® VNIR, Headwall Photonics, Inc.). All data were collected between 10:00 to 13:00 in sunny days. In this study, based on gray association analysis (GAA) and support vector machine (SVM) classifier, a spectral feature extraction and classification method was proposed to separate the spectral features of the different take-all levels from spectral images. The field-based spectral images were acquired by Headwall imaging sensor. Meanwhile, the spectral data about different white head rate were collected by ASD HandHeld non-imaging sensor. Because of better accuracy and resolution, ASD spectral data had a better capacity to express the spectral features of take-all levels. These spectral features were extracted using kernel principle component analysis (K-PCA). Characteristic bands of the first four of principal component was mainly green band, red band and near infrared band, indicated in the spectrum curve, peak and valley phenomenon was the main distinguishing feature of white head rate and take-all disease grade. Then Jeffries-Matusita distances between feature bands were calculated, if Jeffries-Matusita distances between feature bands were greater than 1.8, the selected characteristic bands can distinguish different damage degree of wheat take-all disease. The spectral separability of take-all levels was tested and assessed by grey association analysis. Based on these significant features, some of Headwall imaging spectral data with different take-all levels were selected as the training data for the field-based spectral images. Through the SVM classifier based on RBF kernel function, a hyperspectral classification image of take-all was calculated. Results showed that the wheat take-all widely existed in the experimental zone, but its distribution had own specific characteristic with different disease levels. The slight disease wheat and the heavy disease wheat were mixture in the experimental zone. The distribution characteristics of serious take-all wheat disease (white head rate greater than 60%) were intensive and block. Slight wheat disease (white head rate between 10%-30%) were widely distributed in the middle of heavy wheat disease(white ear rate between 30%-60%), the proportion of slight wheat disease and heavy heat disease was 29.53% and 26.06%, respectively, very serious wheat take-all disease (white head rate between 60%-90%) and death of wheat disease showed regional distribution in the image, accounted for 10.73% and 19.91%.The overall accuracy of the classification was greater than 94% (Kappa&gt,0.8). To further validate the classification accuracy, field experiment survey data was compared with the spectral classification, misclassification existed mainly in white head rate 30%~40%.These results proves the field-based imaging spectrum has the capacity to achieve the real-time monitoring and classification of wheat take-all condition, and to support the guidance on wheat production. ©, 2014, Chinese Society of Agricultural Engineering. All right reserved.",2019,https://scholar.google.com.br/,no
764,TimeSpec - A software tool for analyzing time-series of spectral data,"With the introduction of LANDSAT 8 and the future Sentinel missions as well as several other national satellite programs, the analysis of multi-temporal remote sensing data will be of main importance for detecting and analyzing different landcover classes. The utilization of MODIS/MERIS data within the last decade led to the development of a variety of tools for time-series analysis of Earth Observation data. The potentially higher spatial resolution of the new generation of multi-temporal sensors provides the feasibility to use these tools to classify finer hierarchies of land-cover classes. This accounts especially for vegetation types or habitats with a high inter-annual and intra-annual variation. Based on these assumptions, the tool TimeSpec is introduced. TimeSpec calculates out of repeated measurements of spectroradiometers or satellite sensors a spectral-temporal library (STL) and extracts training values of any given date and class for a further classification processes. First tests of the utilization of TimeSpec for a grassland area in north-east Germany show that STL-generated training samples can provide sufficient classification results. However, an application of on-site training data is still more accurate. First test on the sensitivity of training data out of a STL show that there is a saturation in accuracy with approximately 20 training samples per class. Influences of changing variance or outlier settings for the training sample generation were limited. © 2014 IEEE.",2019,https://scholar.google.com.br/,no
765,Decreased activation of cingulo-frontal-parietal cognitive/attention network during an attention-demanding task in patients with chronic low back pain,"Introduction: Attention deficits have been repeatedly reported via neuropsychological assessment in previous literature in patients with chronic low back pain (CLBP). However, there are few functional neuroimaging studies of patients with CLBP during attention processing, and the exact underlying neural mechanisms are yet to be elucidated.Methods: We used functional magnetic resonance imaging (fMRI) to measure the function of the cingulo-frontal-parietal (CFP) cognitive/attention network while performing a multi-source interference task (MSIT) in patients with CLBP. Thirty-six patients with CLBP and 36 healthy controls were included in this study. The fMRI data were analyzed with the FSL-FEAT software.Results: Our results indicated that patients with CLBP showed significantly less activation in the CFP network including the right dorsolateral prefrontal cortex, the dorsal anterior cingulate cortex, and bilateral superior parietal cortex during attention-demanding (MSITinterference &gt, MSITcontrol) trials compared to the healthy controls. A significant negative correlation was found between the scores of the visual analog scale for pain and activation of the right prefrontal cortex during performing the MSIT in patients with CLBP.Conclusion: Our study provides in vivo imaging evidence of abnormal CFP network function during attention-demanding condition in patients with CLBP, which might reflect partly an adaptation/maladaptation of the brain to the chronic pain states. © 2014, Springer-Verlag Berlin Heidelberg.",2019,https://scholar.google.com.br/,no
766,The effect of the global positioning system on the driving performance of people with mild alzheimer's disease,"Introduction: The initial symptoms of Alzheimer's disease (AD) include attention deficits, memory loss and deficiencies in topographic and spatial orientation. People with AD may have way-finding difficulties in driving due to the deterioration of their navigation ability. Although the use of the Global Positioning System (GPS) has been proven to be a useful aid for older people in driving, there is no evidence to suggest that the benefit could extend to drivers with AD. Aim: This study aims to investigate the effectiveness of the GPS in assisting drivers with mild AD in finding their destination safely. Method: Twenty-eight drivers with mild to very mild AD, diagnosed by a general practitioner or a psychogeriatrician, completed all clinical and psychometric assessments including the Mini Mental State Examination, Trail Making Test B and Doors and People Test. During the driving assessment, 3 driving trials with different settings (normal, visual-only and audio-only) of the GPS were administered to all participants. The participants were required to follow instructions from the GPS and perform a variety of driving tasks on a driving simulator. The driving performances of participants were assessed by criteria specific to AD drivers. The driving assessment criteria were first combined to form the overall driving performance score: a higher score indicated a better overall driving performance. The other outcome of this study was the success of participants to navigate to a predetermined destination. Results: The driving performance of participants was different among the 3 settings (F = 72.8, p < 0.001) and the pairwise comparison between the 3 settings was significant (p < 0.001). The driving performance score was highest in the audio-only setting (mean: 20.0, SD: 2.2), moderate in the normal setting (mean: 16.7, SD: 2.6) and lowest in the visual-only setting (mean: 14.3, SD: 3.3). When compared with the visual-only setting, drivers using the audio-only setting (OR: 37.2, 95% CI: 9.2-151.2) and normal setting (OR: 37.2, 95% CI: 4.8-286.9) were more likely to successfully find their destination (p < 0.05). Conclusion: This study has found that using single, simple auditory instructions with the absence of the visual output of the GPS could potentially help people with mild AD to improve their driving ability and reach their destination. © 2014 S. Karger AG, Basel.",2019,https://scholar.google.com.br/,no
767,Tracking the consequences of design decisions in mechatronic Systems Engineering,"The design of mechatronic systems involves several technical and scientific disciplines. It is often difficult to anticipate, at the outset, the consequences of design decisions on the ultimate effectiveness of such complex systems, in which case the evaluation process is required to support the designers each time engineering choices must be made or justified. Since designers may belong to different technical and scientific cultures however, their understanding of both the design stakes and the evaluation process is too often biased. Moreover, design choices take place in an uncertain context and according to multiple criteria, some of which may be contradictory. In order to track the consequences of design decisions, we are proposing a conceptual data model to perform evaluations within the MBSE framework of Systems Engineering. We then proceed by relying on the relationships demonstrated by such a model to identify the potential impacts of design choices on future product performance. Since data available during the conceptual phase of the design are typically uncertain or imprecise, an original research protocol is extended to a qualitative impact analysis for the purpose of highlighting the most promising alternative system design solutions (ASDS). An example in the mechatronics field serves to illustrate our proposals. © 2014 Elsevier Ltd. All rights reserved. © 2014 Elsevier Ltd. All rights reserved.",2019,https://scholar.google.com.br/,no
768,Diagnostic reference marks of the infantile psychosis at the age of latency [Repères diagnostiques de la psychose infantile à l'âge de latence],"The concepts of ""psychosis"" and ""latency"" can, for some, to appear obsolete. We center on the first. It is clear that the concept of ""psychosis"" is hardly used than in the working frameworks being based on the psychodynamic epistemology and references. Other names came out without however focussing on the subjacent psychopathological aspects. The risk then appears to draw aside from the relevant methods of comprehension to apprehend the psychic and relational difficulties of a child and to stop with a primarily descriptive reading of those. It could follow of it a lack of depth in the therapeutic accompaniment rising from such a manner of proceeding. After having pointed out the psychopathological aspects, in the light of three clinical labels, the author evokes five registers of clinical signs which back up the diagnosis of psychosis in the child. Their intensity and their multiplicity define the depth of operation psychotic. Firstly, the language since the child psychotic is confronted with the difficulty of being located in a speech in the direction of the usual code of communication. Secondly, the anguish which is central in the problems of the psychosis, threatening the child constantly fights about it against the vacuum and the absence. Thirdly, the body of the child psychotic confronted with the question of the body envelope and the distinction enters the interior and external world. Fourthly, the report with the reality of the child psychotic presenting imaginary regularly overflowing, marked by confusion. Fifthly, the trainings because, in the psychosis, the child tests usually difficulties to learn, learn how to say itself and to accept other what it does not know yet. The diagnostic step thus authorizes a time of observation, comprehension and stating necessary to the treatment. It aims at locating the evocative clinical signs of a disorganization of the thought, affects and social relations, likely to lead to the dysharmonic subject. © 2014 Elsevier Masson SAS.",2019,https://scholar.google.com.br/,no
769,Mouse IDGenes: a reference database for genetic interactions in the developing mouse brain,"UNLABELLED: The study of developmental processes in the mouse and other vertebrates includes the understanding of patterning along the anterior-posterior, dorsal-ventral and medial- lateral axis. Specifically, neural development is also of great clinical relevance because several human neuropsychiatric disorders such as schizophrenia, autism disorders or drug addiction and also brain malformations are thought to have neurodevelopmental origins, i.e. pathogenesis initiates during childhood and adolescence. Impacts during early neurodevelopment might also predispose to late-onset neurodegenerative disorders, such as Parkinson's disease. The neural tube develops from its precursor tissue, the neural plate, in a patterning process that is determined by compartmentalization into morphogenetic units, the action of local signaling centers and a well-defined and locally restricted expression of genes and their interactions. While public databases provide gene expression data with spatio-temporal resolution, they usually neglect the genetic interactions that govern neural development. Here, we introduce Mouse IDGenes, a reference database for genetic interactions in the developing mouse brain. The database is highly curated and offers detailed information about gene expressions and the genetic interactions at the developing mid-/hindbrain boundary. To showcase the predictive power of interaction data, we infer new Wnt/?-catenin target genes by machine learning and validate one of them experimentally. The database is updated regularly. Moreover, it can easily be extended by the research community. Mouse IDGenes will contribute as an important resource to the research on mouse brain development, not exclusively by offering data retrieval, but also by allowing data input.DATABASE URL: http://mouseidgenes.helmholtz-muenchen.de. © The Author(s) 2014. Published by Oxford University Press.",2019,https://scholar.google.com.br/,no
770,Facial expression recognition teaching to preschoolers with autism: A natural user interface approach,"The recognition of facial expressions is important for the perception of emotions. Understanding emotions is essential in human communication and social interaction. Children with autism have been reported to exhibit deficits in the recognition of affective expressions. Their difficulties in understanding and expressing emotions lead to inappropriate behavior derived from their inability to interact adequately with other people. Those deficits seem to be rather permanent in individuals with autism so intervention tools for improving those impairments are desirable. Educational interventions for teaching emotion recognition from facial expressions should occur as early as possible in order to be successful and to have a positive effect. It is claimed that Serious Games can be very effective in the areas of therapy and education for children with autism. However, those computer interventions require considerable skills for interaction. Before the age of 6, most children with autism do not have such basic motor skills in order to manipulate a mouse or a keyboard. Our approach takes account of the specific characteristics of preschoolers with autism and their physical inabilities. By creating an educational computer game, which provides physical interaction by employing natural user interface (NUI), we aim to support early intervention and to foster facial expression learning. Copyright 2013 ACM.",2019,https://scholar.google.com.br/,no
771,A Brief Group Intervention Using Video Games to Teach Sportsmanship Skills to Children With Autism Spectrum Disorders,"Impaired social skills represent a fundamental deficit for children with Autism Spectrum Disorders (ASD). Despite the potential importance of ""good sportsmanship,"" this social skill has received relatively little attention in the literature. The current study utilized a Behavioral Skills Training (BST) approach to teach three sportsmanship skills (i.e., complimenting, turn taking, and being a good sport) during video game play (Wii Sports). Six children with ASD completed this study. Findings suggest BST can be used effectively to teach sportsmanship skills to children with ASD. The use of video-game technology as part of social skills intervention programs is also discussed. © 2013 Copyright Taylor and Francis Group, LLC.",2019,https://scholar.google.com.br/,no
772,Developing interaction scenarios of robot-mediated imitation training for children with Autism Spectrum Disorders,"One of Autism Spectrum Disorder (ASD)' major characteristics is the lack of social communication and interaction with other people. Recently, some research studies have examined robot-based interventions for children with ASD. In line with those studies, the present paper introduces our ongoing research on robot-mediated imitation training for children with ASD. In this paper, we focus on designing human-robot interaction for autism intervention whereas previous studies largely focused on developing robots for intervention. Several human-robot interaction scenarios for robot-mediated imitation training were developed with emphasis on facilitating communication between a child and a therapist. Two main concepts (triadic interaction and reciprocal imitation training) were adopted and modified to increase the efficacy of the intervention. The developed interaction scenarios described how a robot can be integrated into the clinical sessions and the requirements for a robot. The field trials for examining the efficacy of robot-mediated imitation training will be carried out. © 2013 IEEE.",2019,https://scholar.google.com.br/,no
773,Comparing two LEGO Robotics-based interventions for social skills training with children with ASD,"This paper presents an analysis of two comparable studies with LEGO Robotics-based activities in a social skills training program for children with autism spectrum disorders (ASD). One study has been carried out with a group of 16 children in the Unit of Pediatrics Psychology and Psychiatry in HSJD in Barcelona, Spain and the other with a group of 17 children at the Center for Education and Engineering Outreach (Tufts U.) in Boston, USA. The aim of this comparison is discuss lessons learnt and develop empirical based guidelines for intervention design. © 2013 IEEE.",2019,https://scholar.google.com.br/,no
774,CaptureMyEmotion: A mobile app to improve emotion learning for autistic children using sensors,"Autism Spectrum Disorder (ASD) is estimated to affect one in eighty-eight children and many mobile apps are available from Google Play or Apple store to help these children and their carer. Our research into apps for autistic children identified that none of the apps use the full potential offered by mobile technology and sensors to overcome one of autistic children's main difficulty: the identification and expression of emotions. This paper describes a mobile app called CaptureMyEmotion that enables autistic children to take photos, videos or sounds, and at the same time senses their arousal level using a wireless sensor. It also allows the child to comment on their emotion at the time of capture. The app has the potential to help autistic children improve their emotions learning based on their own pictures, videos or sounds. It gives the carer a means to discuss the identification and expression of emotions. © 2013 IEEE.",2019,https://scholar.google.com.br/,yes
775,Simplifying user-tuned content management in assistive software,"Information and Communication Technologies (ICT) are of upmost importance in the field of assistive technologies. Previous research from our group has proposed Troc@s, a multimedia tool to help children with Autism Spectrum Disorders (ASD) in the development of communication skills. A cornerstone of Troc@s is the ability that the caregiver has to customize the tool according to the profile of each child, creating the need to have streamlined procedures for the caregivers to follow. In this paper we propose an approach for easy customization of the tool, and present results of a usability study conducted with several caregivers, which show that, although training is required, our approach is considered to be a simple and adequate solution for routine use. © 2013 The authors and IOS Press. All rights reserved.",2019,https://scholar.google.com.br/,no
776,Can smartphones support inclusion for autism in mainstream?,"Purpose: The ""Helping Autism Diagnosed Navigate and Develop Socially"" (HANDS) project developed a suite of mobile apps for smartphones, which support children with Autism spectrum disorders (ASD) with social and life skills functioning - areas of ability which tend to be impaired in this population. The apps were field tested in four special schools. The purpose of this paper is to report on an exploratory investigation of the potential use of this and similar technology to support the inclusion of children with ASD in mainstream secondary schools. Design/methodology/approach: A series of technology familiarization sessions and follow up focus groups were held with children with ASD, teachers, teaching assistants and parents at three mainstream secondary schools. A thematic analysis of the focus group transcripts was undertaken. Findings: The analysis indicated common themes across schools relating to challenges and opportunities in the use of smartphones to develop social and life skills. Wider debates in the available literature and the general media about national and local school policy on the use of smartphones in the classroom were reflected in the themes identified. Conclusions are drawn about the potential use of smartphones to promote inclusion of children with ASD, and recommendations are made in regards of national and local policy on the use of mobile technology in schools. Originality/value: There is little literature on the use of smartphones with children with ASD to support inclusion in mainstream. As such, this initial exploratory report will be of interest to policy makers, school managers and researchers. © Emerald Group Publishing Limited.",2019,https://scholar.google.com.br/,no
777,Motor skill in autism spectrum disorders: A subcortical view,"The earliest observable symptoms of autism spectrum disorders (ASDs) involve motor behavior. There is a growing awareness of the developmental importance of impaired motor function in ASD and its association with social skill. Compromised motor function requires increased attention, leaving fewer resources available for processing environmental stimuli and learning. This knowledge suggests that the motor system-which we know to be trainable-may be a gateway to improving outcomes of individuals living with ASD. In this review, we suggest a framework borrowed from machine learning to examine where, why, and how motor skills are different in individuals with ASD. © 2013 Elsevier Inc.",2019,https://scholar.google.com.br/,no
778,"Media use and sleep among boys with autism spectrum disorder, adhd, or typical development","OBJECTIVE: The current study examined the relationships between media use (television, computer, and video games) and sleep among boys with autism spectrum disorder (ASD) compared with those with attentiondeficit/ hyperactivity disorder (ADHD) or with typical development (TD). METHODS: Participants included parents of boys with ASD (n = 49), ADHD (n = 38), or TD (n = 41) (ages 8-17 years). Questionnaires assessed daily hours of media use, bedroom access to media, and average sleep hours per night. RESULTS: Bedroom media access was associated with less time spent sleeping per night, irrespective of diagnostic group. Bedroom access to a television or a computer was more strongly associated with reduced sleep among boys with ASD compared with boys with ADHD or TD. Multivariate models showed that, in addition to bedroom access, the amount of time spent playing video games was uniquely associated with less sleep among boys with ASD. In the ASD group only, the relationship between bedroom access to video games and reduced sleep was mediated by hours of video game play. CONCLUSIONS: The current results suggest that media-related variables may be an important consideration in understanding sleep disturbances in children with ASD. Further research is needed to better characterize the processes by which media use may affect sleep among individuals with ASD. Overall, the current findings suggest that screen-based media time and bedroom media access should be routinely assessed and may be important intervention targets when addressing sleep problems in children with ASD. Pediatrics 2013,132:1081-1089. © 2013 by the American Academy of Pediatrics.",2019,https://scholar.google.com.br/,no
779,Designing personal informatics for self-reflection and self-awareness: The case of children with attention deficit hyperactivity disorder,"A main challenge in designing for children with Attention Deficit Hyperactivity Disorder (ADHD) is to support the learning process of supressing undesired behaviour on daily routines by means of positive feedback and rewards. Personal Informatics (PI) is a model that supports capturing and integration of personal data to facilitate reflection and action that is used as a design platform to support behavioral learning. This paper presents a design-driven research study that illustrates the potential of PI to support self-awareness and self-reflection of ADHD children. Two design approaches are described which aim to support self-behavioral inhibition learning: (a) KITA, a Kinesiofeedback Toy for ADHD, being a Tangible User Interface that measures and assesses children's activity and provides them with feedback as to whether or not behavior is within appropriate limits, and (b) WRISTWIT, a Wearable device presenting information on attention and time for ADHD to increase on-task behavior. KITA and WRISTWIT were tested in the field with children as design means to implement PI to positively modify children behavior during daily school routines. © 2013 Springer International Publishing Switzerland.",2019,https://scholar.google.com.br/,no
780,Eye-controlled games for behavioral therapy of attention deficit disorders,"This paper describes an eye-controlled game designed for behavioral therapy of ADHD. A user-centered design approach was adopted in the development cycle of these games in close collaboration with domain experts and target user populations. The games have an Arabic language interface and include multimodal interaction. Game scenarios were designed with increasing complexity depicted in visual design, dwell time for controlling elements within the games, and combinations of key presses with eye-control at higher levels of attention training. The visual design, interaction design and the system's conceptual designs are discussed. © Springer-Verlag Berlin Heidelberg 2013.",2019,https://scholar.google.com.br/,no
781,iPad 2013: A leaning tool for students with special needs,"Interactive technologies such as iPad are considered as perfect learning tool for students with special needs. Lately, educational researchers and technology specialists have coined the idea of using iPad as a learning tool for students with Autism spectrum disorder (ASD). However, our literature review on the subject matter shows that scientific investigations on using iPad with ASD students are scarce. Therefore, academic researchers should organize longitudinal studies examining this subject. In this work in progress submission, we have provided broad overview of our ongoing research focused on investigating as if and how iPad and similar interactive devices could be used for the betterment of students with ASD in Saudi Arabia i.e. supporting students with ASD in learning and play. This work in progress paper pinpoints recent work on this subject covering some of major challenges faced by the iPad for Autism research. © Springer-Verlag Berlin Heidelberg 2013.",2019,https://scholar.google.com.br/,no
782,An IoT-based system for supporting children with autism spectrum disorder,"In this paper, we implement and evaluate the performance of a new system based on Internet of Things (IoT) and P2P technology for supporting learning and improving the quality of life for children with Autism Spectrum Disorder (ASD). Many children with autism are highly interested and motivated by smart devices such as computers and touch screen tablets. These types of assistive technology devices get children with autism to interact, make choices, respond, and tell parents what they are interested, need, think, and maybe even feel. Our proposed system uses JXTA-Overlay platform and SmartBox device to monitor the children and create P2P communication between children, caregivers and therapists. Various visual systems, such as objects, photographs, realistic drawings, line drawings, and written words, can be used with assorted modes of technology, as long as the child can readily comprehend the visual representation. Vocabulary skills, mathematics skills and other life skills can be taught through our proposed system. We evaluated the effect of our system during study sessions of children diagnosed with ASD. The experimental results show that our system teaches new skills to children with ASD and the SmartBox increases the concentration of children during studying. © 2013 IEEE.",2019,https://scholar.google.com.br/,no
783,Using sensors and facial expression recognition to personalize emotion learning for autistic children,"This paper describes CaptureMyEmotion, an app for smartphones and tablets which uses wireless sensors to capture physiological data together with facial expression recognition to provide a very personalized way to help autistic children identify and understand their emotions. Many apps are targeting autistic children and their carer, but none of the existing apps uses the full potential offered by mobile technology and sensors to overcome one of autistic children's main difficulty: the identification and expression of emotions. CaptureMyEmotion enables autistic children to capture photos, videos or sounds, and identify the emotion they felt while taking the picture. Simultaneously, a self-portrait of the child is taken, and the app measures the arousal and stress levels using wireless sensors. The app uses the self-portrait to provide a better estimate of the emotion felt by the child. The app has the potential to help autistic children understand their emotions and it gives the carer insight into the child's emotions and offers a means to discuss the child's feelings. © 2013 The authors and IOS Press. All rights reserved.",2019,https://scholar.google.com.br/,no
784,A step towards a robotic system with smartphone working as its brain: An assistive technology,"This paper describes a novel smartphone based navigation application. The smartphone based robotic system is sensitive to both the tactile and head-movement input commands from a user. Here we present our design used for developing a prototype of the robotic system as a proof-of-concept of an assistive technology that could facilitate partially disabled people to navigate effectively. Additionally we designed a usability study where our prototype was validated by seven healthy participants. Such an intelligent robotic system controlled by a smartphone can find a variety of applications based on navigation systems for disabled persons, educational tools especially for children with autism, surveillance and social telepresence. The hardware prototype could then be further used for development purposes to build a variety of applications using Application Program Interfaces (APIs) that can program the robot to do a custom task. © 2013 IEEE.",2019,https://scholar.google.com.br/,no
785,Exploring ADHD: An ethnography of disorder in early childhood,"Attention Deficit Hyperactivity Disorder (ADHD) is the most commonly diagnosed psychiatric condition of childhood worldwide, yet the medical and psychological perspectives that dominate our understandings of ADHD present problems in their reductive understanding of the condition. Exploring ADHD incorporates Michel Foucault's notions of discourse and power into a critical ethnographic framework in order to analyse ADHD in terms of both the historical conditions that have shaped understandings of the disorder, and also the social conditions which build individual diagnostic cases in today's schools and families. In this ground-breaking text, Simon Bailey also: • acknowledges the necessary work of classrooms, schools and families in contributing to a social order, • examines the problem of teacher autonomy and the constraints placed on schools to 'perform', • describes the role of nurture groups in governing the emotional conduct of children, • presents a unique gender analysis of ADHD. This fascinating new book will be of interest to researchers and academics in the field of early childhood education, special and inclusive education, and will illuminate and spark new debate in the arena of ADHD. © 2014 Simon Bailey. All rights reserved.",2019,https://scholar.google.com.br/,no
786,Self-inserted foreign body and attention-deficit/hyperactivity disorder: Evaluated by the Conners' parent rating scales-revised,"Objectives: We aimed to evaluate the relationship between attention-deficit/hyperactivity disorder (ADHD) and self-inserted foreign bodies (SIFBs) in children by the Conners' Parent Rating Scales-Revised (CPRS-R). Methods: Forty-five children (31 males and 14 females) with self-inserted foreign body of ear/nose and 37 healthy children (22 males and 15 females) included into the study. They were all between 3 and 9 years old. The parents filled the socio-demographic information form including age, gender, demographic data, previous medical history of the child and features of the family, and completed the Conners' Parent Rating Scales-Revised (CPRS-R) questionnaire. Results: In the SIFB group (study), 55.6% of the children were not attending to the school, 31.1% of them were attending to the primary school and 13.3% of them were the pre-school student. These rates were 37.8%, 32.4% and 29.7%, respectively, in the control group. The all CPRS-R subscale values (CG/I, H, ADHD-I, CGI-DI, DSMIV SS-I, DSM-IV SS-HI and DSM-IV SS-T) were significantly higher in the study group than the control group. There was no significant correlation between gender of the children and CPRS-R subscales. Children with lower school success, and having previous psychiatric problems were related to higher CPRS-R values in all subscales. In older children, hyperactivity scores were lower, and in younger children and the children, not going to the school, hyperactivity scores were higher. CPRS-R scores decreased as the child grown. Conclusion: It was concluded that children with ADHD were more likely to have conditions that might damage himself/herself such as self-inserted foreign body or trauma than normal children. To avoid this condition, these families should closely observe the child, and the child should be provided to participate in activities such as group games and activities that contribute to the development of the child. Warning the children properly and close follow-up of the young children are required to prevent this unwanted condition. © 2013 Elsevier Ireland Ltd.",2019,https://scholar.google.com.br/,no
787,Correlates and risk markers for sleep disturbance in participants of the autism treatment network,"We explored possible cognitive, behavioral, emotional, and physiological risk markers for sleep disturbance in children with autism spectrum disorders. Data from 1,583 children in the Autism Treatment Network were analyzed. Approximately 45 potential predictors were analyzed using hierarchical regression modeling. As medication could confound findings, it was included in the analyses as a covariate. Results revealed that anxiety, autism symptom severity, sensory sensitivities, and GI problems were associated with sleep disturbance. IQ positively predicted sleep disturbance, and children with Asperger's Disorder were more vulnerable than others. The amount of variance in sleep outcomes explained by predictor variables was modest (i.e., R 2 from.104 to.201). Predictor variables were evaluated in the context of a bidirectional theoretical framework. © 2013 Springer Science+Business Media New York.",2019,https://scholar.google.com.br/,no
788,A dispositional trait framework elucidates differences between interview and questionnaire measurement of childhood attention problems,"At present, no single attention-deficit/hyperactivity disorder (ADHD) measure completely and comprehensively captures all ADHD diagnostic criteria (Anastopoulos, 2001). This represents a notable limitation in the assessment of attention problems and suggests the need for research that reconciles differences in information across measures purporting to measure the same or similar constructs. For example, by analyzing differences in measures in relation to a third construct, the third construct can provide an illuminative backdrop against which to view and ultimately reconcile differences between measures of the same attention problem construct. Thus, the purpose of the present study was to draw on a dispositional trait framework to illustrate differences in the ADHD construct assessed by 2 widely used attention problem measures. Parents of 346 children (51% girls) ranging in age from 7 to 12 years (M = 9.92 years, SD = 0.83 years) completed the Child Behavior Checklist (CBCL, Achenbach & Rescorla, 2001), a structured clinical interview based on the Diagnostic and Statistical Manual of Mental Disorders (4th ed., text rev., DSM-IV-TR, American Psychiatric Association, 2000), and dispositional trait questionnaires about their child. Both low Conscientiousness/Effortful Control and high Neuroticism/Negative Affect showed strong, unique associations with the CBCL Attention Problem score, whereas only low Conscientiousness/Effortful Control showed a strong, unique association with DSM-IV-TR ADHD symptoms assessed by clinical interview. These discriminant dispositional trait correlates help us understand the nature of the attention problem construct as assessed by each measure, with important implications for the practice of cross-measure integration in both research and applied settings. © 2013 American Psychological Association.",2019,https://scholar.google.com.br/,no
789,Robotic toys for autistic children: Innovative tools for teaching and treatment,"This paper presents an initial study related to the use of robotic toys as teaching and therapeutic aid tools for teachers and care-givers as well as parents of children with various levels of autism spectrum disorder (ASD). Some of the most common features related to the behavior of a child with ASD are his/her social isolation, living in their own world, not being physically active, and not willing to learn new things. While the teachers, parents, and all other related care-givers do their best to improve the condition of these kids, it is usually quite an uphill task. However, one remarkable observation that has been reported by several teachers dealing with ASD children is the fact that the same children do get attracted to toys with lights and sounds. Hence, this project targets the development/modifications of such existing toys into appropriate behavior training tools which the care-givers can use as they would desire. Initially, the remote control is in hand of the trainer, but after some time, the child is entrusted with the control of the robotic toy to test for the level of interest. It has been found during the course of this study that children with quite low learning activity got extremely interested in the robot and even advanced to controlling the robot with the PS2 type joystick. It has been observed that the children did show some hesitation in the beginning 5 minutes of the very first sessions of such interaction but were very comfortable afterwards which has been considered as a very strong indicator of the potential of this technique in teaching and rehabilitation of children with ASD or similar brain disorders. © 2013 IEEE.",2019,https://scholar.google.com.br/,no
790,Feasibility of using a humanoid robot to elicit communicational response in children with mild autism,"Research evidences are accumulating with regards to the potential use of robots for the rehabilitation of children with autism. The purpose of this paper is to elaborate on the results of communicational response in two children with autism during interaction with the humanoid robot NAO. Both autistic subjects in this study have been diagnosed with mild autism. Following the outcome from our first pilot study, the aim of this current experiment is to explore the application of NAO robot to engage with a child and further teach about emotions through a game-centered and song-based approach. The experiment procedure involved interaction between humanoid robot NAO with each child through a series of four different modules. The observation items are based on ten items selected and referenced to GARS-2 (Gilliam Autism Rating Scale-second edition) and also input from clinicians and therapists. The results clearly indicated that both of the children showed optimistic response through the interaction. Negative responses such as feeling scared or shying away from the robot were not detected. Two-way communication between the child and robot in real time significantly gives positive impact in the responses towards the robot. To conclude, it is feasible to include robot-based interaction specifically to elicit communicational response as a part of the rehabilitation intervention of children with autism. © Published under licence by IOP Publishing Ltd.",2019,https://scholar.google.com.br/,no
791,Robotic system for eye contact training of children with autism,"The proposed method is a robotic system for behavior intervention of children with autism who have deficit in development of communication and interaction with others. This robotic system helps the social training of children with autism in that robot reacts as a social being. We aim to improve the eye contact skill of children with autism, one of main indicators of their development. This paper describes our hardware configuration and methods for analyzing a child behavior based on vision and auditory information, and our human-robot interaction (HRI) architecture. At the end, preliminary experimental results with a non-autistic child will be presented. © 2013 IEEE.",2019,https://scholar.google.com.br/,no
792,Humanoid robots communication with participants using sign language: An interaction based sign language game,"This work presents the preliminary results of an ongoing project which aims to use humanoid robots as sign language tutors. The study mainly focuses on children who have some problems when they are communicating with other individuals such as hearing-impaired or autistic children. In this paper, an interactive game, which is based on sign language, between a humanoid robot and a human participant is introduced. The game consists of an imitation based learning phase where the signs are taught in the first step and they are tested in the second step within the frame of an interaction game. The goal of the interactive game is to reinforce the semantic meaning of the signs in a motivating and engaging way, as well as to test the learning performance of the participants. We aim to design a comfortable learning environment by using the humanoid robot as an educational medium. The game also improves the participants' imitation and turn-taking skills and teaches the semantic meanings of the signs. © 2013 IEEE.",2019,https://scholar.google.com.br/,no
793,Aprender a convivir. A prevention program for improving social competence in 3 to 12 year olds,"Behavior problems are usually observed at classrooms. First of all, the age in which problems appear, is increasing in an early way, and on the other hand, there are no interventions that ensure the reduction of such conduct problems for school age children. Research and previous evidence show the relevance of social competence in this kind of prevention. Working with kindergarten and elementary students must be the main objective, because social competence is a protective factor against behavior problems. Due to these social and educational problems, Americans and Europeans countries have responded through the inclusion in the curriculum of universal prevention programs to guaranteethe learning of social competence at schools. In this sense, the program Aprender a Convivir, pioneer in this field, can be considered as a preventive intervention that encourages the innovative and optimal development of prosocial behavior in three to seven year-old children. The main contents are: rules, feelings and emotions, empathy, communication skills, interpersonal skills, assertiveness or problem solving skills. The framework is focused on the increasing of social competenceand the decreasing of behavior problems, fact that, in a long term, produces the prevention of antisocial behavior. The present contribution aims to show the importance of working social competence from schools, and secondly, to present the program Aprender a Convivir which has being carried out in different Spanish cities (Granada, Zaragoza), and in another Spanish-speaking countries (Bolivia, Dominican Republic) as well, showing significant differences in the growth of social competence and the reduction of behavior problems. Key words: Universal prevention program, social competence, social skills, behavioral problems, conduct problems, preschool education, kindergarten and elementary school. © Education and Psychology I+D+i and Editorial EOS (Spain).",2019,https://scholar.google.com.br/,no
794,Videogames as therapy: A review of the medical and psychological literature,"There is a long history of using videogames in a therapeutic capacity, including rehabilitation for stroke patients, people with traumatic brain injuries, burns victims, wheelchair users, Erb's palsy sufferers, children undergoing chemotherapy, children with muscular dystrophy, and autistic children. This chapter briefly examines a number of areas including: (1) videogames as physiotherapy and occupational therapy, (2) videogames as distractors in the role of pain management, (3) videogames and cognitive rehabilitation, (4) videogames and the development of social and communication skills among the learn-ing disabled, (5) videogames and impulsivity/attention deficit disorders, (6) videogames and therapeutic benefits in the elderly, (7) videogames in psychotherapeutic settings, (8) videogames and health care, and (9) videogames and anxiety disorders. It is concluded that there has been considerable success when games are designed to address a specific problem or to teach a certain skill. However, generalizability outside the game-playing situation remains an important consideration. © 2013, IGI Global.",2019,https://scholar.google.com.br/,no
795,Psychometric analysis of the behavior problems inventory using an item-response theory framework: A sample of individuals with intellectual disabilities,"The current study used an item response theory (IRT) framework to examine the psychometric properties of the long and short forms of the Behavior Problems Inventory (BPI-01 and BPI-S respectively). The BPI measures self-injurious, aggressive/destructive, and stereotyped behaviors as manifested among individuals with intellectual and developmental disabilities. With a sample of 1,122 individuals with intellectual and developmental disabilities, it is the first IRT examination of either form of the BPI. Results reveal acceptable psychometric properties for each form of the BPI as well as minimal differential item functioning according to sex. © 2013 Springer Science+Business Media New York.",2019,https://scholar.google.com.br/,no
796,Considerations in Autism therapy using robotics,"Extensive research has been carried out to luxuries the human life using robotic and artificial intelligence technologies while only few of them focus on improvising the social life of children with Autism Spectrum Disorder (ASD). Understanding the serious effects of Autism to the posterity, United Nations General Assembly has declared 2nd April as World Autism Awareness Day on 21st January 2008 [1]. Utmost expectation of any technology is to help the mankind. Hence, this paper discusses the possibilities of using Robotic tool for treating physical rehabilitation, Learning and Social interaction of Children diagnosed with ASD. This paper also discusses the psychological, physiological and social interaction difficulties faced by the subject with ASD. © 2013 IEEE.",2019,https://scholar.google.com.br/,no
797,Enhancement of attention and cognitive skills using EEG based neurofeedback game,"Neurofeedback, the self-regulation of brain signals recorded using Electroencephalogram (EEG), allows Brain-Computer Interface (BCI) users to enhance cognitive as well as motor functions using specific training strategies. Therapeutic effects of neurofeedback (by the induction of neuroplasticity) on treatment of people with neurological disorders such as Attention-Deficit Hyperactive Disorder (ADHD), dementia and stroke have been reported in literature. In this paper, we investigate the impact of a neurofeedback based BCI game on the enhancement of attention and cognitive skills of healthy subjects. The BCI game is controlled by player's attention-related EEG signal. In the proposed training paradigm, subjects play the neurofeedback game regularly for a period of 5 days. The experimental analysis of player's attention level (measured by entropy values of EEG) and the comparison of cognitive test results demonstrate the benefits of practicing BCI based neurofeedback game in the enhancement of attention/cognitive skills. © 2013 IEEE.",2019,https://scholar.google.com.br/,no
798,Off-label: Combating the dangerous overprescription of amphetamines to children,"A disturbing trend is emerging in pediatric medicine. Physicians are now prescribing Adderall, an amphetamine-based stimulant intended to treat attention deficit hyperactivity disorder (""ADHD""), to healthy children. Physicians are prescribing the drug to enhance academic performance. This practice can harm otherwise healthy children. It also helps divert more Adderall into the black market for amphetamines that pervades middle school, high school, and college campuses. Adderall and other amphetamine-based medications have a high potential for abuse and may lead to physical and psychological dependence. Other adverse effects of these drugs include weight loss, insomnia, psychosis, and even sudden death in some children. Furthermore, the long-term effects of these amphetamines on children have not been studied and some physicians worry that the drugs may hinder brain development. The current legal framework governing prescription drugs has failed to protect healthy children from the dangerous effects of unneeded amphetamines. The Controlled Substances Act classifies amphetamines as Schedule II drugs, and thus prohibits an individual from obtaining them without a written prescription. The Act, however, gives physicians wide latitude to prescribe controlled substances for any ""legitimate medical purpose."" In addition, the Act does not require physicians, when prescribing a controlled substance, to report their diagnosis or medical purpose before writing the prescription. The law thus does little to deter physicians from prescribing amphetamine-based ADHD medication to children without ADHD. States also have broad authority to regulate physicians and the prescription of medications, but current state laws address broad categories of drugs and are not finely tailored to prevent the off-label prescription of amphetamines to minors. Although some states have attempted to target controlled-substance abuse, most schemes lack an effective enforcement mechanism to find and punish physicians and pharmacies that violate the law. This Note proposes a model state statute that will protect minors from the hazards of overprescribed amphetamine-based medications by (1) requiring prescribers to certify a diagnosis of ADHD before prescribing an amphetamine-based ADHD medication to a minor, (2) requiring the state to maintain a prescription-monitoring database to track off-label prescriptions, and (3) mandating minimum penalties for those who violate the statute.",2019,https://scholar.google.com.br/,no
799,'Looking' better: Designing an at-home gaze training system for children with ASD,"Attention and eye movement control are essential for gathering sensory information in our environment however, both attention redirection and eye movement control are atypical in individuals with autism spectrum disorder (ASD). Improvements in the accuracy and timing of attention redirection and saccadic eye movements could have corollary beneficial effects on social engagement. Here, we show pilot data indicating proof of concept for such training in a laboratory environment and review the logistics of delivering similar-quality, yet affordable, training at home. Finally, we review a novel method for demonstrating whether eye movement behavior that has been modified in a video game environment carries over to a natural social engagement. © 2013 IEEE.",2019,https://scholar.google.com.br/,no
800,Autism spectrum disorder detection using projection based learning meta-cognitive RBF network,"In this paper, we present an approach for the diagnosis of Autism Spectrum Disorder (ASD) from Magnetic Resonance Imaging (MRI) scans with Voxel-Based Morphometry (VBM) detected features using Projection Based Learning (PBL) algorithm for a Meta-cognitive Radial Basis Function Network (McRBFN) classifier. McRBFN emulates human-like meta-cognitive learning principles. As each sample is presented to the network, the McRBFN uses the estimated class label, the maximum hinge error and class-wise significance to address the self-regulating principles of what-to-learn, when-to-learn and how-to-learn in a meta-cognitive framework. Initially, McRBFN begins with zero hidden neurons and adds required number of neurons to approximate the decision surface. When a neuron is added, its parameters are initialized based on the sample overlapping conditions. The output weights are updated using a PBL algorithm such that the network finds the minimum point of an energy function defined by the hinge-loss error. Moreover, as samples with similar information are deleted, over-training is avoided. The PBL algorithm helps to reduce the computational effort used in training. For simulation studies, we have used MR images from the Autism Brain Imaging Data Exchange (ABIDE) data set. The performance of the PBL-McRBFN classifier is evaluated on complete morphometric features set obtained from the VBM analysis. The performance evaluation study clearly indicates the superior performance of PBL-McRBFN classifier over other classification algorithms. © 2013 IEEE.",2019,https://scholar.google.com.br/,no
801,Gesture recognition using commodity RGB-D sensor for imitation learning platform for children with Autism,"Autism Spectrum Disorders (ASD) is characterized by profound impairments in social interaction and communication. Children with ASD have deficits in core areas of social interactions such as gesture imitation. Gesture imitation is one of the early developed social communication skills and is thought to be linked with concurrent as well as later complex social skills such as language development, play and joint attention skills. Thus early identification of such a deficit and providing appropriate intervention regarding gestural imitation skills are quite important. This work, which is a part of a larger study that aims at building a gesture imitation intervention platform for children with ASD, leverages the intrinsic interest of the children with ASD in robotic technology. In this paper, we discuss the part of the robot-mediated intervention system that deals with gesture recognition and present preliminary recognition results. © Springer-Verlag Berlin Heidelberg 2013.",2019,https://scholar.google.com.br/,no
802,"A brief report on the relationship between self-control, video game addiction and academic achievement in normal and ADHD students","Background and aims: Over the last two decades, research into video game addiction has grown increasingly. The present research aimed to examine the relationship between video game addiction, self-control, and academic achievement of normal and ADHD high school students. Based on previous research it was hypothesized that (i) there would be a relationship between video game addiction, self-control and academic achievement (ii) video game addiction, self-control and academic achievement would differ between male and female students, and (iii) the relationship between video game addiction, self-control and academic achievement would differ between normal students and ADHD students. Methods: The research population comprised first grade high school students of Khomeini-Shahr (a city in the central part of Iran). From this population, a sample group of 339 students participated in the study. The survey included the Game Addiction Scale (Lemmens, Valkenburg & Peter, 2009), the Self-Control Scale (Tangney, Baumeister & Boone, 2004) and the ADHD Diagnostic checklist (Kessler et al., 2007). In addition to questions relating to basic demographic information, students' Grade Point Average (GPA) for two terms was used for measuring their academic achievement. These hypotheses were examined using a regression analysis. Results: Among Iranian students, the relationship between video game addiction, self-control, and academic achievement differed between male and female students. However, the relationship between video game addiction, self-control, academic achievement, and type of student was not statistically significant. Conclusions: Although the results cannot demonstrate a causal relationship between video game use, video game addiction, and academic achievement, they suggest that high involvement in playing video games leaves less time for engaging in academic work. © 2013 Akadémiai Kiadó.",2019,https://scholar.google.com.br/,no
803,"Building an intelligent, authorable serious game for autistic children and their carers","This paper introduces the SHARE-IT project, which leverages serious games paradigm to motivate and engage children with autism diagnosis in interactive activities, based on the state-of-the-art autism intervention practices. The aim of SHARE-IT is to formulate, in partnership with schools, parents and industry, the requirements for a robust, intelligent and authorable environment for supporting children in exploring, practicing and acquiring social interaction skills. SHARE-IT focuses on two key challenges: (i) developing robust system architecture and implementation, able to support both continuing development of a serious game for children with autism and its real world use, and (ii) selecting appropriate technologies and techniques to allow for (a) multi-device and operating system deployment, (b) the development of an intelligent serious game for supporting social interaction while (c) allowing the flexibility for the environment to be authored by lay persons. SHARE-IT's architecture is presented and several considerations of importance to enabling the engineering of an intelligent and authorable serious game are discussed. Examples of technologies developed to date are given throughout and a discussion of future challenges offered. © Springer International Publishing 2013.",2019,https://scholar.google.com.br/,no
804,Children's health and development: Approaches to early identification and intervention,"Many children arrive at school with problems of development and behaviour which affect their educational achievement and social interaction and can have lifelong consequences. There is a strong association between developmental vulnerability at school entry and a well-documented series of parent and family risk factors, often linked to social disadvantage. Strategies which are likely to make a difference to these children and improve outcomes include family support, high-quality early education and care programmes in the preschool years, and early detection of emerging problems and risk factors. The evidence suggests that these services and programmes are best delivered within a framework of progressive universalism - a universal basket of services for all children and families, with additional support commensurate with additional needs. This provides the best opportunity for early identification and appropriate intervention for emerging developmental problems and family issues that impact on children's development. While there are a number of challenges that need to be addressed and overcome, such an approach is an important investment that will yield measurable educational, social and economic benefits over the long term.",2019,https://scholar.google.com.br/,no
805,[Gender identity disorder and related sexual behavior problems in children and adolescents: from the perspective of development and child psychiatry].,"The present paper reviews the theoretical and empirical literature on children and adolescents with gender identity disorder. The organizational framework underlying this review is one that presents gender behavior in children and adolescents as a continuum rather than as a dichotomy of normal versus abnormal categories. Theories of normative gender development, prevalence, assessment, developmental trajectories, and comorbidity were investigated. There is a greater fluidity and likelihood of change in the pre-pubertal period. It was reported that the majority of affected children had been eventually developing a homosexual orientation. As an approach to determine the prevalence of GID in clinical samples in our child psychiatry clinic, screening instruments that include items on cross-gender or cross-sex identification were used. We applied the Child Behavior Checklist (CBCL). Of the 113 items in the Japanese version of the CBCL, there are two measures of cross-gender identification: ""behaves like opposite sex"" and ""wishes to be opposite sex."" Like the other items, they are scored on a 3-point scale of: 0-not true, 1- somewhat true, and 2-very true. Our study of 323 clinically-referred children aged 4-15 years reported that, among the boys, 9.6% assigned a score of 1 (somewhat true) or a score of 2 (very true) to the two items. The corresponding rates for the clinically-referred girls were 24.5%. The item of diagnosis of GID in our clinical sample was significantly higher than in non-referred children, reported as 2-5% using the same method. Two clinical case histories of screened children are also presented. Both of them were diagnosed with PDDNOS. Together with the literature review, most of the gender-related symptoms in autistic spectrum disorders (ASD) could be related to the behavioral and psychological characteristics of autism as shown in case histories. ASD subjects in adolescence can sometimes develop a unique confusion of identity that occasionally exaggerates to gender-related problems. However, these views do not explain all cases, true comorbidity of ASD and GID should be considered. A full assessment including evaluation of the family, school, and social environment is essential as other emotional and behavioral problems are very common and unresolved issues in the child's environment are often present e. g., loss. Separation problems are particularly common in the younger group. Intervention should aim to assist development, particularly that of gender identity. It should focus on ameliorating the comorbid problems and difficulties in the child's life and reducing the distress experienced by the child.",2019,https://scholar.google.com.br/,no
806,A specific deficit of imitation in autism spectrum disorder,"Imitation is a potentially crucial aspect of social cognitive development. Although deficits in imitation ability have been widely demonstrated in autism spectrum disorder (ASD), the specificity and significance of the findings is unclear, due largely to methodological limitations. We developed a novel assessment of imitation ability, using objective movement parameters (path length and action duration) derived from a touch-sensitive tablet laptop during drawing actions on an identical tablet. By direct comparison of the kinematics of a model's actions with those of the participant who observed them, measures of imitation accuracy were obtained. By replaying the end-point of the movement as a spot on the screen, imitation accuracy was compared against a ""ghost control"" condition, with no human actor but only the end-point of the movement seen [object movement reenactment (OMR)]. Hence, demands of the control task were closely matched to the experimental task with respect to motor, memory, and attentional abilities. Adolescents with ASD showed poorer accuracy for copying object size and action duration on both the imitation and OMR tasks, but were significantly more impaired for imitation of object size. Our results provide evidence that some of the imitation deficit in ASD is specific to a self-other mapping problem, and cannot be explained by general factors such as memory, spatial reasoning, motor control, or attention, nor related to the social demands of the testing situation. © 2013 International Society for Autism Research, Wiley Periodicals, Inc.",2019,https://scholar.google.com.br/,no
807,Teacher and child predictors of achieving iep goals of children with Autism,"It is encouraging that children with autism show a strong response to early intervention, yet more research is needed for understanding the variability in responsiveness to specialized programs. Treatment predictor variables from 47 teachers and children who were randomized to receive the COMPASS intervention (Ruble et al. in The collaborative model for promoting competence and success for students with ASD. Springer, New York, 2012a) were analyzed. Predictors evaluated against child IEP goal attainment included child, teacher, intervention practice, and implementation practice variables based on an implementation science framework (Dunst and Trivette in J Soc Sci 8:143-148, 2012). Findings revealed one child (engagement), one teacher (exhaustion), two intervention quality (IEP quality for targeted and not targeted elements), and no implementation quality variables accounted for variance in child outcomes when analyzed separately. When the four significant variables were compared against each other in a single regression analysis, IEP quality accounted for one quarter of the variance in child outcomes. © 2013 Springer Science+Business Media New York.",2019,https://scholar.google.com.br/,no
808,Autistic traits modulate mimicry of social but not nonsocial rewards,"Autism Spectrum Conditions (ASC) are associated with diminished responsiveness to social stimuli, and especially to social rewards such as smiles. Atypical responsiveness to social rewards, which reinforce socially appropriate behavior in children, can potentially lead to a cascade of deficits in social behavior. Individuals with ASC often show diminished spontaneous mimicry of social stimuli in a natural setting. In the general population, mimicry is modulated both by the reward value and the sociality of the stimulus (i.e., whether the stimulus is perceived to belong to a conspecific or an inanimate object). Since empathy and autistic traits are distributed continuously in the general population, this study aimed to test if and how these traits modulated automatic mimicry of rewarded social and nonsocial stimuli. High and low rewards were associated with human and robot hands using a conditioned learning paradigm. Thirty-six participants from the general population then completed a mimicry task involving performing a prespecified hand movement which was either compatible or incompatible with a hand movement presented to the participant. High autistic traits (measured using the Autism Spectrum Quotient, AQ) predicted lesser mimicry of high-reward than low-reward conditioned human hands, whereas trait empathy showed an opposite pattern of correlations. No such relations were observed for high-reward vs. low-reward conditioned robot hands. These results demonstrate how autistic traits and empathy modulate the effects of reward on mimicry of social compared to nonsocial stimuli. This evidence suggests a potential role for the reward system in underlying the atypical social behavior in individuals with ASC, who constitute the extreme end of the spectrum of autistic traits. © 2013 International Society for Autism Research, Wiley Periodicals, Inc.",2019,https://scholar.google.com.br/,no
809,Autism and normative sexual development: A narrative review,"Aims and objectives: To explore the existing knowledge on sexuality and autism spectrum disorders. To this end, the concept of normative sexual development was used as an organising framework. Background: Sexual health can be seen as a developmental task for all children, adolescents and adults. Core autism features are related with skills central to sexual development and functioning. More insight in sexual development in people with autism is relevant for education, support and interventions by parents and professionals in somatic and mental health care. Methods: A comprehensive search of scientific online databases and reference lists was conducted. Publications based on qualitative and quantitative research, including case studies, were selected. Results: Fifty-five articles and reports were selected and discussed. Information was grouped according to three domains: sexual behaviour, sexual selfhood and sexual socialisation. Conclusion: Sexual development is a part of life for people with autism of all developmental levels and is generally understudied in this population. Most information was available on behavioural aspects and experiences of socialising agents, such as parents and professionals. Developmental processes and the relation between sexual behaviour, selfhood and socialisation remained unclear. Relevance to clinical practice: Nurses working in schools, institutions and general health care support children, adolescents and adults with autism and advice their families, teachers, other educators and caregivers on sexuality issues. They can have an important role in daily assessment and support of this developmental domain by actively enquiring about the different aspects of sexual development and by offering information. Our findings offer an overview on the existing knowledge and support the idea that sexual development is normative for people with autism just as for anybody else. © 2013 John Wiley & Sons Ltd.",2019,https://scholar.google.com.br/,no
810,Making Software Architecture and Agile Approaches Work Together: Foundations and Approaches,"Software architecture (SA) is one of the most significant areas of research and practice in software engineering. It has been shown that getting architecture of large-scale complex systems right is not only extremely important but hugely challenging. The increasing popularity and adoption of Agile Software Development (ASD) methods have brought architecture-centric methods and practices into question as agile followers tend to perceive architecture in the context of plan-driven software development. It is widely recognized that SA needs sufficient attention for successful development and evolution of software-intensive systems and services irrespective of the software development paradigm. Given the nature of the discipline, SA methods and approaches tend to be effort-intensive and heavyweight for certain kinds of projects. There is an increasing interest in finding ways to apply architecture-centric principles and practices in an Agile fashion-Agile architecting. A good understanding of architectural principles and approaches is a prerequisite to agile architecting. The aim of this chapter is to briefly describe the fundamental concepts, principles, and practices of architecture-centric approaches. These concepts, principles, and practices are expected to provide a reader with sufficient understanding of different aspects of SA and its related methods to combine them with ASD methods. We start with a brief discussion of the points that make architecture and agile approaches seemingly incompatible. Then we present and discuss some of the key aspects of architecture-centric approaches and techniques that need to be considered for use in ASD projects. We also provide an overview of some of the key practices that have been recommended for successfully integrating architecture-centric approaches in ASD for developing large-scale, software-intensive systems. © 2014 Elsevier Inc. All rights reserved.",2019,https://scholar.google.com.br/,no
811,"A ""virtually minimal"" visuo-haptic training of attention in severe traumatic brain injury.","Although common during the early stages of recovery from severe traumatic brain injury (TBI), attention deficits have been scarcely investigated. Encouraging evidence suggests beneficial effects of attention training in more chronic and higher functioning patients. Interactive technology may provide new opportunities for rehabilitation in inpatients who are earlier in their recovery. We designed a ""virtually minimal"" approach using robot-rendered haptics in a virtual environment to train severely injured inpatients in the early stages of recovery to sustain attention to a visuo-motor task. 21 inpatients with severe TBI completed repetitive reaching toward targets that were both seen and felt. Patients were tested over two consecutive days, experiencing 3 conditions (no haptic feedback, a break-through force, and haptic nudge) in 12 successive, 4-minute blocks. The interactive visuo-haptic environments were well-tolerated and engaging. Patients typically remained attentive to the task. However, patients exhibited attention loss both before (prolonged initiation) and during (pauses during motion) a movement. Compared to no haptic feedback, patients benefited from haptic nudge cues but not break-through forces. As training progressed, patients increased the number of targets acquired and spontaneously improved from one day to the next. Interactive visuo-haptic environments could be beneficial for attention training for severe TBI patients in the early stages of recovery and warrants further and more prolonged clinical testing.",2019,https://scholar.google.com.br/,no
812,Connectivity subnetwork learning for pathology and developmental variations.,"Network representation of brain connectivity has provided a novel means of investigating brain changes arising from pathology, development or aging. The high dimensionality of these networks demands methods that are not only able to extract the patterns that highlight these sources of variation, but describe them individually. In this paper, we present a unified framework for learning subnetwork patterns of connectivity by their projective non-negative decomposition into a reconstructive basis set, as well as, additional basis sets representing development and group discrimination. In order to obtain these components, we exploit the geometrical distribution of the population in the connectivity space by using a graph-theoretical scheme that imposes locality-preserving properties. In addition, the projection of the subject networks into the basis set provides a low dimensional representation of it, that teases apart the different sources of variation in the sample, facilitating variation-specific statistical analysis. The proposed framework is applied to a study of diffusion-based connectivity in subjects with autism.",2019,https://scholar.google.com.br/,no
813,I'm thrilled that you see that: Guiding parents to see success in interactions with children with deafness and autistic spectrum disorder,"Children with deafness who are also on the autistic spectrum are a group with complex support needs. Carers worry about their ability to communicate with them, and are often uncertain aboutwhat constitutes 'good' communication in this context. This paper analyses the use of a therapeutic intervention, Video Interaction Guidance (VIG), which originates in developmental psychology and focuses on the relational foundations of communication. We draw on a single case using an ethnomethodological/conversation analytic framework, and in particular Goodwin's (1994) work on 'professional vision', to show how the ability to see 'success' is a socially situated activity. Since what counts as success in this setting is often far removed from everyday ideas of good communication, how guiders facilitate particular 'ways of seeing' are critical for both the support of carers and the impact of the intervention. We argue that this work has implications in three areas:for the practice of VIG itself, for the role of qualitative, interactional research addressing theway in which interaction-based interventions are protocolised, enacted and assessed, and for theway in which expertise is conceptualised in professional/client interactions in health and socialcare. © 2013 Elsevier Ltd.",2019,https://scholar.google.com.br/,no
814,Modeling brain functional dynamics via hidden Markov models,"Functional connectivities constructed via resting state fMRI (R-fMRI) data have been widely used to study the brain's functional activities and to characterize the brain's states. However, the temporal dynamic transition patterns of the brain's functional states have been rarely investigated before. In this paper, we present a novel algorithmic framework to cluster and label the brain's functional states, and learn their hidden Markov models (HMMs). Here, the brain's functional state is compactly represented by a large-scale functional connectivity matrix, called functional connectome state (FCS), and the temporal FCS sequences are derived via an overlapping sliding time window approach. The best-matched HMM learned for ADHD patients revealed a meaningful phenomenon of psychiatric conditions, that is, the tendency to enter into, and inability to disengage from, a negative mood state. Experimental results demonstrated 87% of ADHD patients and 89% of normal controls are successfully classified via multiple HMMs by using majority voting. © 2013 IEEE.",2019,https://scholar.google.com.br/,no
815,Multi-focus image fusion based on sparse representation with adaptive sparse domain selection,"Sparse representation (SR) has been widely used in many image processing applications including image fusion. As the contents vary significantly across different images, a highly redundant dictionary is always required in the sparse model, which reduces the algorithm stability and efficiency. This paper proposes a multi-focus image fusion method based on SR with adaptive sparse domain selection (SR-ASDS). Under SR-ASDS, numerous high-quality image patches are first classified into several categories according to their gradient information, and each category is applied into training a compact sub-dictionary. At the fusion process, a corresponding sub-dictionary is adaptively selected for a given pair of source image patches. Moreover, we present a general optimization framework for the merging rule design of the SR based image fusion. Numerous experiments on both clear images and the noisy ones demonstrate that the proposed method outperforms the fusion methods which use a single dictionary, in terms of several popular objective evaluation criteria. © 2013 IEEE.",2019,https://scholar.google.com.br/,no
816,The development of prosody and prosodic structure,"This book is a comprehensive yet succinct overview of research on prosodic development, uniting phonetic, phonological, and clinical approaches to the topic. It brings together diverse research findings on prosodic perception, prosodic production, the development of prosodic structure, and prosodic disorders in clinical populations. The book is written for advanced undergraduate students, graduate students, as well as for professionals and scholars working in linguistics, child language development, psychology, or related disciplines. The first part of the book deals with phonetic approaches. Following a detailed introduction in which the formal and functional aspects of prosody are defined, the book describes stimulating new research findings on the perception of prosody with neonates and infants. At the same time, it introduces the reader to important related themes in speech perception research such as prosodic bootstrapping and word segmentation. Included in this first part is a discussion of the production of prosody during the pre-linguistic and early linguistic periods, with a focus on central topics such as ambient language effects and differentiation of prosody according to pragmatic function. The final component in this part is the discussion of the development of individual prosodic systems such as stress, timing, intonation, and tone. The second part of the book deals with phonological approaches to prosodic development. It reviews the vast literature base that has accrued during recent years on the development of prosodic structure within the framework of prosodic phonology. The importance of prosodic units (the mora, syllable, foot, prosodic word, and phonological phrase) in accounting for children's phonological patterns is addressed. The third and final part of the book deals with clinical aspects of prosody such as the assessment of prosody and atypical prosody in clinical conditions such as autistic spectrum disorder, childhood apraxia of speech, specific language impairment, and hearing impairment. The book's cross-linguistic approach is documented through numerous examples and illustrations. Chapter summaries, relevant sidebar topics, and a list of key terms make the book highly readable and accessible. © 2013 by Nova Science Publishers, Inc. All Rights Reserved.",2019,https://scholar.google.com.br/,no
817,Pain management for chronic musculoskeletal conditions: The development of an evidence-based and theory-informed pain self-management course,"Objective: To devise and test a self-management course for chronic pain patients based on evidence and underpinned by theory using the Medical Research Council (MRC) framework for developing complex interventions. Design: We used a mixed method approach. We conducted a systematic review of the effectiveness of components and characteristics of pain management courses. We then interviewed chronic pain patients who had attended pain and self-management courses. Behavioural change theories were mapped onto our findings and used to design the intervention. We then conducted a feasibility study to test the intervention. Setting: Primary care in the inner city of London, UK. Participants: Adults (18 years or older) with chronic musculoskeletal pain. Outcomes: Related disability, quality of life, coping, depression, anxiety, social integration and healthcare resource use. Results: The systematic reviews indicated that group-based courses with joint lay and healthcare professional leadership and that included a psychological component of short duration (<8 weeks) showed considerable promise. The qualitative research indicated that participants liked relaxation, valued social interaction and course location, and that timing and good tutoring were important determinants of attendance. We used behavioural change theories (social learning theory and cognitive behaviour approaches (CBA)) to inform course content. The course addressed: understanding and accepting pain, mood and pain, unhelpful thoughts and behaviour, problem solving, goal setting, action planning, movement, relaxation and social integration/reactivation. Attendance was 85%, we modified the recruitment of patients, the course and the training of facilitators as a result of testing. Conclusions: The MRC guidelines were helpful in developing this intervention. It was possible to train both lay and non-psychologists to facilitate the courses and deliver CBA. The course was feasible and well received.",2019,https://scholar.google.com.br/,no
818,A proposal software for multidisciplinary treatment of autistic children [Proposta de software multidisciplinar para tratamento de crianças autista],"The study of treatments for children with autism and interventions through educational games have been the subject of this research with the aim of developing a technological solution that promotes a better adaptation of children with treatment and consequently, with more significant results in shorter intervals. Thus multi developed software for the treatment of autism through interventions in the form of entertainment and gaming activities, based on the axes of PEC's treatment, and ABA TEACCH. To this end the use of these technologies required a thorough study the characteristics of autistic children in order that the software customization and adaptation to occur, in order to encourage its use. To this end the use of technologies and Kinect Mobile (wp7), had great importance, being the same party responsible for enhancing the cognitive development, etiological and most importantly reduce agitation, aggression and irritability. © 2013 AISTI.",2019,https://scholar.google.com.br/,yes
819,Extreme learning machine-based classification of ADHD using brain structural MRI data,"Background: Effective and accurate diagnosis of attention-deficit/ hyperactivity disorder (ADHD) is currently of significant interest. ADHD has been associated with multiple cortical features from structural MRI data. However, most existing learning algorithms for ADHD identification contain obvious defects, such as time-consuming training, parameters selection, etc. The aims of this study were as follows: (1) Propose an ADHD classification model using the extreme learning machine (ELM) algorithm for automatic, efficient and objective clinical ADHD diagnosis. (2) Assess the computational efficiency and the effect of sample size on both ELM and support vector machine (SVM) methods and analyze which brain segments are involved in ADHD. Methods: High-resolution three-dimensional MR images were acquired from 55 ADHD subjects and 55 healthy controls. Multiple brain measures (cortical thickness, etc.) were calculated using a fully automated procedure in the FreeSurfer software package. In total, 340 cortical features were automatically extracted from 68 brain segments with 5 basic cortical features. F-score and SFS methods were adopted to select the optimal features for ADHD classification. Both ELM and SVM were evaluated for classification accuracy using leave-one-out cross-validation. Results: We achieved ADHD prediction accuracies of 90.18% for ELM using eleven combined features, 84.73% for SVM-Linear and 86.55% for SVM-RBF. Our results show that ELM has better computational efficiency and is more robust as sample size changes than is SVM for ADHD classification. The most pronounced differences between ADHD and healthy subjects were observed in the frontal lobe, temporal lobe, occipital lobe and insular. Conclusion: Our ELM-based algorithm for ADHD diagnosis performs considerably better than the traditional SVM algorithm. This result suggests that ELM may be used for the clinical diagnosis of ADHD and the investigation of different brain diseases. © 2013 Peng et al.",2019,https://scholar.google.com.br/,no
820,Effects of environmental stimulation on students demonstrating behaviors related to attention deficit/hyperactivity disorder: A review of the literature,"Behaviors characteristic of attention deficit/hyperactivity disorder (ADHD) often interfere with students' and their classmates' learning, and interventions targeting these behaviors may be particularly important in schools. This article reviews studies in which researchers manipulated environmental stimulation during task presentation with school-age students displaying symptoms of ADHD. Using optimal stimulation theory (Zentall, 1975, Leuba, 1955) as a theoretical framework, studies were examined to determine the tasks, intensity, dependent variables, and stimulation topography. Results indicated that the impact of visual stimulation on academic tasks has been the most frequently examined phenomenon in studies meeting inclusion criteria. Stimulation typically improved academic productivity and reduced nonacademic activity, novel stimuli produced initial effects that attenuated during sessions. Implications for intervention and future research directions are suggested.",2019,https://scholar.google.com.br/,no
821,"Attention deficit/hyperactivity disorder blame game: A study on the positioning of professionals, teachers and parents","Attention deficit/hyperactivity disorder is currently the most debated childhood psychiatric diagnosis. Given the circulation of competing perspectives about the 'real' causes of children's behaviour and the 'best' way to treat them, we aim to analyse the interactions of the central social actors' discourses about attention deficit/hyperactivity disorder children within the Italian context. Adopting a multi-method approach, we focus on the polyphonic chorus of voices surrounding the child, studying the discourses of mental health professionals, teachers and parents. These actors are representative of three contexts that are deeply engaged with attention deficit/hyperactivity disorder: medical institutions, schools and families. Our theoretical and methodological approach integrates positioning theory, the Bakhtinian notion of dialogical thinking and discourse analysis to study stakeholders' reflexive and interactive positioning in terms of the attribution of rights, duties, responsibilities and power issues. The results show that mutual blame is a constitutive element of relational dynamics among the key adults surrounding attention deficit/hyperactivity disorder children. We argue that these conflicting relationships are not merely related to the debate regarding the validity of the attention deficit/hyperactivity disorder diagnosis. Rather, the mutual blame centres on questions of compliance, recognition of authority and morality. Through the blame game, adults negotiate their own and others' subjectivity in ways that simultaneously (re)produce power relationships and resistance efforts. © The Author(s) 2013.",2019,https://scholar.google.com.br/,no
822,Age-related differences in the prevalence and correlates of anxiety in youth with autism spectrum disorders,"Age-related differences in the prevalence and correlates of anxiety were cross-sectionally examined in 1316 children and adolescents with autism spectrum disorder (ASD) who presented for initial evaluation at 14 outpatient autism centers around the country and in Canada. The prevalence of clinical and subclinical anxiety as well as the correlates of anxiety were examined in three age groups of children: preschool, school age and adolescents. Findings showed that the prevalence of anxiety in each age group exceeded the prevalence of anxiety in the general population. Adolescents and school age children had the highest prevalence of clinical (40%) and subclinical anxiety (26%), respectively. Higher IQ and less ASD severity were each weakly correlated with more anxiety in preschool and school age children. Affective symptoms were strongly associated with anxiety in each age group. Age specific psychiatric comorbidities were also present. Anxiety was associated with attention deficit hyperactivity disorder (ADHD) and oppositional defiant disorder (ODD) symptoms in the preschool group, ODD and somatic symptoms in the school age children, and ADHD symptoms in adolescents. These data underscore the need for prevention and treatment of anxiety as well as research examining the characteristics of anxiety in children with ASD using a developmental framework. © 2013 Elsevier Ltd. All rights reserved.",2019,https://scholar.google.com.br/,no
823,"Training Executive, Attention, and Motor Skills: A Proof-of-Concept Study in Preschool Children With ADHD","Objective: To examine whether cognitive enhancement can be delivered through play to preschoolers with ADHD and whether it would affect severity of ADHD symptoms. Method: Twenty-nine 4- and 5-year-old children and their parents participated in separate group sessions (3-5 children/group). Child groups were introduced games designed to enhance inhibitory control, working memory, attention, visuospatial abilities, planning, and motor skills. Parent groups were encouraged playing these games with their children at least 30 to 45 min/day and taught strategies for scaffolding difficulty levels and dealing with obstacles to daily playing. Results: Parent ratings and session attendance indicated considerable satisfaction with the program. Parent (p <.001) and teacher (p =.003) ratings on the ADHD-Rating Scale-IV (ADHD-RS-IV) indicated significant improvement in ADHD severity from pre- to post-treatment, which persisted 3 months later. Conclusion: This play-based intervention for preschoolers with ADHD is readily implemented at home. Preliminary evidence suggests efficacy beyond the termination of active treatment. © 2012 SAGE Publications.",2019,https://scholar.google.com.br/,no
824,Children with autism spectrum disorder are more trusting than typically developing children,"The current study examined whether children with autism spectrum disorder (ASD) had an indiscriminate trust bias whereby they would believe any information provided by an unfamiliar adult with whom they had no interactive history. Young school-aged children with ASD and their age- and ability-matched typically developing (TD) peers participated in a simple hide-and-seek game. In the game, an experimenter with whom the children had no previous interactive history pointed to or left a marker on a box to indicate the whereabouts of a hidden reward. Results showed that although young school-aged ASD children did not blindly trust any information provided by the unfamiliar adult, they appeared to be more trusting in the adult informant than did their age- and ability-matched TD children. © 2013 Elsevier Inc.",2019,https://scholar.google.com.br/,no
825,Teachers' social representation of students with Asperger diagnosis,"While progress has been made for including students with disability into mainstream schools, trends point to problems for students with Asperger syndrome (AS) diagnosis who have a propensity to dropping out of school. Teachers' perceptions and understanding of AS will affect expectations and the attainment of educational targets. Thus, to avoid barriers to students' learning and participation, there is a need to shed light on teachers' perceptions and beliefs that bear on teachers educational provision for students with AS. The aim of the study was therefore to elucidate mainstream teachers' representations of students with AS by using the theoretical framework of Social Representation Theory and particularly looking at the effects of the sex of the teacher, grade level being taught and when the teachers received training themselves. Teachers in mainstream schools in Sweden were invited to complete a web-based questionnaire (N = 170). Data were collected through an association task where the participants were asked to produce up to five words or phrases for the stimulus phrase 'student with Asperger diagnosis'. The data were analysed through categorisation. We found that two-thirds of the macro-categories of mentions relate to 'disabling aspects', 'individual needs' and 'individual characteristics', while a third of the elements were tied to the environment and educational provision. Our results suggest that a medical approach dominates especially earlier trained teachers, however, there is a tendency to view the school environment as increasingly important. Representations about the disabling aspects decreased with the increase in the grades being taught, whereas the educational aspects increase with the increase in grades. Male teachers are more prone to relate to environmental aspects and educational provision while female teachers more often relate to needs and disability. We conclude that teachers tend to view AS from a medical approach but that the school environment is seen as increasingly important. © 2013 Taylor & Francis.",2019,https://scholar.google.com.br/,no
826,Capacity building: Evidence-based practice and adolescents on the autism spectrum,"Empirical research in the treatment of autism spectrum disorders (ASDs) has resulted in the identification of numerous evidence-based interventions (EBIs). Adolescents with an ASD are faced with unique academic challenges, complex social environments, and physiological changes. They often require interventions to aid in acclimating to their evolving social environments and physical changes. One of the many challenges for practitioners working with adolescents is turning research findings into practice. We provide a framework to build capacity within a middle or high-school setting to implement EBIs for adolescent students with an ASD. Key elements of implementing EBIs in the school setting include: developing a team of professionals dedicated to achieving a system change, a systematic plan, monitoring progress, and a plan for sustainability. Teacher training is an essential part of implementing EBIs in an educational setting. Empirical evidence suggests that teacher training consists of different strategies including in-vivo training. Accessing resources outside of the school system, such as professionals at universities and teaching hospitals, can aid in training and other aspects of implementing EBIs in the classroom. © 2013 Wiley Periodicals, Inc.",2019,https://scholar.google.com.br/,no
827,"Social communication, emotional regulation, and transactional support (SCERTS)","Educational programming for individuals with Autism Spectrum Disorders (ASD) can be described at two different levels: focused approaches and comprehensive approaches. Focused approaches utilize evidence-based strategies directed at particular symptoms. These evidence-based strategies are indeed essential for supporting individuals with ASD in relation to particular areas of need. In contrast, a comprehensive approach provides a framework that is broad in scope and is designed to improve overall functioning and to produce positive long-term outcomes in adulthood. The SCERTS® Model is a comprehensive, multidisciplinary educational approach that was developed to maximize long-term positive outcomes for individuals with ASD and their families while embracing a wide range of more focused evidence-based interventions (Prizant et al. 2006). © 2013 Springer Science+Business Media New York. All rights are reserved.",2019,https://scholar.google.com.br/,no
828,Looking Forward: The Promise of Widespread Implementation of Parent Training Programs,"Over the past quarter century, researchers have developed a body of parent training programs that have proven effective in reducing child behavior problems, but few of these have made their way into routine practice. This article describes the long and winding road of implementation as applied to children's mental health. Adopting Rogers' (1995) diffusion framework and Fixsen and colleagues' implementation framework (Fixsen, Naoom, Blase, Friedman, & Wallace, 2005), we review more than a decade of research on the implementation of Parent Management Training-Oregon Model (PMTO). Data from U.S. and international PMTO implementations are used to illustrate the payoffs and the challenges of making empirically supported interventions routine practice in the community. Technological advances that break down barriers to communication across distances, the availability of efficacious programs suitable for implementation, and the urgent need for high quality mental health care provide strong rationales for prioritizing implementation. Over the next quarter of a century, the challenge is to reduce the prevalence of children's psychopathology by creating science-based delivery systems to reach families in need, everywhere. © The Author(s) 2013.",2019,https://scholar.google.com.br/,no
829,Cochrane in context: Parent-mediated early intervention for young children with autism spectrum disorders (ASD),"Background Young children with autism spectrum disorders (ASD) have impairments in the areas of communication and social interaction and often display repetitive or noncompliant behaviour. This early pattern of difficulties is a challenge for parents. Therefore, approaches that help parents develop strategies for interaction and management of behaviour are an obvious route for early intervention in ASD. This review updates a Cochrane Review first published in 2002 but is based on a new protocol. Objectives To assess the effectiveness of parentmediated early interventions in terms of the benefits for both children with ASD and their parents and to explore some potential moderators of treatment effect. Search methods We searched a range of psychological, educational and biomedical databases including CENTRAL, MEDLINE, Embase, PsycINFO and ERIC in August 2012. As this is an update of a previous review, we limited the search to the period following the original searches in 2002. Bibliographies and reference lists of key articles were searched, field experts were contacted and key journals were handsearched. Selection criteria We included only randomized controlled trials of early intervention for children with ASD. The interventions in the experimental condition were mediated by parents, the control conditions included no treatment, treatment as usual, waiting list, alternative child-centred intervention not mediated by parents, or alternative parent-mediated intervention of hypothesised lesser effect than the experimental condition. Data collection and analysis Two review authors (HM and IPO) independently screened the articles identified in the search and decided which articles should be retrieved in full. For each included study, two review authors (IPO and EH) extracted and recorded data, using a piloted data collection form. Two review authors (IPO and HM) assessed the risk of bias in each study. We performed data synthesis and analysis using The Cochrane Collaboration's Review Manager 5.1 software. Main results The review includes 17 studies from six countries (US, UK, Australia, Canada, Thailand and China), which recruited 919 children with ASD. Not all 17 studies could be compared directly or combined in meta-analyses because of the differences in the theoretical basis underpinning interventions, the duration and intensity of interventions and the outcome measurement tools used. Data from subsets of 10 studies that evaluated interventions to enhance parent interaction style and thereby facilitate children's communication were included in meta-analyses. The largest meta-analysis combined data from 316 participants in six studies and the smallest combined data from 55 participants in two studies. Findings from the remaining seven studies were reported narratively. High risk of bias was evident in the studies in relation to allocation concealment and incomplete outcome data, blinding of participants was not possible. Overall, we did not find statistical evidence of gains from parent-mediated approaches in most of the primary outcomes assessed (most aspects of language and communication-whether directly assessed or reported, frequency of child initiations in observed parent-child interaction, child adaptive behaviour, parents' stress), with findings largely inconclusive and inconsistent across studies. However, the evidence for positive change in patterns of parent-child interaction was strong and statistically significant (shared attention: standardized mean difference (SMD) 0.41, 95% confidence interval (CI) 0.14-0.68, p value<0.05, parent synchrony: SMD 0.90, 95% CI 0.56-1.23, p value<0.05). Furthermore, there is some evidence suggestive of improvement in child language comprehension reported by parents [vocabulary comprehension: mean difference (MD 36.26, 95% CI 1.31-71.20, p value<0.05)]. In addition, there was evidence suggesting a reduction in the severity of children's autism characteristics (SMD -0.30, 95% CI -0.52 to -0.08, p value<0.05). However, this evidence of change in children's skills and difficulties as a consequence of parent-mediated intervention is uncertain, with small effect sizes and wide CIs, and the conclusions are likely to change with future publication of high-quality randomized control trials. © 2013 The Cochrane Collaboration. Published by John Wiley & Sons, Ltd..",2019,https://scholar.google.com.br/,no
830,Parent-mediated early intervention for young children with autism spectrum disorders (ASD),"Background: Young children with autism spectrum disorders (ASD) have impairments in the areas of communication and social interaction and often display repetitive or non-compliant behaviour. This early pattern of difficulties is a challenge for parents. Therefore, approaches that help parents develop strategies for interaction and management of behaviour are an obvious route for early intervention in ASD. This review updates a Cochrane review first published in 2002 but is based on a new protocol. Objectives: To assess the effectiveness of parent-mediated early interventions in terms of the benefits for both children with ASD and their parents and to explore some potential moderators of treatment effect. Search methods: We searched a range of psychological, educational and biomedical databases including CENTRAL, MEDLINE, Embase, PsycINFO and ERIC in August 2012. As this is an update of a previous review, we limited the search to the period following the original searches in 2002. Bibliographies and reference lists of key articles were searched, field experts were contacted and key journals were handsearched. Selection criteria: We included only randomised controlled trials of early intervention for children with ASD. The interventions in the experimental condition were mediated by parents, the control conditions included no treatment, treatment as usual, waiting list, alternative child-centred intervention not mediated by parents, or alternative parent-mediated intervention of hypothesised lesser effect than the experimental condition. Data collection and analysis: Two review authors (HM and IPO) independently screened articles identified in the search and decided which articles should be retrieved in full. For each included study, two review authors (IPO and EH) extracted and recorded data, using a piloted data collection form. Two review authors (IPO and HM) assessed the risk of bias in each study. We performed data synthesis and analysis using The Cochrane Collaboration's Review Manager 5.1 software. Main results: The review includes 17 studies from six countries (USA, UK, Australia, Canada, Thailand and China), which recruited 919 children with ASD. Not all 17 studies could be compared directly or combined in meta-analyses due to differences in the theoretical basis underpinning interventions, the duration and intensity of interventions, and the outcome measurement tools used. Data from subsets of 10 studies that evaluated interventions to enhance parent interaction style and thereby facilitate children's communication were included in meta-analyses. The largest meta-analysis combined data from 316 participants in six studies and the smallest combined data from 55 participants in two studies. Findings from the remaining seven studies were reported narratively. High risk of bias was evident in the studies in relation to allocation concealment and incomplete outcome data, blinding of participants was not possible. Overall, we did not find statistical evidence of gains from parent-mediated approaches in most of the primary outcomes assessed (most aspects of language and communication - whether directly assessed or reported, frequency of child initiations in observed parent-child interaction, child adaptive behaviour, parents' stress), with findings largely inconclusive and inconsistent across studies. However, the evidence for positive change in patterns of parent-child interaction was strong and statistically significant (shared attention: standardised mean difference (SMD) 0.41, 95% confidence interval (CI) 0.14 to 0.68, P value < 0.05, parent synchrony: SMD 0.90, 95% CI 0.56 to 1.23, P value < 0.05). Furthermore, there is some evidence suggestive of improvement in child language comprehension, reported by parents (vocabulary comprehension: mean difference (MD 36.26, 95% CI 1.31 to 71.20, P value < 0.05). In addition, there was evidence suggesting a reduction in the severity of children's autism characteristics (SMD -0.30, 95% CI -0.52 to -0.08, P value < 0.05). However, this evidence of change in children's skills and difficulties as a consequence of parent-mediated intervention is uncertain, with small effect sizes and wide CIs, and the conclusions are likely to change with future publication of high-quality RCTs. © 2013 The Cochrane Collaboration. Published by John Wiley & Sons, Ltd.",2019,https://scholar.google.com.br/,no
831,iSocial demo: A 3D collaborative virtual learning environment,"iSocial is an innovative 3D Collaborative Virtual Learning Environment (3D CVLE) to provide access to educational programming for special needs students who live in small and rural school districts. The demonstration will show an implementation of iSocial to develop social competency for students who have been identified with Autism Spectrum Disorders (ASD). The demonstration will focus on aspects of iSocial designed to support social interaction, encourage pro-social behavior, and foster social learning. © ISLS.",2019,https://scholar.google.com.br/,no
832,Study on social interaction between children with autism and humanoid robot NAO,"Autism cannot run away from their triangle deficits: social, communication and stereotyped behaviour. There is no cure for autism or any definitive treatment to treat the core symptoms of this developmental disorder. However, the deficits can be minimized by maximize their learning through behavioural therapy and educational intervention. Nowadays, the methods in the rehabilitation of autism have been upgraded by the innovation of humanoid robots, in particular the humanoid robot NAO. In this study, NAO has being programmed using Choregraphe as programming tool to develop lesson modules for children with autism to practice their social interaction skill. This paper focuses specifically on social interaction subscale to observe the behaviour of the autistic children during interaction with the humanoid robot NAO. The observation is based on six items referenced from the Gilliam Autism Rating Scale-second edition (GARS-2). The use of humanoid robot NAO in the rehabilitation of autistic children is expected to help them to interact and practice their social traits just like normal children. The results evidently showed that children with autism are positively affected by NAO by giving encouraging responses in social interaction when interacting with the robot. Two-way communication between the child and robot in real time significantly give positive impact in the responses towards the robot. © (2013) Trans Tech Publications, Switzerland.",2019,https://scholar.google.com.br/,no
833,Human-robot interaction (HRI) for children with autism to augment communication skills,"This paper presents a case study of robot-based intervention program for children with autism. The study focuses on two-way communication between children with autism and a humanoid robot NAO. The aim of this study is to develop a set of teaching and learning modules on communication through question type conversation and song-based approach. Module developed in this study is programmed using NAO's choregraphe, being imbedded later on and perform action. Both children participating in this study can communicate verbally and have been diagnosed with mild autism. Response from this exposure shows that the human toddler-like robot can be used as a platform to augment and facilitate communication effectively with children with autism. © (2013) Trans Tech Publications, Switzerland.",2019,https://scholar.google.com.br/,no
834,Development and study of support applications for autistic children,"We developed a new VOCA (Voice Output Communication Aid) application for personal digital assistant (PDA), 'Let's Talk!', for autistic children. This application has many particular advantages comparing to existing VOCA. We especially focused on an easy and simple manipulation. On the last part of this study, we show some case studies. We introduced this application to students in a school for handicapped children and collected data. © 2013 IEEE.",2019,https://scholar.google.com.br/,yes
835,Interplay between natural and artificial intelligence in training autistic children with robots,"The need to understand and model human-like behavior and intelligence has been embraced by a multidisciplinary community for several decades. The success so far has been shown in solutions for a concrete task or a competence, and these solutions are seldom a truly multidisciplinary effort. In this paper we analyze the needs and the opportunities for combining artificial intelligence and bio-inspired computation within an application domain that provides a cluster of solutions instead of searching for a solution to a single task. We analyze applications of training children with autism spectrum disorder (ASD) with a humanoid robot, because it must include multidisciplinary effort and at the same time there is a clear need for better models of human-like behavior which will be tested in real life scenarios through these robots. We designed, implemented, and carried out three applied behavior analysis (ABA) based robot interventions. All interventions aim to promote self initiated social behavior in children with ASD. We found out that the standardization of the robot training scenarios and using unified robot platforms can be an enabler for integrating multiple intelligent and bio-inspired algorithms for creation of tailored, but domain specific robot skills and competencies. This approach might set a new trend to how artificial and bio-inspired robot applications develop. We suggest that social computing techniques are a pragmatic solution to creation of standardized training scenarios and therefore enable the replacement of perceivably intelligent robot behaviors with truly intelligent ones. © 2013 Springer-Verlag.",2019,https://scholar.google.com.br/,no
836,Prevalence of ADHD among students of zahedan university of medical science in Iran,"Objective: Attention-deficit/hyperactivity disorder (ADHD) is a common mental disorder in adults that was under-diagnosed until recently. Due to probable consequences of ADHD such as occupational and educational dysfunctions and substance use, this disorder is becoming more and more of a concern. This study aimed to investigate ADHD symptoms among students of Zahedan University of medical sciences, Iran.Methods: This cross-sectional study was performed in Zahedan University of Medical Sciences from 2008 to 2009. Our sample included 1500 individuals who were chosen using simple sampling method. Considering the goal of the investigation, two questionnaires were distributed among students including demographic information form and the Conners' Adult ADHD Rating Scales-Self Report (Screening Version, CAARS-S:SV).Data analysis was done using descriptive and analytical statistics in SPSS software.Results: Out of 1500 questionnaires distributed among students, 913 were completed. 589 students (64.5%)were female and 324 (35.5%) were male. The Mean age of participants was 21.7 ± 3.2 years. ADHD symptoms were defined based on the Conner's adult test. Based on CAARS-S: SV, inattention/memory,hyperactivity/restlessness, impulsiveness/emotional lability, and problems with self-concept subscale symptoms were found in 107 (11.7%), 109 (12%), 121 (13.2%), and 30 (3.3%) respondents, respectively. These findings were significantly higher than average.Conclusions: According to our results, it seems that the prevalence of ADHD is high among students. Thus, more screening is required in this population in order to diagnose and treat the disorder earlier and prevent its consequences, such as substance abuse.",2019,https://scholar.google.com.br/,no
837,Creative teaching methods for educating engineers,"Active learning has received considerable attention over the past several years. Often presented or perceived as a radical change from traditional instruction, the topic frequently polarizes academic staff. Today's students are bombarded with plenty of information and are distracted by technology gadgets (such as smart phones) or suffer from attention deficit disorder [1]. Thus, academic staffs are challenged to capture students' attention and to engage them in the didactic process. The paper presents two innovative teaching methods experimented in the seminaries of the ""Production Planning"" course that has been taught at the Faculty of Engineering of ""Lucian Blaga"" University of Sibiu and the impact of these methods on the students' knowledge assimilation and academic performance. The proposed teaching methods, namely charades games and movie making activities, were implemented and evaluated. The research tools used for this study were: direct observation, comparative analysis of students' academic performances, before and after the implementation of the methods, and course evaluation forms, filled in by the students. The experimented teaching methods were considered by the students both ""fun"" and ""challenging"" and were confirmed as promising pedagogies. Thus, we recommend that active learning techniques, such as charades games or movie making activities, be used in conjunction with traditional lecture formats in university courses. These activities show promise as active learning techniques which foster student interest, help students apply material to real world situations, and may be remembered by students well after the course ends. © (2013) Trans Tech Publications, Switzerland.",2019,https://scholar.google.com.br/,no
838,Mentalizing and motivation neural function during social interactions in autism spectrum disorders,"Autism Spectrum Disorders (ASDs) are characterized by core deficits in social functions. Two theories have been suggested to explain these deficits: mind-blindness theory posits impaired mentalizing processes (i.e. decreased ability for establishing a representation of others' state of mind), while social motivation theory proposes that diminished reward value for social information leads to reduced social attention, social interactions, and social learning. Mentalizing and motivation are integral to typical social interactions, and neuroimaging evidence points to independent brain networks that support these processes in healthy individuals. However, the simultaneous function of these networks has not been explored in individuals with ASDs. We used a social, interactive fMRI task, the Domino game, to explore mentalizing- and motivation-related brain activation during a well-defined interval where participants respond to rewards or punishments (i.e. motivation) and concurrently process information about their opponent's potential next actions (i.e. mentalizing). Thirteen individuals with high-functioning ASDs, ages 12-24, and 14 healthy controls played fMRI Domino games against a computer-opponent and separately, what they were led to believe was a human-opponent. Results showed that while individuals with ASDs understood the game rules and played similarly to controls, they showed diminished neural activity during the human-opponent runs only (i.e. in a social context) in bilateral middle temporal gyrus (MTG) during mentalizing and right Nucleus Accumbens (NAcc) during reward-related motivation (Pcluster &lt, 0.05 FWE). Importantly, deficits were not observed in these areas when playing against a computer-opponent or in areas related to motor and visual processes. These results demonstrate that while MTG and NAcc, which are critical structures in the mentalizing and motivation networks, respectively, activate normally in a non-social context, they fail to respond in an otherwise identical social context in ASD compared to controls. We discuss implications to both the mind-blindness and social motivation theories of ASD and the importance of social context in research and treatment protocols. © 2013 The Authors.",2019,https://scholar.google.com.br/,no
839,Geographic variation in the prevalence of attention-deficit/hyperactivity disorder: The sunny perspective,"Background: Attention-deficit/hyperactivity disorder (ADHD) is the most common psychiatric disorder of childhood, with average worldwide prevalence of 5.3%, varying by region. Methods: We assessed the relationship between the prevalence of ADHD and solar intensity (SI) (kilowatt hours/square meters/day) on the basis of multinational and cross-state studies. Prevalence data for the U.S. were based on self-report of professional diagnoses, prevalence data for the other countries were based on diagnostic assessment. The SI data were obtained from national institutes. Results: In three datasets (across 49 U.S. states for 2003 and 2007, and across 9 non-U.S. countries) a relationship between SI and the prevalence of ADHD was found, explaining 34%-57% of the variance in ADHD prevalence, with high SI having an apparent preventative effect. Controlling for low birth weight, infant mortality, average income (socioeconomic status), latitude, and other relevant factors did not change these findings. Furthermore, these findings were specific to ADHD, not found for the prevalence of autism spectrum disorders or major depressive disorder. Conclusions: In this study we found a lower prevalence of ADHD in areas with high SI for both U.S. and non-U.S. data. This association has not been reported before in the literature. The preventative effect of high SI might be related to an improvement of circadian clock disturbances, which have recently been associated with ADHD. These findings likely apply to a substantial subgroup of ADHD patients and have major implications in our understanding of the etiology and possibly prevention of ADHD by medical professionals, schools, parents, and manufacturers of mobile devices. © 2013 Society of Biological Psychiatry.",2019,https://scholar.google.com.br/,no
840,Emotion recognition for mobile devices with a potential use in serious games for autism spectrum disorder,"The continued improvement in the processing power of mobile devices, has enabled the deployment of complex processing and analysis in real time on personal devices. The prevalence of mobile devices, and the primary use as a gaming platform, provide an opportunity to create Serious Games based on complex image processing. This article focuses on the communication skills of children with autism, and develops a game using automated emotion recognition to assist in learning to interact in emotionally rich situations. This paper is an initial technology demonstration, which will lead, in future publications, to a full assessment of effect. The game uses automatic recognition of smiling to provide a scoring mechanism for player who collect facial expressions from people around them. © 2013 Springer-Verlag.",2019,https://scholar.google.com.br/,no
841,On the Temporal Characteristics of Performance Variability in Attention Deficit Hyperactivity Disorder (ADHD),"Increased intra-subject variability of reaction times (ISV-RT) is one of the most consistent findings in attention-deficit/hyperactivity disorder (ADHD). Although the nature of this phenomenon is still unclear, it has been hypothesised to reflect interference from the Default Mode Network (DMN). So far, ISV-RT has been operationally defined either as a frequency spectrum of the underlying RT time series, or as a measure of dispersion of the RT scores distribution. Here, we use a novel RT analysis framework to link these hitherto unconnected facets of ISV-RT by determining the sensitivity of different measures of RT dispersion to the frequency content of the underlying RT time series. N=27 patients with ADHD and N=26 healthy controls performed several visual N-back tasks. Different measures of RT dispersion were repeatedly modelled after individual frequency bands of the underlying RT time series had been either extracted or suppressed using frequency-domain filtering. We found that the intra-subject standard deviation of RT preserves the ""1/f noise"" characteristic typical of human RT data. Furthermore and most importantly, we found that the ex-Gaussian parameter ? is rather exclusively sensitive to frequencies below 0.025 Hz in the underlying RT time series and that the particularly slow RTs, which nourish ?, occur regularly as part of an quasi-periodic, ultra-slow RT fluctuation. Overall, our results are compatible with the idea that ISV-RT is modulated by an endogenous, slowly fluctuating process that may reflect DMN interference. © 2013 Feige et al.",2019,https://scholar.google.com.br/,no
842,Comparative observations of learning engagement by students with developmental disabilities using an iPad and computer: A pilot study,"This study examined the use of the Apple iPad for learning by children with developmental disabilities (DD), including those on the autism spectrum. A single case design was used to record the participation of four students with DD when taught with their standard computer at baseline, followed by the introduction of the iPad. A six-component participation scale was developed to quantify observations of these students during the learning sessions. Visual analysis of data indicated no differences in participation with the iPad as compared to the computer for three of the four subjects. One subject appeared to have notably higher participation with the iPad. Individual variations were identified in each student along with some common concerns with attention, task persistence, and goal directed behavior with use of the iPad. Student academic scores improved during the course of iPad use. Nevertheless, the findings drawn from this pilot study do not justify the use of the iPad over the computer (and vice versa) for achieving academic goals in students with DD. The need to document best practices and barriers in use of emerging touch-tablet devices to support individualized education was clearly evident. Copyright © 2013 RESNA.",2019,https://scholar.google.com.br/,no
843,A Machine Learning-Based Analysis of Game Data for Attention Deficit Hyperactivity Disorder Assessment,"Objective: Attention deficit hyperactivity disorder (ADHD) is found in 9.5 percent of the U.S. population and poses lifelong challenges. Current diagnostic approaches rely on evaluation forms completed by teachers and/or parents, although they are not specifically trained to recognize cognitive disorders. The most accurate diagnosis is by a psychiatrist, often only available to children with severe symptoms. Development of a tool that is engaging and objective and aids medical providers is needed in the diagnosis of ADHD. The goal of this research is to work toward the development of such a tool. Materials and Methods: The proposed approach takes advantage of two trends: The rapid adoption of tangible user interface devices and the popularity of interactive videogames. CogCubed Inc. (Minneapolis, MN) has created ""Groundskeeper,"" a game on the Sifteo Cubes (Sifteo, Inc., San Francisco, CA) game system with elements that exercise skills affected by ADHD. ""Groundskeeper"" was evaluated for 52 patients, with and without ADHD. Gameplay data were mathematically transformed into ADHD-indicative feature variables and subjected to machine learning algorithms to develop diagnostic models to aid psychiatric clinical assessments of ADHD. The effectiveness of the developed model was evaluated against the diagnostic impressions of two licensed child/adolescent psychiatrists using semistructured interviews. Results: Our predictive algorithms were highly accurate in correctly predicting diagnoses based on gameplay of ""Groundskeeper."" The F-measure, a measure of diagnosis accuracy, from the predictive models gave values as follows: ADHD, inattentive type, 78 percent (P>0.05), ADHD, combined type, 75 percent (P<0.05), anxiety disorders, 71%, and depressive disorders, 76%. Conclusions: This represents a promising new approach to screening tools for ADHD. © Copyright 2013, Mary Ann Liebert, Inc. 2013.",2019,https://scholar.google.com.br/,no
844,Prevalence of attention deficit hyperactivity disorder in primary school children,"Context: There is a lacuna of studies on Attention Deficit Hyperactivity Disorder (ADHD) in the Indian context. Aims: (i) To identify the prevalence of ADHD in primary school children, (ii) To identify the gender difference in the prevalence of ADHD, (iii) To compare the distribution of ADHD among different socioeconomic status, (iv) To identify the presence of any co-morbid factors associated with ADHD. Settings and Design: This is a cross sectional study of school aged children selected from four different schools in Coimbatore district. Materials and Methods: Seven hundred seventy children aged between 6 and 11 years were selected from four schools in Coimbatore district after obtaining informed consent from their parents. The presence of ADHD was assessed by using Conner's Abbreviated Rating Scale (CARS) given to parents and teachers. The children identified as having ADHD were assessed for the presence of any co-morbid factors by administering Children's Behavioural Questionnaire (CBQ) to the teachers and Personal Information Questionnaire to the parents. Statistical Analysis: Statistical Product and Service Solutions (SPSS) 10 software, Mean and Standard Deviation, and student's t test were used for statistical analysis. Results: The prevalence of ADHD among primary school children was found to be 11.32%. Prevalence was found to be higher among the males (66.7%) as compared to that of females (33.3%). The prevalence among lower socio-economic group was found to be 16.33% and that among middle socio-economic group was 6.84%. The prevalence was highest in the age group 9 and 10 years. Conclusion: The present study shows a high prevalence of ADHD among primary school children with a higher prevalence among the males than the females.",2019,https://scholar.google.com.br/,no
845,Local synchronization and amplitude of the fluctuation of spontaneous brain activity in attention-deficit/hyperactivity disorder: A resting-state fMRI study,"Regional homogeneity (ReHo) and the amplitude of low-frequency fluctuation (ALFF) are two approaches to depicting different regional characteristics of resting-state functional magnetic resonance imaging (RS-fMRI) data. Whether they can complementarily reveal brain regional functional abnormalities in attention-deficit/hyperactivity disorder (ADHD) remains unknown. In this study, we applied ReHo and ALFF to 23 medication-naïve boys diagnosed with ADHD and 25 age-matched healthy male controls using whole-brain voxel-wise analysis. Correlation analyses were conducted in the ADHD group to investigate the relationship between the regional spontaneous brain activity measured by the two approaches and the clinical symptoms of ADHD. We found that the ReHo method showed widely-distributed differences between the two groups in the fronto-cingulo-occipito-cerebellar circuitry, while the ALFF method showed a difference only in the right occipital area. When a larger smoothing kernel and a more lenient threshold were used for ALFF, more overlapped regions were found between ALFF and ReHo, and ALFF even found some new regions with group differences. The ADHD symptom scores were correlated with the ReHo values in the right cerebellum, dorsal anterior cingulate cortex and left lingual gyrus in the ADHD group, while no correlation was detected between ALFF and ADHD symptoms. In conclusion, ReHo may be more sensitive to regional abnormalities, at least in boys with ADHD, than ALFF. And ALFF may be complementary to ReHo in measuring local spontaneous activity. Combination of the two may yield a more comprehensive pathophy-siological framework for ADHD. © 2013 Shanghai Institutes for Biological Sciences, CAS and Springer-Verlag Berlin Heidelberg.",2019,https://scholar.google.com.br/,no
846,Social attention in a virtual public speaking task in higher functioning children with autism,"Impairments in social attention play a major role in autism, but little is known about their role in development after preschool. In this study, a public speaking task was used to study social attention, its moderators, and its association with classroom learning in elementary and secondary students with higher functioning autism spectrum disorder (HFASD). Thirty-seven students with HFASD and 54 age- and intelligence quotient (IQ)-matched peers without symptoms of ASD were assessed in a virtual classroom public speaking paradigm. This paradigm assessed the ability to attend to nine avatar peers seated at a table, while simultaneously answering self-referenced questions. Students with HFASD looked less frequently to avatar peers in the classroom while talking. However, social attention was moderated in the HFASD sample such that students with lower IQ, and/or more symptoms of social anxiety, and/or more attention deficit/hyperactivity disorder inattentive symptoms, displayed more atypical social attention. Group differences were more pronounced when the classroom contained social avatars versus nonsocial targets. Moreover, measures of social attention rather than nonsocial attention were significantly associated with parent report and objective measures of learning in the classroom. The data in this study support the hypothesis of the Social Attention Model of ASD that social attention disturbance remains part of the school-aged phenotype of autism that is related to syndrome-specific problems in social learning. More research of this kind would likely contribute to advances in the understanding of the development of the spectrum of autism and educational intervention approaches for affected school-aged children. © 2013 International Society for Autism Research, Wiley Periodicals, Inc.",2019,https://scholar.google.com.br/,no
847,Promoting question-asking in school-aged children with autism spectrum disorders: Effectiveness of a robot intervention compared to a human-trainer intervention,Objective: The purpose of the present study was to investigate the effectiveness of an applied behaviour analysis (ABA)-based intervention conducted by a robot compared to an ABA-based intervention conducted by a human trainer in promoting self-initiated questions in children with autism spectrum disorder (ASD). Methods: Data were collected in a combined crossover multiple baseline design across participants. Six children were randomly assigned to two experimental groups. Results: Results revealed that the number of self-initiated questions for both experimental groups increased between baseline and the first intervention and was maintained during follow-up. The high number of self-initiated questions during follow-up indicates that both groups maintained this skill. Conclusions: The interventions conducted by a robot and a human trainer were both effective in promoting self-initiated questions in children with ASD. No conclusion with regard to the differential effectiveness of both interventions could be drawn. Implications of the results and directions for future research are discussed. © 2013 Informa UK Ltd. All rights reserved.,2019,https://scholar.google.com.br/,no
848,The development of a multimedia online language assessment tool for young children with autism,"This study aimed to provide early childhood special education professionals with a standardized and comprehensive language assessment tool for the early identification of language learning characteristics (e.g., hyperlexia) of young children with autism. In this study, we used computer technology to develop a multi-media online language assessment tool that presents auditory or visual stimuli. This online comprehensive language assessment consists of six subtests: decoding, homographs, auditory vocabulary comprehension, visual vocabulary comprehension, auditory sentence comprehension, and visual sentence comprehension. Three hundred typically developing children and 35 children with autism from Tao-Yuan County in Taiwan aged 4-6 participated in this study. The Cronbach ? values of the six subtests ranged from .64 to .97. The variance explained by the six subtests ranged from 14% to 56%, the current validity of each subtest with the Peabody Picture Vocabulary Test-Revised ranged from .21 to .45, and the predictive validity of each subtest with WISC-III ranged from .47 to .75. This assessment tool was also found to be able to accurately differentiate children with autism up to 92%. These results indicate that this assessment tool has both adequate reliability and validity. Additionally, 35 children with autism have completed the entire assessment in this study without exhibiting any extremely troubling behaviors. However, future research is needed to increase the sample size of both typically developing children and young children with autism and to overcome the technical challenges associated with internet issues. © 2013 Elsevier Ltd.",2019,https://scholar.google.com.br/,no
849,Games improving disorders of attention deficit and hyperactivity,"In Portugal, there are between 35 000 to 75 000 children suffering from Attention Deficit Hyperactivity Disorder. The need to act prominently in children with these disorders suggests the creation of various serious games that can be executed with a computer, aiding affected children and assisting health professionals. This chapter presents two games that intend to help children to improve their capacity to speed information processing, enhance executive functions, and enhance use of working memory by performing a set of exercises presented in the form of educational games. It also enables the assisting physician to monitor the execution of these exercises. With the completion of the tasks of the games, children may, in an appealing way, improve their skills and thereby overcome their difficulties. This chapter presents the research methodology followed to the creation of the games, and the preliminary promising tests. Future research directions are also discussed. © 2014 by IGI Global. All rights reserved.",2019,https://scholar.google.com.br/,no
850,"Phonetic Imitation from an Individual-Difference Perspective: Subjective Attitude, Personality and ""Autistic"" Traits","Numerous studies have documented the phenomenon of phonetic imitation: the process by which the production patterns of an individual become more similar on some phonetic or acoustic dimension to those of her interlocutor. Though social factors have been suggested as a motivator for imitation, few studies has established a tight connection between language-external factors and a speaker's likelihood to imitate. The present study investigated the phenomenon of phonetic imitation using a within-subject design embedded in an individual-differences framework. Participants were administered a phonetic imitation task, which included two speech production tasks separated by a perceptual learning task, and a battery of measures assessing traits associated with Autism-Spectrum Condition, working memory, and personality. To examine the effects of subjective attitude on phonetic imitation, participants were randomly assigned to four experimental conditions, where the perceived sexual orientation of the narrator (homosexual vs. heterosexual) and the outcome (positive vs. negative) of the story depicted in the exposure materials differed. The extent of phonetic imitation by an individual is significantly modulated by the story outcome, as well as by the participant's subjective attitude toward the model talker, the participant's personality trait of openness and the autistic-like trait associated with attention switching. © 2013 Yu et al.",2019,https://scholar.google.com.br/,no
851,Computer integrated learning for learners with autism in South Africa,"Computer integrated teaching for learners with autism, a pervasive developmental disorder, has already been successfully implemented internationally. It may contribute to improved communication and social skills, more focused attention, and a decrease in self-stimulating behaviour. This study investigates the extent of computer integrated teaching for learners with autism in South Africa. The mainly quantitative, exploratory and descriptive research involved seven schools that accommodate learners with autism. Five ofthe schools provide solely for the needs of learners with autism and two schools have units where these learners are accommodated. Data was collected by means of a semi-structured questionnaire consisting of open-ended and closed-ended questions. Out of the sevenschools, only four had computers for computer integrated teaching, as one school did notuse their computers for this purpose. Only 40 computers in total were available in the four schools to teach learners with autism. On average, learners received two hours per week of computer integrated teaching. Teachers cited lack of financial resources, inadequate computer literacy and ignorance about appropriate software as their biggest barriers. © Common Ground, Alet Moll and Deirdré Krüger.",2019,https://scholar.google.com.br/,no
852,E-Readers Are More Effective than Paper for Some with Dyslexia,"E-readers are fast rivaling print as a dominant method for reading. Because they offer accessibility options that are impossible in print, they are potentially beneficial for those with impairments, such as dyslexia. Yet, little is known about how the use of these devices influences reading in those who struggle. Here, we observe reading comprehension and speed in 103 high school students with dyslexia. Reading on paper was compared with reading on a small handheld e-reader device, formatted to display few words per line. We found that use of the device significantly improved speed and comprehension, when compared with traditional presentations on paper for specific subsets of these individuals: Those who struggled most with phoneme decoding or efficient sight word reading read more rapidly using the device, and those with limited VA Spans gained in comprehension. Prior eye tracking studies demonstrated that short lines facilitate reading in dyslexia, suggesting that it is the use of short lines (and not the device per se) that leads to the observed benefits. We propose that these findings may be understood as a consequence of visual attention deficits, in some with dyslexia, that make it difficult to allocate attention to uncrowded text near fixation, as the gaze advances during reading. Short lines ameliorate this by guiding attention to the uncrowded span. © 2013.",2019,https://scholar.google.com.br/,no
853,Using video modeling on an iPad to teach generalized matching on a sorting mail task to adolescents with autism,"Two multiple probe designs across three and four participants evaluated the effects of video modeling to teach a matching response (sorting mail) to seven adolescents with autism. Participants were instructed on one set of responses (five mail pieces) using video modeling, while concurrently monitoring two other sets for generalization effects. Results indicated that three participants learned their target set and generalized to the untrained sets, and two participants required an error correction procedure to achieve or approach mastery on their target set. Two participants did not acquire target sets with video based instruction. Data on setting generalization and maintenance are also provided for the participants who reached mastery. Participant variables that may relate to responding, limitations to the study, and directions for future research on video based instruction are discussed. © 2013 Elsevier Ltd. All rights reserved.",2019,https://scholar.google.com.br/,no
854,A visualized scenario learning system for children with high-functioning autism,"In this paper, a visualized scenario learning system is developed for children with high-functioning autism. The system differs from the traditional communication aids available for autistic children in that, as well as assisting communication, this system assists autistic children in learning how to use objects or context-appropriate physical conduct in specific scenarios. Furthermore, this system employs a cloud server that enables parents of autistic children to upload and share their self-produced communication picture cards with other parents who have similar needs. Additionally, users of this software are not required to possess a specific level of computer knowledge, instead, they can simply select the download function in the software to obtain the learning scenarios shared by other parents. © 2013 IEEE.",2019,https://scholar.google.com.br/,yes
855,Teaching low-functioning autistic children: ABCD SW,"Applied Behavior Analysis (ABA) is highly effective for teaching subjects with autism. We discuss the design and development of a free open-source customizable software to support ABA intervention in low-functioning children with autism. The software automates the trial setting while enabling the gathering of the children's performance data to monitor learning. The software relies on a Web architecture: using a laptop, the tutor defines the exercises dynamically activated on the child's tablet. Synchronization between these two devices occurs via an Internet connection, obtaining and inserting data through the database. A real-time summary of the actions performed by the child is available on the tutor's device, simplifying decisions about the intervention. In order to make the trial accessible to any child, the software adapts the visual prompt to the child's abilities, i.e., receptive/verbal, using labels in addition to images. A pilot test with several children confirmed the usability of the software. © 2013 Springer-Verlag.",2019,https://scholar.google.com.br/,yes
856,Monitoring learning in children with autism,"We present a learning analytic tool for analyzing data collected during didactic sessions performed by children with autism, via software. The tool is a web application that automatically extracts, aggregates and visualizes the children's performance data collected when they perform technology-enhanced exercises during didactic activities. The aim is to provide teachers with easy real-time monitoring of learning progress or difficulties over time, thus enabling continuous and personalized tuning of the didactic intervention. Extracted data can be visualized through tables and graphics, allowing the user to further explore them in an interactive modality. Educators were involved in the design phase of the tool, in order to define the most important analysis parameters to extract from the huge amount of collected data. The educators were also involved in the test phases to improve the system's usability. © 2013 Springer-Verlag.",2019,https://scholar.google.com.br/,yes
857,Robots for real: Developing a participatory design framework for implementing educational robots in real-world learning environments,"As educational service robots become increasingly accessible, the demand for methodologies that generate knowledge on r-learning applicable to real world learning environments equally increases. This paper proposes a participatory design framework for involving users in the development of robot-supported didactic designs and discusses its applicability to existing educational contexts on the basis of a case study on the implementation and use of the therapeutic robot seal Paro at a school for children with an autism diagnosis. © 2013 IFIP International Federation for Information Processing.",2019,https://scholar.google.com.br/,no
858,Conceptual framework study of basic counting skills based dynamic visual architecture towards autistic children's development,"For individual with autism, the opportunity to achieve self-determination may be critical to enhance their quality of life. To achieve self-determination and independence, autism patience need to comprehend the learning basic skill system. Since calculation is used in everyday living, understanding the basic calculation skills is one way individual with autism can help achieve independence. The important of calculation especially mathematics in everyday living should not be overlooked for children's with autism. The opportunities to be paid and purchase goods are ways individuals with disabilities can achieve autonomy and independence. For students with autism, learning basic counting skills are important not only for their academic careers but also for their future independence. Our study plans to investigate the counting basic skills based dynamic visual for students with autism that will potentially assist educators, facilitators and curriculum developers to create appropriate instrument and instructional programs to meet students' academic needs. A theoretical model for basic counting skills for autism children's development is to be proposed from the outcome of this study. The next step will be to validate the integrated model proposed which will be conducted through a series of hypothesis testing which includes improved enthusiasm, augmented sense of worth and enhanced analytical. Perhaps more importantly, this research may help students acquire the essential skills they will need for future independence. © 2013 IEEE.",2019,https://scholar.google.com.br/,no
859,A device for continuous monitoring of true central fixation based on foveal birefringence,"A device for continuous monitoring of central fixation utilizes birefringence, the property of the Henle fibers surrounding the human fovea, to change the polarization state of light. A circular scan of retinal birefringence, where the scanning circle encompasses the fovea, allows identification of true central fixation - an assessment much needed in various applications in ophthalmology, psychology, and psychiatry. The device allows continuous monitoring for central fixation over an extended period of time in the presence of fixation targets and distracting stimuli, which may be helpful in detecting attention deficit hyperactivity disorder, autism spectrum disorders, and other disorders characterized by changes in the subject's ability to maintain fixation. A proof-of-concept has been obtained in a small study of ADHD patients and normal control subjects. © 2013 Biomedical Engineering Society.",2019,https://scholar.google.com.br/,no
860,Experiences of handwriting and using a computerized ATD in school: Adolescents with Asperger's syndrome,"Adolescents with Asperger's syndrome (AS), often have handwriting difficulties that affect their academic performance. The purpose of this descriptive multiple-case mixed-method study was to highlight how adolescents with AS experience writing in the school setting when writing by hand and when using a computerized Assistive Technology Device (ATD), for writing. A qualitative content analysis approach was used, including interviews with five adolescents, their parents, and their teachers. This was complemented by asking the adolescents to rate their perceived performance and satisfaction of writing with and without the ATD. All adolescents described handwriting difficulties, but a reduced ability to express oneself in writing was also common. Initiating and completing writing tasks was often so demanding that it caused resistance to the activity. Several advantages when using the ATD were described by the participants and the self-ratings showed higher scores for performance of and satisfaction with writing when the ATD was used. The results show that teachers' encouragement seemed to be important for the initiation and continuation of use of the ATD. © 2013 Informa Healthcare.",2019,https://scholar.google.com.br/,no
861,Feasibility of using a humanoid robot for enhancing attention and social skills in adolescents with autism spectrum disorder,"This study investigated the use of robotic technology for promoting attention, communication and social skills in adolescents with autism spectrum disorder (ASD). Attention, communication and social skills were measured while participants played a memory card matching game (Face Match) using (a) a humanoid robot, (b) a Smart Board and (c) playing cards. Three participants with ASD and three with other cognitive impairments were recruited from a secondary school with a special needs unit. Participants were paired such that one of each pair had a diagnosis of ASD and Face Match was played in these pairs for ?15 min, with a game organizer present. On 3 separate days, video recordings were made as the participants played Face Match, a different game mode (robot, Smart Board, playing cards) was used each day. A system for categorizing attention, communication and social skills was developed that described 16 subcategories of interactions and intra-actions. In general, participants with ASD showed highly individualized patterns of behaviour in the three different modes. However, repetitive behaviour was reduced in participants with ASD when using both the robot and the Smart Board compared with playing cards. We show that it is feasible to use a robot to assist teaching of social skills to adolescents with ASD, but suggest that the robot features could be further explored and utilized. © 2013 Wolters Kluwer Health.",2019,https://scholar.google.com.br/,no
862,Quantitative and qualitative characteristics of the school and home language environments of preschool-aged children with ASD,"The purpose of this research was to begin to characterize and compare the school and home language environments of 10 preschool-aged children with Autism Spectrum Disorders (ASD). Naturalistic language samples were collected from each child, utilizing Language ENvironment Analysis (LENA) digital voice recorder technology, at 3-month intervals over the course of one year. LENA software was used to identify 15-min segments of each sample that represented the highest number of adult words used during interactions with each child for all school and home language samples. Selected segments were transcribed and analyzed using Systematic Analysis of Language Transcripts (SALT). LENA data was utilized to evaluate quantitative characteristics of the school and home language environments and SALT data was utilized to evaluate quantitative and qualitative characteristics of language environment. Results revealed many similarities in home and school language environments including the degree of semantic richness, and complexity of adult language, types of utterances, and pragmatic functions of utterances used by adults during interactions with child participants. Study implications and recommendations for future research are discussed. Learning outcomes: The reader will be able to, (1) describe how two language sampling technologies can be utilized together to collect and analyze language samples, (2) describe characteristics of the school and home language environments of young children with ASD, and (3) identify environmental factors that may lead to more positive expressive language outcomes of young children with ASD. © 2013 Elsevier Inc.",2019,https://scholar.google.com.br/,no
863,Risky and at-risk subjects: The discursive positioning of the ADHD child in the Italian context,"Attention deficit hyperactivity disorder (ADHD) is the most common diagnosis given to children. In recent decades, there has been an increase in the diagnosis of ADHD and in methylphenidate use. This research analyses the discursive construction of ADHD in the Italian context, focusing on the positioning of the child. The study addresses the discourses of the key adults who interact with the child, analysing professional, scholarly and parental discourses. Regarding the theoretical and methodological framework, this study integrates a discourse analysis approach with positioning theory. The discourse and psychological framing of 'risk' pervades the structuring of participants' narratives, which position the child as at-risk, and risky, in body and mind. The three groups of participants in this study articulated the notion of risk in different, but overlapping, ways. For mental health professionals, children are likely to develop serious psychiatric conditions, for teachers, children mainly represent a potential threat and danger to other children and the school's social order, for parents, the child is susceptible to becoming an 'out-of-society' individual in the future. The notion of risk operates as a regulatory device, leading from warning (picturing a possible future) to action (preventing this future), and implies the moral obligation to intervene and govern children in the name of risk. © 2013 Macmillan Publishers Ltd.",2019,https://scholar.google.com.br/,no
864,To enforce or not to enforce? the use of collaborative interfaces to promote social skills in children with high functioning autism spectrum disorder,"The goal of this stud was to examine whether a technological touch activated Collaborative Puzzle Game (CPG) increased positive social behaviors in children with high functioning autism spectrum disorder (HFASD). The CPG involved construction of a virtual puzzle by selecting and dragging pieces into the solution area on a touch screen table. The target picture was presented on the top of the screen. Six dyads of children with HFASD (aged 8-11 years) engaged in the CPG in a Free Play (FP) mode in which partners could independently move puzzle pieces versus in an Enforced Collaboration (EC) mode in which partners could only move puzzle pieces together. Videos of the dames were coded for the frequencies of positive and negative social interaction, affect, play, and autistic behaviors. Parents completed the Social Responsiveness Scale (SRS).Wilcoxon Signed-ranks tests indicated that children with HFASD showed significantly higher frequencies of positive social interaction and collaborative play in the EC versus FP modes but there were no differences in negative social behaviors. Differences in social behaviors between partners during the puzzle games were not significant, however there were differences within pair in the severity of social deficits as assessed by the SRS questionnaire.The CPG in an EC mode was effective in promoting positive social interaction by requiring children to work together towards a mutual goal. However, the increased challenge in this mode, particularly for children with lower social-communication skills, suggests the need for establishing selection criteria and mediation steps for such interventions. © 2012 The Author(s).",2019,https://scholar.google.com.br/,no
865,Becoming multimodal authors: Pre-service teachers' interventions to support young children with autism,"THe Purpose Of This Article is to describe two case studies of classroom-based teaching interventions, conducted by final-year pre-service teachers, which were successful in assisting young children with autism engage in and learn literacy through the use of Information and Communication Technologies (ICTs). The 10-day interventions were carried out as part of a two-year Master of Teaching course at an Australian university, and were designed to identify specific learning needs in young children, and then implement targeted interventions. The two cases described here show how ICTs were successfully used to create multimodal texts to support the literacy learning and engagement of young children with autism. The first case involved an intervention that employed two iPad apps-which were not intended specifically for children with autism-to support the literacy learning and engagement of a five-year-old. The second case involved the use of Microsoft PowerPoint on a laptop to develop multimodal non-fiction texts to improve an eight-year-old's attitude to, and engagement with, reading. Each intervention was found to be effective in improving the participating child's literacy achievement and engagement. Each used multisensory and student-centred approaches that acknowledged the children's strengths and interests, with ICTs being used to transform teaching and learning tasks. This article illustrates the successful drawing together of pre-service teachers' technological, pedagogical and content knowledge (TPACK), as well as their knowledge of the children concerned, to devise evidence-based interventions using ICTs to assist young children with autism to engage in, and learn, literacy.",2019,https://scholar.google.com.br/,no
866,A computational simulation tool for training autistic reasoning about mental attitudes,"It has been discovered more than a decade ago that autistic people cannot properly understand and reproduce mental states and emotions. We hypothesize that people with autism suffer from difficulties in learning social rules from examples. Many remediation strategies have not taken this into account. Therefore an appropriate remediation strategy is to teach not simply via examples but to teach the rule along with it. In this study we suggest a reasoning rehabilitation strategy, based on playing with a computer based mental simulator that is capable of modeling mental and emotional states of the real world. A model of the mental world is presented in 12 steps. We describe our implementation of a natural language multiagent system that simulates this model. In addition we describe the system's user interface for autistic rehabilitation. This system is subject to short-term and long-term evaluation of rehabilitation of autistic reasoning. Case studies with children who used it extensively are presented. Implications specifically in terms of autistic rehabilitation as well as generally in terms of reasoning about mental states are discussed. © 2013 Elsevier B.V. All rights reserved.",2019,https://scholar.google.com.br/,yes
867,Can the social robot probo help children with autism to identify situation-based emotions? A series of single case experiments,"Children with autism spectrum disorders have difficulties in identifying situation-based emotions, which is a fundamental ability for mind reading. Social robots received increased attention as assisting tools for improving the social and emotional skills of children with autism. This study investigates whether the social robot Probo can help children with autism spectrum disorders to enhance their performance in identifying situation-based emotions. Three participants (age between 5 and 6) diagnozed with autism spectrum disorders were included in a single case AB experimental design, with intersubjects replications. The results show that children's performance improved with moderate to large effect sizes in identifying both sadness and happiness. Based on these results, we intend to perform more extensive investigations regarding the effectiveness of robot assisted therapy in improving social-emotional abilities for children with autism spectrum disorders. © 2013 World Scientific Publishing Company.",2019,https://scholar.google.com.br/,no
868,Intervention fidelity: An essential component for understanding ASD parent training research and practice,"Previous research has explored the efficacy and effectiveness of autism spectrum disorder (ASD) parent training interventions. Recent trials of such programs have not replicated earlier compelling outcomes, yet the reasons for the failure of such programs to produce desired effects are unclear. The purpose of the current article is to discuss the role of intervention fidelity in elucidating the relationships between a parent training program, the implementation and sustainability of an intervention, and important child outcomes. The article will discuss the importance of assessing intervention fidelity for the identification and successful use of effective treatment strategies and will propose an integrative conceptual framework for approaching the study and evaluation of intervention fidelity with respect to ASD parent training programs. © 2013 American Psychological Association.",2019,https://scholar.google.com.br/,no
869,Understanding macrographia in children with autism spectrum disorders,"It has been consistently reported that children with autism spectrum disorders (ASD) show considerable handwriting difficulties, specifically relating to accurate and consistent letter formation, and maintaining appropriate letter size. The aim of this study was to investigate the underlying factors that contribute to these difficulties, specifically relating to motor control. We examined the integrity of fundamental handwriting movements and contributions of neuromotor noise in 26 children with ASD aged 8-13 years (IQ. >. 75), and 17 typically developing controls. Children wrote a series of four cursive letter l's using a graphics tablet and stylus. Children with ASD had significantly larger stroke height and width, more variable movement trajectory, and higher movement velocities. The absolute level of neuromotor noise in the velocity profiles, as measured by power spectral density analysis, was significantly higher in children with ASD, relatively higher neuromotor noise was found in bands >3. Hz. Our findings suggest that significant instability of fundamental handwriting movements, in combination with atypical biomechanical strategies, contribute to larger and less consistent handwriting in children with ASD. © 2013 Elsevier Ltd.",2019,https://scholar.google.com.br/,no
870,Translucency ratings of blissymbols over repeated exposures by children with Autism,"The use of graphic symbols forms an integral part of augmentative and alternative communication (AAC) strategies, particularly for pre-literate children. Although some studies have indicated that typically developing children and those with autism are able to learn symbol meanings with multiple exposures to graphic symbols, little is known about how children with autism rate the degree to which the symbol represents its referent (translucency) with repeated exposures. The purpose of this study was to describe the translucency ratings of children with autism over three consecutive exposures. Twenty-two children with autism participated in a Blissymbol translucency task that included 40 symbols. The Blissymbol task was modified from Bornman, Alant, and du Preez (2009), who explored the translucency of Blissymbols with typically developing children. Findings of this study indicated statistically significant differences in total translucency ratings of the Blissymbols by the children with autism between Day 1 and Day 3 (medium effect size) with Day 3 yielding more positive ratings than Day 1. No single Blissymbol showed statistically significant differences over the days. Findings are interpreted and further implications for research are discussed. © 2013 International Society for Augmentative and Alternative Communication.",2019,https://scholar.google.com.br/,no
871,Profound expressive language impairment in low functioning children with autism: An investigation of syntactic awareness using a computerised learning task,"Nine low-functioning children with profound expressive language impairment and autism were studied in terms of their responsiveness to a computer-based learning program designed to assess syntactic awareness. The children learned to touch words on a screen in the correct sequence in order to see a corresponding animation, such as 'monkey flies'. The game progressed in levels from 2 to 4 word sequences, contingent upon success at each stage. Although performance was highly variable across participants, a detailed review of their learning profiles suggested that no child lacked syntactic awareness and that elementary syntactic control in a non-speech domain was superior to that manifest in their spoken language. The reasons for production failures at the level of speech in children with autism are discussed. © 2013 Springer Science+Business Media New York.",2019,https://scholar.google.com.br/,yes
872,GFAP expression and social deficits in transgenic mice overexpressing human sAPP?,"Autistic individuals display impaired social interactions and language, and restricted, stereotyped behaviors. Elevated levels of secreted amyloid precursor protein-alpha (sAPP?), the product of ?-secretase cleavage of APP, are found in the plasma of some individuals with autism. The sAPP? protein is neurotrophic and neuroprotective and recently showed a correlation to glial differentiation in human neural stem cells (NSCs) via the IL-6 pathway. Considering evidence of gliosis in postmortem autistic brains, we hypothesized that subsets of patients with autism would exhibit elevations in CNS sAPP? and mice generated to mimic this observation would display markers suggestive of gliosis and autism-like behavior. Elevations in sAPP? levels were observed in brains of autistic patients compared to controls. Transgenic mice engineered to overexpress human sAPP? (TgsAPP? mice) displayed hypoactivity, impaired sociability, increased brain glial fibrillary acidic protein (GFAP) expression, and altered Notch1 and IL-6 levels. NSCs isolated from TgsAPP? mice, and those derived from wild-type mice treated with sAPP?, displayed suppressed ?-tubulin III and elevated GFAP expression. These results suggest that elevations in brain sAPP? levels are observed in subsets of individuals with autism and TgsAPP? mice display signs suggestive of gliosis and behavioral impairment. © 2013 Wiley Periodicals, Inc.",2019,https://scholar.google.com.br/,no
873,Phonocardiography-based mitral valve prolapse detection using an artificial neural network [Fonokardiografska detekcija prolapsa mitralne valvule upotrebom arteficijalne neuronske mreže],"Mitral valve prolapse (MVP) is the most common valve anomaly and the most frequent cause of isolated mitral insuffi-ciency. MVP has a mostly benign course and prognosis in childhood, however, complications, such as severe mitral regurgitation, infectious endocarditis, pulmonary embolism, arrhythmia and sudden death, occur more often in elderly people, demonstrating the need for prompt diagnostics and prevention. Due to its frequent occurrence, failures in diagnosing MVP and the clinical importance of early MVP detection, the aim of this study was to develop an original, non-invasive and easily applicable diagnostic method for MVP detection in children and adolescents by using an artificial neural network (ANN). Cardiac sounds were recorded by auscultation using electronic stethoscope in 48 children with MVP, 49 healthy children and 38 children with a pathological heart murmur from atrial septal defect (ASD), ventricular septal defect (VSD), ductus arteriosus persistence (DAP), aortic stenosis (AS), pulmonic stenosis (PS), aortic coarctation (ACo), mitral regurgitation (MR), mitral insufficiency (MI) and tricuspid insufficiency (TI). In electronic stethoscopes, the sound is archived in the internal memory of the stethoscope and then transmitted to a computer by a transmitter. Basic software for the check-up and sound analysis is provided along with the electronic stethoscopes and provides a phonocardiograph and spectral presentation of auscultative findings. For further qualitative analysis, the digital form (format *. e4k) of the phonocardiogram is transformed into standard *.wav format, which is the first step in the processing of the digital signal for studying and testing with an ANN. The obtained precision of MVP classification category was 71.2%. These results may be interesting for the phonocardiograph diagnosis of MVP in children and adolescents.",2019,https://scholar.google.com.br/,no
874,Assistive Technologies and Autism Spectrum Disorders,"This chapter discusses assistive technologies applied in people with autism spectrum disorders and how these technologies promote their adaptation. We analyzed different technological application areas such as detection, assessment, diagnosis, intervention, training, learning, environment control, communication, mobility, and access. In recent years there has been a notable increase of publications and works related to the use of assistive technologies applied to Autism Spectrum Disorders. While most of the publications present novel systems, devices, and applications (smartphones, tablets, robots, avatars, etc.), general evaluation of the results is insufficient. Future lines of research are targeted to realize intelligent environments in order to integrate all knowledge and technological developments made in recent years. © 2014 by IGI Global. All rights reserved.",2019,https://scholar.google.com.br/,no
875,"Teaching executive functions, self-management, and ethical decision-making through popular videogame play","Numerous studies support the contention that videogames can be useful in developing specific attention and memory skills. Videogames and other digital technologies also require the practice of criticalthinking and executive-functioning skills, but there is little evidence that these skills, which lead to decision-making and problem-solving skills, can be generalized from the game to the real world. This chapter examines strategies that use videogames to enhance the development of these problem-solving and ethical decision-making skills. This chapter discusses the use of these strategies with a clinical population of children with Attention Deficit Hyperactivity Disorder (ADHD) and learning disabilities and considers methods for parents, teachers, and game publishers to make popular videogames a potent teaching tool for developing decision-making skills in children. © 2014, IGI Global. All rights reserved.",2019,https://scholar.google.com.br/,no
876,Experiences using a free tool for voice therapy based on speech technologies,"This chapter reports the results after two years of deployment of PreLingua, a free computer-based tool for voice therapy, in different educational institutions. PreLingua gathers a set of activities that use speech processing techniques and an adapted interface to train patients who present speech development delays or special voice needs in the environment of special education. Its visual interface is especially designed for children with cognitive disabilities and maps relevant voice parameters like intensity, vocal onset, durations of sounds, fundamental frequency, and formant frequencies to visually attractive graphics. Reports of successful results of the use of PreLingua have been gathered in several countries by audiologists, speech therapists, and other professionals in the fields of voice therapy, and also, in other fields such as early stimulation, mutism, and attention-deficit disorders. This chapter brings together the experiences of these professionals on the use of the tool and how the use of an interface paradigm that maps acoustic features directly to visual elements in a screen can provide improvements in voice disorders in patients with cognitive and speech delays. © 2014, IGI Global. All rights reserved.",2019,https://scholar.google.com.br/,no
877,The aetiology of autism spectrum disorders. An overview of current approa [Etiologia zaburze ze spektrum autyzmu. Przegld wybranych koncepcji],"Despite the great popularity of autism among researchers, its main cause still remains unknown. However, there are many theories which describe the mechanisms of this disorder. On the other hand, one who tries to integrate them seems to be helpless according to their contradictory and-in most cases-hypothetical status. In a context of this inaccuracy, focusing only on one of the concepts would be probably very disadvantageous. As many researchers suggest, the etiology of autism is complex and it is the interaction of multiple factors which implies the disorder appears. It seems that the nature of autism is equifinal and heterogeneous. Thus, the aim of this article is to present a review of current biological theories of autism etiology and to indicate the environmental as well as innate risk factors which may disturb the natural pathway of child development: prenatal (which increase the probability of autism emergence as early as in the first or second year of life) or perinatal ones (low birth weight, hypoxia, age of the mother, her educational status). The foetal testosterone theory of autism and its general consequences for the child development will be described also. Finally, the neurological, neurochemical and neuroanatomical dysfunctions in autism will be presented. © PSYCHIATR. PSYCHOL. KLIN.",2019,https://scholar.google.com.br/,no
878,Romibo robot project - An open-source effort to develop a low-cost sensory adaptable robot for special needs therapy and education,"The Romibo Robot Project is an evolving robot for motivation, education and social therapy. Our project goal is to improve research techniques through the use of robots and social therapies while providing value to the Do-It-Yourself movement and STEM education initiatives. The robot has been designed around applications for individuals with conditions including autism, traumatic brain injury and dementia. Romibo includes features taken from other therapeutic robots currently used in research, such as Keepon, Pleo and Paro. The Romibo Project stands out by providing a low-cost development platform while providing the necessary features for use in a wide range of social therapies. The platform features a fully customizable design, allowing for individual creativity, ease of assembly and experimentation. Romibo is a social robot, able to convey emotions, communicate socially, and form relationships with individuals.",2019,https://scholar.google.com.br/,no
879,"Activity theory and interface design for autism treatment: Tracking, collaborating, and enriching the classroom experience","Autism is a growing health issue in today's youth that necessitates careful monitoring and commitment to education. iPads have quickly proven to be a great tool in assisting autistic children through prompting, interactive educational games, and language development. However, the instructors and therapists of autistic children can also significantly benefit from iPads as an interactive tool to more quickly and accurately track student data, and ultimately be able to teach the child in a more individualized and precise way. Activity theory considers an entire working activity system (in-cluding teams and organizations) beyond just one user, focusing on consciousness, the relationship between people and things, and the role of artifacts (objects, such as an iPad) in everyday life. By analyzing data collected from instructors of autistic students, we can identify areas of sensorial, emotion, and interactions for maximizing user experience for three distinct collaborative audience segments: Teachers, therapists, and students. With that understanding, we can then evaluate, ideate, and describe the functionality of an iPad interface that allows careful data tracking and collaboration to best position an autistic student for academic success.",2019,https://scholar.google.com.br/,no
880,A two-year longitudinal pilot MRI study of the brainstem in autism,"Research has demonstrated the potential role of the brainstem in the pathobiology of autism. Previous studies have suggested reductions in brainstem volume and a relationship between this structure and sensory abnormalities. However, little is known regarding the developmental aspects of the brainstem across childhood and adolescence. The goal of this pilot study was to examine brainstem development via MRI volumetry using a longitudinal research design. Participants included 23 boys with autism and 23 matched controls (age range. = 8-17 years), all without intellectual disability. Participants underwent structural MRI scans once at baseline and again at two-year follow-up. Brainstem volumetric measurements were performed using the BRAINS2 software package. There were no significant group differences in age, gender, handedness, and total brain volume, however, full-scale IQ was higher in controls. Autism and control groups showed different patterns of growth in brainstem volume. While whole brainstem volume remained stable in controls over the two-year period, the autism group showed increases with age reaching volumes comparable to controls by age 15 years. This increase of whole brainstem volume was primarily driven by bilateral increases in gray matter volume. Findings from this preliminary study are suggestive of developmental brainstem abnormalities in autism primarily involving gray matter structures. These findings are consistent with autism being conceptualized as a neurodevelopmental disorder with alterations in brain-growth trajectories. More longitudinal MRI studies are needed integrating longitudinal cognitive/behavioral data to confirm and elucidate the clinical significance of these atypical growth patterns. © 2013 Elsevier B.V.",2019,https://scholar.google.com.br/,no
881,An IoT-based framework for supporting children with autism spectrum disorder,"In this paper, we propose a framework based on Internet of Things (IoT) and P2P technology for supporting learning and improving the quality of life for children with Autism Spectrum Disorder (ASD). Many children with autism are highly interested and motivated by smart devices such as computers and touch screen tablets. These types of assistive technology devices get children with autism to interact, make choices, respond, and tell parents what they want, need, think, and maybe even feel. Out framework uses JXTA-Overlay platform and smartbox device to monitor the children and create P2P communication between children, parents and therapists. Various visual systems, such as objects, photographs, realistic drawings, line drawings, and written words, can be used with assorted modes of technology, as long as the child can readily comprehend the visual representation. Vocabulary skills such as names of common everyday objects, fruits, animals, toys, names of familiar people can be taught through our proposed framework. © 2013 Springer Science+Business Media Dordrecht.",2019,https://scholar.google.com.br/,no
882,The diagnosis less traveled: Nps' role in recognizing adult ADHD,"Purpose: To stimulate critical thought about sociocultural implications of unrecognized and undiagnosed attention deficit hyperactivity disorder (ADHD), and how these factors interface with healthcare delivery models and care that nurse practitioners (NPs) provide. Data sources: Health science databases-Psych Info, Proquest, Sage, PubMed, and authors' professional experiences. Conclusions: NPs, often the main healthcare provider for underserved populations in community practice settings, have little training in assessing adult ADHD. ADHD, often unrecognized and undiagnosed among adults, contributes to global impairments adversely affecting individuals' social, behavioral, academic, and cognitive functioning. Increased insight and awareness about adult ADHD is warranted to facilitate appropriate diagnosis. Implications for practice: ADHD is found in all sectors of our society, however, assessment and diagnosis among those whose socioeconomic status limits access to resources is a problem. Working in integrated care clinical settings facilitates recognition of patient problems and colocates resources required to manage the ADHD patient effectively. While this practice model may not be the norm, it is critical for NPs to have: (a) heightened awareness of the presentation of adult ADHD, (b) skills and/or resources to facilitate proper diagnosis of adult ADHD, and (c) models of practice that support optimal NP care delivery. © 2012 American Association of Nurse Practitioners.",2019,https://scholar.google.com.br/,no
883,Gesture recognition for humanoid assisted interactive sign language tutoring [Insansi robot destekli interaktif isaret dili egitimi için isaret tanima],"This work is part of an ongoing work for sign language tutoring with imitation based turn-taking and interaction games (iSign) with humanoid robots and children with communication impairments. The paper focuses on the extension of the game, mainly for children with autism. Autism Spektrum Disorder (ASD) involves communication impairments, limited social interaction, and limited imagination. Many such children show interest in robots and find them engaging. Robots can facilitate social interaction between the child and teacher. In this work, a Nao H25 Humanoid robot assisted the human teacher to teach some signs and basic upper torso actions which were observed and imitated by the participants. Kinect camera based system was used to recognize the signs and other actions, and the robot gave visual and audial feedback to the participants based on the performance. © 2013 IEEE.",2019,https://scholar.google.com.br/,no
884,"Video game use in boys with autism spectrum disorder, ADHD, or typical development","OBJECTIVES: The study objectives were to examine video game use in boys with autism spectrum disorder (ASD) compared with those with ADHD or typical development (TD) and to examine how specific symptoms and game features relate to problematic video game use across groups. METHODS: Participants included parents of boys (aged 8-18) with ASD (n = 56), ADHD (n = 44), or TD (n = 41). Questionnaires assessed daily hours of video game use, in-room video game access, video game genres, problematic video game use, ASD symptoms, and ADHD symptoms. RESULTS: Boys with ASD spent more time than did boys with TD playing video games (2.1 vs 1.2 h/d). Both the ASD and ADHD groups had greater in-room video game access and greater problematic video game use than the TD group. Multivariate models showed that inattentive symptoms predicted problematic game use for both the ASD and ADHD groups, and preferences for role-playing games predicted problematic game use in the ASD group only. CONCLUSIONS: Boys with ASD spend much more time playing video games than do boys with TD, and boys with ASD and ADHD are at greater risk for problematic video game use than are boys with TD. Inattentive symptoms, in particular, were strongly associated with problematic video game use for both groups, and role-playing game preferences may be an additional risk factor for problematic video game use among children with ASD. These findings suggest a need for longitudinal research to better understand predictors and outcomes of video game use in children with ASD and ADHD. Pediatrics 2013,132:260-266 © 2013 by the American Academy of Pediatrics.",2019,https://scholar.google.com.br/,no
885,A usability study on natural interaction devices with ASD children,"Intelligent agents such as social robots and avatars have been used with Children with Autism (CWA) to help them learn social skills. Social robots afford a natural interaction but are expensive. Interaction with avatars, on the other hand, is through point-and-click interfaces and touch-screens. In this paper, we explore the use of Microsoft KinectTMas an interaction modality with children with autism. We found that while CWA could understand the concept of interacting through gestures, though they needed explicit physical modeling from their teachers to perform those gestures. We discuss the implications of this to user-interface design. © 2013 Springer-Verlag Berlin Heidelberg.",2019,https://scholar.google.com.br/,no
886,Design and evaluation of applying robots to assisting and inducing children with autism in social interaction,"This article is a pilot study in which autistic children alternated between playing a diverse card game, physical instructions game with two different humanoid level robots. The purpose of the study was explores whether the differing humanoid levels and movements regarding robot appearance influence the responses of autistic children. The objective is to design an effective robot at a reasonable cost. The result of this study indicated that autistic children were happily involved in interactive scenarios. Two different humanoid level robots were able to guide the autistic children to complete the assigned experimental tasks, and generate basic social behavior. In other words, robots with various levels of physical similarity to humans are capable of generating positive effects in social interaction learning for autistic children. © 2013 Springer-Verlag Berlin Heidelberg.",2019,https://scholar.google.com.br/,no
887,A proposed ASD-centric framework: The case of ASDAPT,"As the number of individuals diagnosed with Autism Spectrum Disorders (ASD) rises, the need for providing one-to-one treatment increases significantly. ASD is a complex lifelong disorder that has an intense impact on a person's development predominantly demonstrating strong deficiencies in many types of social behavior, social imagination and communication. Although people with autism share some common characteristics, no two individuals are the same. In this regards, computer-based treatment approaches should always be emphasizing on the abilities, individualistic characteristics and preferences of a person with ASD. In this paper, we propose an ASD-centric adaptation and personalization framework, namely ASDAPT, that utilizes an extended user profile which attempts to capture inclusively the attributes that could formulate a strong basis for the apt identification of an individual with ASD. Main aim of ASDAPT is to provide a unified adaptive approach to the learning process over a computer-based environment for children with ASD, discussing implementation considerations, taking place during the dynamic adaptation process, supported by a real life case scenario. © 2013 Springer-Verlag Berlin Heidelberg.",2019,https://scholar.google.com.br/,yes
888,Project communicate empowering children with autism and their caregivers in India,"The work illustrated in this paper seeks to establish the case around children suffering from autism in developing countries. This paper proposes the design and development of a ubiquitous computing framework (codenamed Project Communicate) to provide a playful HCI model in order to help them learn and communicate effectively. The key merit of this study is in the illustration of how economical off-the-shelf technologies can be effectively integrated to achieve two key use cases in the area of autism interventions, namely Communication and Pedagogy. The proposed framework congregates some of the interventions designed and implemented by the authors in each of these test cases with a special focus on how mobile phone usage could be operationalized and leveraged in the context of a developing country like India. © 2013 Springer-Verlag Berlin Heidelberg.",2019,https://scholar.google.com.br/,no
889,Improving autistic children's social skills using virtual reality,"This project presents an approach to improve autistic children's social and interactive behavior through involving them in an interactive virtual reality environment. The targeted group is in the age of 5 to 16 years. The environment to be simulated is a typical house. The autistic child will have the chance to move from one room to another and to engage in a series of activities related to each of these rooms. After each activity in each room, games will be presented to test the child's understanding and perception of the aforementioned activities. Using our developed software, the autistic children gaining improvement in their communication skills such as following commands, identifying vocabulary, linking the words to their meaning and eye contacts. They will also witness an improvement in learning the religious routines, daily habits, awareness of danger and awareness of surrounding environment. © 2013 Springer-Verlag Berlin Heidelberg.",2019,https://scholar.google.com.br/,no
890,Statistical persistence and timing characteristics of repetitive circle drawing in children with ASD,"Objective: Standardized tests to assess movement difficulties in autism spectrum disorder (ASD) evaluate motor output, but do not provide information about underlying dynamics. The objective of this research is to study the statistical persistence and temporal dynamics of a circle drawing task in children with ASD. Methods: For this study 15 children diagnosed with ASD, aged 4-8 years, were asked to draw circles under various conditions using a computerized tablet. We then assessed fractal dynamics and global temporal dynamics (mean and coefficient of variation) and compared these quantities to those of typically developing (TD) controls. Results: No difference in statistical persistence was found between children with ASD and TD children. Temporal measures showed increased variability in the ASD population in the discontinuous task. Conclusion: Results support the hypothesis that children with ASD have an intact ability to consistently produce continuous movements, but increased variability in production of discontinuous movements. © 2013 Informa UK Ltd.",2019,https://scholar.google.com.br/,no
891,Increasing social interaction using prelinguistic milieu teaching with nonverbal school-age children with autism,"Purpose: Children with autism display marked deficits in initiating and maintaining social interaction. Intervention using play routines can create a framework for developing and maintaining social interaction between these children and their communication partners. Method: Six nonverbal 5- to 8-year-olds with autism were taught to engage in social interaction within salient play routines. Prelinguistic milieu teaching (PMT) techniques were used to teach the children to communicate intentionally during these routines. Intervention focused on the children's social interaction with an adult. The effects of intervention were evaluated using a multiple baseline design across participants. Results: At study onset, the participants demonstrated few consistent interaction with others. With intervention, all of the children improved their ability to sustain social interactions, as evidenced by an increase in the number of communicative interactions during play routines. Participants also increased their overall rate of initiated intentional communication. Conclusion: Development of intentional prelinguistic communication within salient social routines creates opportunities for an adult to teach social and communication skills to young school-age children with autism who function at a nonverbal level. © American Speech-Language-Hearing Association.",2019,https://scholar.google.com.br/,no
892,Evaluating complications of local anesthesia administration and reversal with phentolamine mesylate in a portable pediatric dental clinic,"This study sought to identify and quantify complications with local anesthetic administration and reversal on consecutive patients seen for comprehensive dental care in a school-based, portable dental clinic, and includes data on the patients seen by the participating portable dental providers. In 923 dental visits where local anesthetic was administered, a standardized form was used to gain further information and identify any complications, this was accompanied by a questionnaire for the student's teacher, in order to quantify the student's distraction and disruption ratings following the dental visit. After statistical analysis of the 923 consecutive cases, the overall complication rate was 5.3%. All of the complications were considered to be mild or moderate, and there were no severe event reports. The complications encountered most frequently (n = 49) were associated with self-inflicted soft tissue injury. The results of this study indicate that comprehensive care with local anesthesia delivered by a school-based portable dental clinic has a low risk of complications. Whereas safe administration of dental care is achievable with or without phentolamine mesylate as a local anesthetic reversal agent, its use was determined to improve safety outcomes. Three factors appeared to directly increase the incidence of complications: the administration of an inferior alveolar nerve block, attention deficit disorder, and obesity. Teacher evaluations demonstrated that children receiving care by a portable dental team were able to reorient back to classwork and were not disruptive to classmates.",2019,https://scholar.google.com.br/,no
893,Sluggish cognitive tempo in survivors of pediatric brain tumors,"The presence of neurocognitive late effects in survivors of pediatric brain tumors is well established. However, there remains some debate about how best to conceptualize these deficits. Sluggish cognitive tempo (SCT) is a proposed conceptual framework that has been used to describe a subset of children with ADHD who exhibit a particular profile characterized by lethargy, day dreaming and staring, and poor organization. Previous work has suggested that survivors of leukemia exhibit a similar profile, but it has not yet been examined in survivors of pediatric brain tumors. A sample of 65 survivors of pediatric brain tumors, 25 survivors of leukemia and 50 community controls completed the Child Behavior Checklist, with four items used to measure SCT. Survivors completed additional measures of neurocognitive functioning. Survivors of brain tumors demonstrated significantly greater symptoms of SCT than survivors of leukemia or controls. SCT was associated with attention problems and working memory deficits and the presence of a VP-shunt. Results provided conditional support for the presence of SCT in survivors of brain tumors, with further research needed to determine the clinical utility of the framework. © 2013 Springer Science+Business Media New York.",2019,https://scholar.google.com.br/,no
894,Clinical advantage of real-time three-dimensional transesophageal echocardiography for transcatheter closure of multiple atrial septal defects,"This study sought to evaluate the usefulness of real-time three-dimensional (3D) transesophageal echocardiography (TEE) to guide the repair of multiple atrial septal defects (ASDs). Of 212 consecutive patients with secundum ASD who were scheduled for transcatheter closure of their ASDs, 27 had multiple ASDs. These patients underwent two-dimensional (2D) transthoracic echocardiography, 2D TEE, and 3D TEE. Overall, 18 patients had two defects, and 9 patients had three or more defects. The latter group included three patients with multifenestrated defects. Optimal 3D images were obtained in 93 % of the patients. In patients with two defects, information on the positional relation of the defects was obtained using 2D TEE and 3D TEE in 71 and 94 % of patients, respectively (P = 0.22). The positional relations of the defects could not be evaluated with 2D TEE in patients with three or more defects, whereas it could be evaluated with 3D TEE in all of these patients (0 vs. 100 %, P = 0.008). In all patients, 3D TEE proved superior to 2D TEE for providing sufficient information (96 vs. 48 %, P = 0.002). Procedural success was obtained in 26 patients (96.3 %), without complications. Transcatheter closure of multiple ASDs under 3D TEE guidance is effective and safe. Real-time 3D TEE can provide useful information regarding complex ASD morphology. It can thus contribute to developing a successful treatment strategy, especially in patients with three or more defects.",2019,https://scholar.google.com.br/,no
895,"Life at the interface: Adults with ""pediatric"" disorders of the nervous system","The increasing longevity of patients with congenital and developmental disorders of the nervous system reflects the palliative and social success of pediatrics in the past 2 decades. This success has resulted in an increasing number of adult patients with residua or sequelae of childhood disease and/or its treatment. It is critically important that residencies and subspecialty fellowships train a cadre of physicians to prepare patients and families for the transition of children with special health care needs to adulthood and to attend to their unique medical, psychological, and social concerns. Health services and education research must better define the needs of this growing population and the best ways to educate their physicians and families and empower them to become as independent as their fullest potential allows. © 2013 American Neurological Association.",2019,https://scholar.google.com.br/,no
896,Towards an affective computing feedback system to benefit underserved individuals: An example teaching social media skills,"Researchers have suggested that the use of technology may be effective during the instruction of a variety of academic and communication skills for individuals with disabilities [1, 2]. Also, the design of affect-sensitive interactions between humans and technology, a research area known as affective computing, is an increasingly important discipline in the human-computer interaction (HCI) and human-robot interaction (HRI) communities. Physiological signals could be used to determine which affective states are involved in HCI and HRI for a broad section of the population but may have increased utility for individuals with social or intellectual impairments. Therefore, employing affect-sensitive technologies in intervention sessions may provide a means to make strides in appropriate social interaction skills and other deficits, but further research is necessary to understand why these methods are successful and what applications are most useful for different individuals. © 2013 Springer-Verlag Berlin Heidelberg.",2019,https://scholar.google.com.br/,no
897,Autonomy and the unintended legal consequences of emerging neurotherapies,"One of the ethical issues that has been raised recently regarding emerging neurotherapies is that people will be coerced explicitly or implicitly in the workplace or in schools to take cognitive enhancing drugs. This article builds on this discussion by showing how the law may pressure people to adopt emerging neurotherapies. It focuses on a range of private law doctrines that, unlike the criminal law, do not come up very often in neuroethical discussions. Three doctrines - the doctrine of mitigation, the standard of care in negligence, and child custody determinations in family law - are addressed to show how the law may pressure people to consent to treatment by offering a choice between accepting medical treatment and suffering a legal disadvantage. The doctrines considered in this article apply indirect pressure to submit to treatment, unlike court-ordered medical treatment, which applies direct pressure and is not addressed here. The outcome of this discussion is to show that there is a greater range of social pressures that may encourage the uptake of novel neurotherapies than one might initially think. Once treatments that were developed and offered with therapeutic benefits in mind become available, their existence gives rise to unintended legal consequences. This certainly does not mean we should cease developing new therapies that may be of tremendous benefit to patients, but it does raise some questions for physicians and for legal policy-makers. How should physicians, who are required by medical ethical principles to obtain valid consent to treatment, react to a patient's reluctant consent that is driven by legal pressure? From the legal policy perspective, are our legal doctrines satisfactory or should they be changed because, for example, they unduly promote the collective interest over individual freedom to reject medical treatment or because they channel us toward economically efficient treatments to the detriment of more costly but potentially superior approaches of dealing with behavioural problems? © 2011 Springer Science+Business Media B.V.",2019,https://scholar.google.com.br/,no
898,Behavioral and physiologic adverse effects in adolescent and young adult emergency department patients reporting use of energy drinks and caffeine,"Introduction. This pilot study assessed the prevalence of physiologic and behavioral adverse effects among adolescent (13-17 years) and adult (18-25 years) emergency department patients who reported energy drink and/or caffeinated-only beverage use within the 30 days prior to emergency department presentation. It was hypothesized that energy drink users would report more adverse effects than those who used only traditional caffeinated beverages such as coffee, tea, or soft drinks. Methods. This cross-sectional pilot study was conducted in two urban emergency departments, one adult and one pediatric. Eligible patients were enrolled during a 6-week period between June and August 2010. Participants completed a tablet computer-based, self-administered, anonymous questionnaire about their past 30-day energy drink and/or caffeinated-only beverage use, substance use, and experience of 10 physiologic and 10 behavioral symptoms. Multivariable logistic regression and negative binomial regression models, adjusted for age, gender, and substance use, were created to compare the occurrence of each adverse effect between energy drink and caffeinated-only beverage users. Odds ratios (ORs) and incidence rate ratios (IRRs) were estimated. Results. Of those enrolled, 53.3% reported consuming energy drinks, 39.1% caffeinated-only beverages, and 7.6% no energy drinks or caffeinated-only beverages within the past 30 days. In multivariable logistic regression models, energy drink users were more likely than caffeinated-only beverage users to report having ""gotten into trouble at home, school, or work"" in the past 30 days (OR: 3.12 [1.24-7.88]). In the negative binomial regression multivariable models, more behavioral effects were reported among drug users (IRR: 1.50 [1.18-1.93]), and more physiologic effects were reported among tobacco users (IRR: 1.42 [1.13-1.80]) and females (IRR: 1.48 [1.21-1.80]), but not among energy drink users. Conclusions. Energy drink users and substance users are more likely to report specific physiologic and behavioral adverse effects. Emergency department clinicians should consider asking patients about energy drink and traditional caffeine usage and substance use when assessing patient symptoms. © 2013 Informa Healthcare USA, Inc.",2019,https://scholar.google.com.br/,no
899,Universal access to participatory musical experiences for people with disabilities,"Participating in music is a promising way to provide therapy for people with neurological and developmental disabilities. Unfortunately people are often unable to participate in music because of cognitive or physical impairment, and the steep learning curve of playing an instrument. We developed the Sensor to MIDI Interface (SMIDI) controller in order to provide a common platform to create MIDI-based musical instruments that are appropriate for people with disabilities. In this paper we discuss the SMIDI controller and three unique applications that use the system. The first is the MusicGlove, a musical instrument that motivates use of the hand through practicing functional gripping movements. The second is a fabric-based sensor technology that can be cut into any size or shape and connects with SMIDI to turn ordinary objects into a musical instrument. The third is a sensor laden stuffed animal that elicits sounds through bending and squeezing various appendages. Through the SMIDI system we hope to make music participation an accessible and enjoyable medium for therapy. © 2013 Springer-Verlag Berlin Heidelberg.",2019,https://scholar.google.com.br/,no
900,HygieneHelper: Promoting awareness and teaching life skills to youth with autism spectrum disorder,"In this paper, we describe a mobile system to support youth with autism spectrum disorder (ASD) learn about and track healthy hygiene behaviors, HygieneHelper. This mobile application was developed as the result of a multi-year action research project with six school districts and two county agencies all focused on using mobile technologies to help teens and young adults develop skills for independent living and employment. HygieneHelper includes multi-media learning modules, an interactive customizable interface for tracking and monitoring progress on hygiene routines, and prompting and feedback from a virtual coach.",2019,https://scholar.google.com.br/,yes
901,VidCoach: A mobile video modeling system for youth with special needs,"Autism Spectrum Disorder (ASD) is often characterized by a deficit in social skills, including the ability to interview successfully for jobs, a key hurdle to be overcome for independent living. One effective way that individuals with ASD can learn and retain valuable life skills is through the use of video modeling. Peer video modeling focuses on individuals imitating models similar to themselves (i.e., physical characteristics, age, ethnicity, gender, etc.), and self-modeling focuses on watching oneself successfully completing tasks. In this paper, we describe the design of VidCoach, a mobile application built to support both peer modeling and self-modeling for individuals with ASD. VidCoach can aid adolescents in work transition programs with learning and retaining job interview skills, and we present a scenario that highlights how a user might interact with VidCoach in this particular context. We conclude with a brief overview detailing our current work focused on evaluating the VidCoach application and a discussion of the potential for VidCoach to extend beyond our job-interviewing scenario to involve learning and retaining life skills in other areas.",2019,https://scholar.google.com.br/,no
902,Exploring motion-based touchless games for autistic children's learning,"Our understanding of the effectiveness of motion-based touchless games for autistic children is limited, because of the small amount of empirical studies and the limits of our current knowledge on autism. This paper offers two contributions. First, we provide a survey and a discussion of the existing literature. Second, we describe a field study that extends the current body of empirical evidence of the potential benefits of touchless motion-based gaming for autistic children. Our research involved five autistic children and one therapist in the experimentation of a set of Kinect games at a therapeutic center for a period of two and a half months. Using standardized therapeutic tests, observations during game sessions, and video analysis of over 20 hours of children's activities, we evaluated the learning benefits in relationship to attentional skills and explored several factors in the emotional and behavioral sphere. Our findings show improvements of the considered learning variables and help us to better understand how autistic children experience motion-based touchless play. Overall, our research sheds a light on the opportunities offered full body touchless games for therapy and education of these special users. Copyright 2013 ACM.",2019,https://scholar.google.com.br/,no
903,Towards the design of technology for measuring and capturing children's attention on e-learning tasks,"Being able to be attentive as necessary on an e-learning task is not always easy for a young student, especially for children affected by Attention Deficit Hyperactivity Disorder. To support this category of students, we aim to design a software module able to: (a) automatically detect their level of attention when working on a learning task and, (b) propose suitable stimuli to re-capture their attention on it. This paper describes the first two steps towards this application: (1) the building of an attention model, meant as the base of the software module for automatically measuring the attention level, and (2) the study of a face tracker to measure the attention level in real time. Finally, it proposes some possible stimuli which can be used to re-capture the lost attention. Copyright 2013 ACM.",2019,https://scholar.google.com.br/,no
904,Games as neurofeedback training for children with FASD,"Biofeedback games help people maintain specific mental or physical states and are useful to help children with cognitive impairments learn to self-regulate their brain function. However, biofeedback games are expensive and difficult to create and are not sufficiently appealing to hold a child's interest over the long term needed for effective biofeedback training. We present a system that turns off-the-shelf computer games into biofeedback games. Our approach uses texture-based graphical overlays that vary in their obfuscation of underlying screen elements based on the sensed physiological state of the child. The textures can be visually customized so that they appear to be integrated with the underlying game. Through a 12-week deployment, with 16 children with Fetal Alcohol Spectrum Disorder, we show that our solution can hold a child's interest over a long term, and balances the competing needs of maintaining the fun of playing, while providing effective biofeedback training. Copyright 2013 ACM.",2019,https://scholar.google.com.br/,no
905,Deliberate discrepancies as a design strategy for motivating social communication in virtual environments for young children with autism,"This PhD project explores the phenomenon of young children with autism spectrum conditions (ASC, 8 children aged 5-8 years) detecting discrepancies (i.e. novel or rule-violating occurrences) in existing video data from a virtual environment (VE), and the children's' subsequent social and non-social reactions. Children frequently initiated positive, social communication to human and virtual partners, with individuals appearing to prefer initiating about some discrepancy types over others. These early results suggest that deliberately including a range of discrepancies in future exploratory VEs may motivate initiation for children in this group. However, little is known about the possible types of discrepancy that might exist in a VE, how this population understands them, and how they might adaptively be incorporated into system designs. Missing too is a clear vocabulary or framework for discussing discrepancy research. The next phases of PhD work aim to approach these questions, with continued focus on taxonomizing discrepancy, and exploring design issues in single-user VEs for young children with autism.",2019,https://scholar.google.com.br/,no
906,Give spontaneity and self-discovery a chance in ASD: Spontaneous peripheral limb variability as a proxy to evoke centrally driven intentional acts,"Autism can be conceived as an adaptive biological response to an early unexpected developmental change. Under such conceptualization one could think of emerging biological compensatory mechanisms with unique manifestations in each individual. Within a large group of affected people this would result in a highly heterogeneous spectral disorder where it would be difficult to tap into the hidden potentials of any given individual. A pressing question is how to treat the disorder while harnessing the capabilities and predispositions that the individual has already developed. It would indeed be ideal to use such strengths to accelerate the learning of self-sufficiency and independence, important as the person transitions into adulthood. In this report, we introduce a new concept for therapeutic interventions and basic research in autism. We use visuo-spatial and auditory stimuli to help augment the physical reality of the child and sensory-substitute corrupted kinesthetic information quantified in his/her movement patterns to help the person develop volitional control over the hand motions. We develop a co-adaptive child-computer interface that closes the sensory-motor feedback loops by alerting the child of a cause-effect relationship between the statistics of his/her real-time hand movement patterns and those of external media states. By co-adapting the statistics of the media states and those of the child's real-time hand movements, we found that without any food/token reward the children naturally remained engaged in the task. Even in the absence of practice, the learning gains were retained, transferred and improved 2-4 weeks later. This new concept demonstrates that individuals with autism do have spontaneous sensory-motor adaptive capabilities. When led to their self-discovery, these patterns of spontaneous behavioral variability (SBV) morph into more predictive and reliable intentional actions. These can unlock and enhance exploratory behavior and autonomy in the individual with autism spectrum disorders (ASD).",2019,https://scholar.google.com.br/,no
907,ICAN: A tablet-based pedagogical system for improving the user experience of children with autism in the learning process,"A paper-made Picture Exchange Communication System is the conventional pedagogical approach used to develop the communication skills of children with autism. Unfortunately, its disadvantages greatly increase the burden on caregivers and damage the experience of users. To overcome these problems, our multidisciplinary team produced iCAN, a tablet-based APP system that involves adopting the successful aspects of the paper-made PECS approach and incorporating advantages of an electronic device into several features to make the learning process easier. 11 children with autism participated in the experiments to experience iCAN. The changes in their user experience demonstrate the benefits of iCan as an orange technology. © 2013 IEEE.",2019,https://scholar.google.com.br/,no
908,Locality preserving non-negative basis learning with graph embedding,"The high dimensionality of connectivity networks necessitates the development of methods identifying the connectivity building blocks that not only characterize the patterns of brain pathology but also reveal representative population patterns. In this paper, we present a non-negative component analysis framework for learning localized and sparse sub-network patterns of connectivity matrices by decomposing them into two sets of discriminative and reconstructive bases. In order to obtain components that are designed towards extracting population differences, we exploit the geometry of the population by using a graph-theoretical scheme that imposes locality-preserving properties as well as maintaining the underlying distance between distant nodes in the original and the projected space. The effectiveness of the proposed framework is demonstrated by applying it to two clinical studies using connectivity matrices derived from DTI to study a population of subjects with ASD, as well as a developmental study of structural brain connectivity that extracts gender differences. © 2013 Springer-Verlag.",2019,https://scholar.google.com.br/,no
909,Physical therapy evaluation in Potocki-Lupski syndrome: A case report [Avaliação Fisioterapêutica na Síndrome de Potocki-Lupski: Relato de Caso],"The Potocki-Lupski syndrome (17p11.2 p11.2 duplication), recognized in 2007, comprehends clinical characteristics such as congenital anomalies, intellectual deficit, infantile hypotonia and language disorder. Objective. to describe the case of a child clinically diagnosed with Potocki-Lupski syndrome considering the physical therapeutic evaluation aspects. Method. The physical therapeutic evaluation consisted on the anamnesis investigation, physical examination and postural evaluation. The anamnesis was gathered by means of a semi-open interview form and the physical examination included respiratory, neurologic and musculoskeletal aspects. To characterize the child's postural deviations the Postural Evaluation Software (Software de Avaliação Postural - SAPO) was used. Results. Male, 12 years old, white, Brazilian nationality, presented motor developmental and language acquisition delay. Besides, he presented bilateral quadriceps and triceps surae spasticity, patellar and Achilles tendon hyperreflexia, Babinski sign and clonus. The postural analysis indicated scoliosis, anteriorization of the head and thoracic hyperkyfosis. Final considerations. according to the scientific findings, the patient presented postural alterations, development delay and language disorder. Autistic spectrum and muscular hypotonia were not evidenced in the evaluation, though they are described in the clinical aspects of this syndrome. The neurological examination revealed signs of corticospinal tract impairment.",2019,https://scholar.google.com.br/,no
910,Robótica-Autismo project: Technology for autistic children,"This article presents the Robótica-Autismo research project which started in 2009 from a partnership with APPACDM (Portuguese Association of Parents and Friends of Mentally Retarded Citizens). The main objective of the study is to promote the interaction and communication with children with Autism Spectrum Disorder (ASD) by using robots. Different approaches have been followed by the researchers enrolled in this project. Some studies are focused on using Lego robots to teach social and academic skills to children with ASD, other studies are dedicated to the detection of stereotyped movements in children with ASD using two different methods: the Kinect sensor and accelerometers. Recent work is related to the use of a humanoid robot that allows facial expressions to facilitate the emotion recognition and teaching facial expressions. © 2013 IEEE.",2019,https://scholar.google.com.br/,no
911,"Impairment of fragile X mental retardation protein-metabotropic glutamate receptor 5 signaling and its downstream cognates ras-related C3 botulinum toxin substrate 1, amyloid beta A4 precursor protein, striatal-enriched protein tyrosine phosphatase, and homer 1, in autism: A postmortem study in cerebellar vermis and superior frontal cortex","Background: Candidate genes associated with idiopathic forms of autism overlap with other disorders including fragile X syndrome. Our laboratory has previously shown reduction in fragile X mental retardation protein (FMRP) and increase in metabotropic glutamate receptor 5 (mGluR5) in cerebellar vermis and superior frontal cortex (BA9) of individuals with autism. Methods. In the current study we have investigated expression of four targets of FMRP and mGluR5 signaling - homer 1, amyloid beta A4 precursor protein (APP), ras-related C3 botulinum toxin substrate 1 (RAC1), and striatal-enriched protein tyrosine phosphatase (STEP) - in the cerebellar vermis and superior frontal cortex (BA9) via SDS-PAGE and western blotting. Data were analyzed based on stratification with respect to age (children and adolescents vs. adults), anatomic region of the brain (BA9 vs. cerebellar vermis), and impact of medications (children and adolescents on medications (n = 4) vs. total children and adolescents (n = 12), adults on medications (n = 6) vs. total adults (n = 12)). Results: There were significant increases in RAC1, APP 120 kDa and APP 80 kDa proteins in BA9 of children with autism vs. healthy controls. None of the same proteins were significantly affected in cerebellar vermis of children with autism. In BA9 of adults with autism there were significant increases in RAC1 and STEP 46 kDa and a significant decrease in homer 1 vs. controls. In the vermis of adult subjects with autism, RAC1 was significantly increased while APP 120, STEP 66 kDa, STEP 27 kDa, and homer 1 were significantly decreased when compared with healthy controls. No changes were observed in vermis of children with autism. There was a significant effect of anticonvulsant use on STEP 46 kDa/?-actin and a potential effect on homer 1/NSE, in BA9 of adults with autism. However, no other significant confound effects were observed in this study. Conclusions: Our findings provide further evidence of abnormalities in FMRP and mGluR5 signaling partners in brains of individuals with autism and open the door to potential targeted treatments which could help ameliorate the symptoms of autism. © 2013 Fatemi et al., licensee BioMed Central Ltd.",2019,https://scholar.google.com.br/,no
912,Integrated brain and body exercises for ADHD and related problems with attention and executive function,"This paper reviews the neuroscience foundation for understanding and harnessing neuroplastic processes that shape the structure and function of the human brain after birth, describes a newly developed, integrated series of computer presented and physical exercises to promote activity-related development of neurocognitive systems of attention and executive function in elementary school children, and reviews evidence of the efficacy of the program. The computer-presented brain exercises have new functionalities that more fully shape the training to each user's individual profile of cognitive strengths and weaknesses than was previously possible. The programs also provide assessments of each child's cognitive strengths and weaknesses based on built in formal tests of cognition and error analytic algorithms applied to 15-20,000 responses from each child while using the brain training program. Copyright © 2013, IGI Global.",2019,https://scholar.google.com.br/,no
913,Neurofeedback training aimed to improve focused attention and alertness in children with ADHD: A study of relative power of eeg rhythms using custom-made software application,"Neurofeedback is a nonpharmacological treatment for attention-deficit hyperactivity disorder (ADHD). We propose that operant conditioning of electroencephalogram (EEG) in neurofeedback training aimed to mitigate inattention and low arousal in ADHD, will be accompanied by changes in EEG bands' relative power. Patients were 18 children diagnosed with ADHD. The neurofeedback protocol (""Focus/Alertness"" by Peak Achievement Trainer) has a focused attention and alertness training mode. The neurofeedback protocol provides one for Focus and one for Alertness. This does not allowfor collecting information regarding changes in specific EEG bands (delta, theta, alpha, low and high beta, and gamma) powerwithin the 2 to 45Hz range. Quantitative EEG analysiswas completed on each of twelve 25-minute-long sessions using a custom-made MatLab application to determine the relative power of each of the aforementioned EEGbands throughout each session, and from the first session to the last session. Additional statistical analysis determined significant changes in relative power within sessions (fromminute 1 to minute 25) and between sessions (fromsession 1 to session 12). Analysis was of relative power of theta, alpha, lowand high beta, theta/alpha, theta/beta, and theta/lowbeta and theta/high beta ratios. Additional secondary measures of patients' post-neurofeedback outcomes were assessed, using an audiovisual selective attention test (IVA+Plus) and behavioral evaluation scores from the Aberrant Behavior Checklist. Analysis of data computed in the MatLab application, determined that theta/lowbeta and theta/alpha ratios decreased significantly fromsession 1 to session 12, and fromminute 1 tominute 25 within sessions. The findings regarding EEG changes resulting frombrain wave self-regulation training, along with behavioral evaluations, will help elucidate neuralmechanisms of neurofeedback aimed toimprove focused attention and alertness inADHD. © EEG and Clinical Neuroscience Society (ECNS) 2013.",2019,https://scholar.google.com.br/,no
914,Influence of colour on acquisition and generalisation of graphic symbols,"Background Children with autism may benefit from using graphic symbols for their communication, language and literacy development. The purpose of this study was to investigate the influence of colour versus grey-scale displays on the identification of graphic symbols using a computer-based intervention. Method An alternating treatment design was employed to examine the learning and generalisation of 58 colour and grey-scale symbols by four preschool children with autism. The graphic symbols were taught via a meaning-based intervention using stories and educational games. Results and conclusions Results demonstrate that all of the children were able to learn and maintain symbol identification over time for both symbol displays with no apparent differences. Differences were apparent for two of the children who exhibited better generalisation when learning grey-scale symbols first. The other two showed no noticeable difference, between displays when generalising from one display to the other. Implications and further research are discussed. © 2012 The Authors. Journal of Intellectual Disability Research © 2012 John Wiley & Sons Ltd, MENCAP & IASSID.",2019,https://scholar.google.com.br/,no
915,Friendship characteristics and activity patterns of adolescents with an autism spectrum disorder,"This study compared perceptions of adolescents' friendships between adolescents with an autism spectrum disorder (ASD) and their parents, examined factors associated with friendship qualities, and investigated the adolescents' reports on the activities they did with friends and how activity patterns differed by gender. Ninety-one adolescents with an ASD and their parents completed mail-based surveys during the summer months. Adolescents with an ASD identified more friends than did their parents, but they agreed on the friends' characteristics. About half of the adolescents spent an average of 4 hours per day with friends during the summer months. Male adolescents with an ASD most frequently played video games with friends, whereas females most frequently had conversations with friends. The findings suggest that adolescents with an ASD and their parents identify different peers as the adolescent's friends. The findings also reveal similarities and differences in friendships between adolescents with an ASD and typically developing adolescents. © The Author(s) 2011.",2019,https://scholar.google.com.br/,no
916,End-user programming architecture facilitates the uptake of robots in social therapies,"This paper proposes an architecture that makes programming of robot behavior of an arbitrary complexity possible for end-users and shows the technical solutions in a way that is easy to understand and generalize to different situations. It aims to facilitate the uptake and actual use of robot technologies in therapies for training social skills to autistic children. However, the framework is easy to generalize for an arbitrary human-robot interaction application, where users with no technical background need to program robots, i.e. in various assistive robotics applications. We identified the main needs of end-user programming of robots as a basic prerequisite for the uptake of robots in assistive applications. These are reusability, modularity, affordances for natural interaction and the ease of use. After reviewing the shortcomings of the existing architectures, we developed an initial architecture according to these principles and embedded it in a robot platform. Further, we used a co-creation process to develop and concretize the architecture to facilitate solutions and create affordances for robot specialists and therapists. Several pilot tests showed that different user groups, including therapists with general computer skills and adolescents with autism could make simple training or general behavioral scenarios within 1 h, by connecting existing behavioral blocks and by typing textual robot commands for fine-tuning the behaviors. In addition, this paper explains the basic concepts behind the TiViPE based robot control platform, and gives guidelines for choosing the robot programming tool and designing end-user platforms for robots. © 2013 Elsevier B.V. All rights reserved.",2019,https://scholar.google.com.br/,no
917,Study on developmental- behavioural pediatrics training experiences of pediatricians and pediatric trainees working in Nepal,"Background There are growing concerns about developmental, behavioural, social and emotional wellbeing of children throughout the world. A huge gap exists between the instructions provided on medical disciplines and on areas of Developmental- Behavioural Pediatrics (DBP) during pediatric training in our region. Objective: This study aims to evaluate the Developmental -Behavioural pediatrics (DBP) training experiences of pediatricians and pediatric trainees during their post graduate training in pediatrics. Methods: Questionnaires were sent to the pediatricians / trainees and data was analyzed using SPSS software. Result: More than 56 % of respondents were satisfied in 10 out of 11 medical disciplines where as more than 56% were unsatisfied in 10 out of 11 developmental behavioural pediatrics disciplines. This Study has demonstrated that between 50-60 % of pediatricians did not see the cases of ADHD, Learning difficulty and family dysfunction for a period of three months prior to the survey which are relatively common conditions. Even in post graduate training nearly 66 % of pediatricians were unsatisfied with their instructions in DB pediatrics. Conclusion: Pediatricians working in Nepal have difficulties in addressing the issues of developmental pediatrics, raising a question about the need to review the curriculum of post graduate training in Pediatrics.",2019,https://scholar.google.com.br/,no
918,User interface design issues for the autistic children,"One of the most important problems of the autistic children is split attention that avoids them from being able to focus attention on their learning. Because of having higher visual abilities in comparing with ordinary people, visual supports are required to be used for these individuals. With the intention of presenting visual information displays, computers are used among children with autism. On the other hand, many other researches proved that by providing a structured and controlled computer based environments, autistic children could be supported effectively. Thus, specific design issues should be customized for them to facilitate their split attention in learning. Accordingly, This paper aims at providing an application that considers the identified design issues based on Fakih method for the autistic children to manage their split attention.",2019,https://scholar.google.com.br/,no
919,Facilitating autistic children's split attention in designing computer teaching instructions,"One of the most important difficulties of autistic children in learning is not being able to focus attention on the relevant information. Considering autistic individuals have higher visual abilities in comparing with ordinary people, visual supports are used to enable learning. Intending to offer visual information displays, computers are used among individuals with autism. Previous researches indicated that autistic children could be supported effectively by providing a structured and controlled environment using computer based intervention. Preparing instructions for the autism spectrum requires customizing specific design issues to facilitate their split attention. Moving forward in this paper, it is concluded that in addition to the design issues to be considered for the autistic children, teaching instructions need to be incorporated. This paper aims to present the specified user interface design issues incorporated with the required teaching instructions for the autistic children to facilitate their split attention.",2019,https://scholar.google.com.br/,no
920,Sustainable learning for sustainability,"Sustainability issues are appearing with increasing frequency. Education for global sustainability, therefore, must achieve long-term maintenance of resources. For successful sustainability education, a novel learning process must be developed that converts didactic perspectives and designs into sustained deep learning. Incorporating neurobiological mechanisms, such as conscious explicit-declarative and unconscious implicit-procedural learning constructs, psychosocial attention, and value-based motivation, is necessary to make learning sustainable, ensuring successful adaptation to the environment. The authors derive a generalizable, sustained, deep-learning framework from neurolinguistic research concerning language acquisition in autism that transcends many current learning paradigms and provides heuristics to develop pedagogic strategies for global sustainability.© W. S. Maney & Son Ltd 2013.",2019,https://scholar.google.com.br/,no
921,Knowledge management and value creation in a third sector organisation,"This paper reports on a case study of a collaborative research project, in which researchers worked with key individuals in a third sector organisation to identify how the organisation might move forward to accelerate its learning capability. The research used the value creation framework of Wenger, Trayner and de Laat as a diagnostic tool for assessing where change is needed in building and sustaining knowledge frameworks in the organisation, we used Nonaka and Takeuchi's socialisation, externalisation, combination and internalisation framework to capture the tacit and explicit knowledge sharing processes in the organisation, and we used Wenger's concepts of horizontal, vertical and transversal to examine levels of accountability. Findings highlighted that by combining a top-down strategy with harnessing the knowledge of practitioners, the 'executive sponsorship' of the Senior Management Team is in a position to move Scottish Autism forward as a learning organisation by nurturing further opportunities for sharing knowledge across the organisation in a way that harnesses the enthusiasm and initiative of staff. © 2013 John Wiley & Sons, Ltd.",2019,https://scholar.google.com.br/,no
922,Altered patterns of functional connectivity of posterior cingulate cortex on resting-state magnetic resonance imaging in children with attention-deficit or hyperactivity disorder,"Objective: To explore the pathophysiological changes in the functional connectivity of posterior cingulate cortex (PCC) with other brain regions in children with attention-deficit or hyperactivity disorder (ADHD) on resting-state functional magnetic resonance imaging (fMRI) and explore the neural mechanisms of ADHD at the point of relationships between brain regions. Methods: Thirty children with ADHD from the Third Affiliated Hospital of Soochow University from June 2008 to April 2010 and another 30 age-and-gender-matched controls from a normal primary school over the same period underwent resting-state fMRI scans. And blood oxygenation level dependent (BOLD) signal was acquired to calculate the functional connectivity of PCC with other brain regions controls. Singnificant differences of connectivity between groups were analyzed with REST software. Results: The pattern of functional connectivity of PCC for the ADHD group was similar to that of the control group. Significant positive functional connectivity with PCC was observed in the default mode of network (DMN) while negative functional connectivity was present in dorlateral prefrontal cortex, anterior cingulate, parietal cotex and basal ganglia (all P < 0.05, corrected). Compared to the controls, the ADHD group exhibited decreased positive connectivity with PCC in bilateral medial prefrontal cortex (0.07±0.20 vs 0.33±0.23, t=-5.47), right posterior cingulate gyrus (0.25±0.28 vs 0.48±0.30, t=-3.44), right inferior temporal gyrus (-0.05±0.19 vs 0.22±0.22, t=-4.61) and cerebellar posterior lobe (-0.04±0.21 vs 0.17±0.16, t=-3.99), while decreased negative functional connectivity with PCC was observed in left insula (-0.10±0.26 vs -0.30±0.19, t=3.71), right inferior parietal lobule (0.02±0.18 vs -0.23±0.17, t=5.20), left postcentral gyrus (0.08±0.26 vs -0.17±0.25, t=4.06), left superior temporal gyrus (-0.04±0.25 vs -0.27±0.17, t=4.27), right superior temporal gyrus (-0.08±0.25 vs -0.31±0.21, t=3.80) and left fusiform gyrus (-0.01±0.25 vs -0.18±0.17, t=3.57) (all P < 0.05, corrected). Conclusions: The connectivity of DMN between brain regions is abnormal in ADHD group. And the strengthen of negative relationship between DMN and task activated network becomes reduced. It is surmised that the decreased internal synchronization of default network and disrupted balance between DMN and prefrontal-parietal attentional networks may be important neural mechanisms of ADHD. Copyright © 2013 by the Chinese Medical Association.",2019,https://scholar.google.com.br/,no
923,A portable application for supporting ABA intervention,"Applied Behavior Analysis (ABA) is a scientific method for modelling human behavior, successfully applied in the context of Autism. Recording and sharing measurable data (on subjects' performance) between caregivers guarantees consistency of learning programs and allows monitoring the learning enhancements. Data are usually recorded on paper, which requires considerable effort and is subject to error. The purpose of this paper is to describe a portable application developed to support ABA tutors in their work with autistic subjects. It allows gathering data from ABA sessions, giving tutors rapid access to information, also in graphical formats. The tool was designed via participatory design. Various ABA team members were involved, in order to make the application respond perfectly to their needs. The approach aims to ensure maximum usability, while minimizing errors and ambient interference. The use of mobile devices (i.e. tablets or smartphones) allows mobility and ease of interaction, enabling efficient data collection and processing. Data plotting allows one to easily interpret gathered data. The proposed application, free open source software, can be a valuable aid for supporting the ABA intervention and favor the inclusion of children with autism. Available software to assist tutors during therapy sessions is often proprietary, and research prototypes are not freely available, so paper forms are still widespread. Besides, without attention to usability requirements, assisting tools would be comparable in efficiency with data insertion on paper. Our software was specifically designed following ABA principles and favors efficient data entry allowing natural interaction with touch screen interfaces: drag and drop, taps and gestures. Furthermore, it is shared in the public domain. © 2013, Emerald Group Publishing Limited. All rights reserved.",2019,https://scholar.google.com.br/,yes
924,Neurophysiological Processing of Emotion and Parenting Interact to Predict Inhibited Behavior: An Affective-Motivational Framework,"Although inhibited behavior problems are prevalent in childhood, relatively little is known about the intrinsic and extrinsic factors that predict a child's ability to regulate inhibited behavior during fear- and anxiety-provoking tasks. Inhibited behavior may be linked to both disruptions in avoidance-related processing of aversive stimuli and in approach-related processing of appetitive stimuli, but previous findings are contradictory and rarely integrate consideration of the socialization context. The current exploratory study used a novel combination of neurophysiological and observation-based methods to examine whether a neurophysiological measure sensitive to approach- and avoidance-oriented emotional processing, the late positive potential (LPP), interacted with observed approach- (promotion) and avoidance- (prevention) oriented parenting practices to predict children's observed inhibited behavior. Participants were 5- to 7-year-old (N = 32) typically-developing children (M = 75.72 months, SD = 6.01). Electroencephalography was continuously recorded while children viewed aversive, appetitive, or neutral images, and the LPP was generated to each picture type separately. Promotion and prevention parenting were observed during an emotional challenge with the child. Child inhibited behavior was observed during a fear and a social evaluation task. As predicted, larger LPPs to aversive images predicted more inhibited behavior during both tasks, but only when parents demonstrated low promotion. In contrast, larger LPPs to appetitive images predicted less inhibited behavior during the social evaluative task, but only when parents demonstrated high promotion, children of high promotion parents showing smaller LPPs to appetitive images showed the greatest inhibition. Parent-child goodness-of-fit and the LPP as a neural biomarker for emotional processes related to inhibited behavior are discussed. © 2013 Kessel, Huselid, Decicco and Dennis.",2019,https://scholar.google.com.br/,no
925,Teaching Human-Computer Interaction through developing applications in collaboration between academy and autism organizations,"Human-Computer Interaction is a discipline that is getting more interest nowadays, not only because the proliferation of computer science but also due the proliferation of new technological devices that require user-friendly interfaces. Furthermore, new technology is enabling us to attend needs of special groups with specific impairments, such as autistic users. Most efforts have been made in order to integrate curricula for this discipline, also most efforts have been made in the teaching context of these themes. However, it is necessary to continue improving teaching practices, integrating research and good practices from real environments. In this paper we present some experiences in teaching Human-Computer Interaction and Usability Engineering in conjunction with Software Development. Our teaching experiences involve real projects in collaboration with a specialized organization in autism. This teaching environment allows students to interact with end users, making sense of how useful is applying user interface design principles in order to facilitate the life of users with special capabilities. © 2013 TEMPUS Publications.",2019,https://scholar.google.com.br/,no
926,"The finding that three children with ASD were taught to use an iPad PECS app was conclusive, though one participant retained a preference for use of the traditional PECS book","This review provides a summary and appraisal commentary on the treatment review by Ganz, J., Hong, E., & Goodwyn, F. (2013). Effectiveness of the PECS Phase III app and the choice between the app and traditional PECS among preschoolers with ASD. Research in Autism Spectrum Disorders, 7(8), 973-983.Source of funding and disclosure of interest: The original authors reported that Pyramid Educational Consultants donated the PECS III tablet computer application used in the study, at a cost of $9.99. All other funding was provided by a grant from the Office of the Vice President for Research's Program to Enhance Scholarly and Creative Activity and by the Center on Disability and Development (Texas A&M University). No disclosure of interests was reported, but the original authors did state that no Pyramid Educational Consultants staff were involved in any aspect of the research decision, activities, data analysis, or writing of the manuscript. © 2013 © 2013 Taylor & Francis.",2019,https://scholar.google.com.br/,no
927,Youth Perceptions of Attention-Deficit/Hyperactivity Disorder and Barriers to Treatment,"The purpose of this study was to gain information about how youth with ADHD perceive this disorder and the barriers to treatment. Six focus groups were conducted in three locations within Nova Scotia (two of each: elementary school students, middle school students, high school students). Qualitative data was collected from 25 youth (aged 10 to 21) diagnosed with ADHD. Data analysis conducted through Ethnograph software revealed several themes: (a) participants did not perceive ADHD in a positive light, (b) youth recognized the need for intervention and identified school supports as particularly important, (c) youth reported both benefits and negative effects of pharmacological and psychosocial interventions, and (d) youth with ADHD perceived that the general public is misinformed about ADHD, which contributes to social stigma and stereotyping. The results have implications for school psychologists, who are in an ideal position to help demystify ADHD and to facilitate the collaboration between the youth, parents, and teachers. © 2013 SAGE Publications.",2019,https://scholar.google.com.br/,no
928,"Television, video game and social media use among children with ASD and typically developing siblings","This study examined the nature of television, video game, and social media use in children (ages 8-18) with autism spectrum disorders (ASD, n = 202) compared to typically developing siblings (TD, n = 179), and relative to other activities. Parents completed measures assessing children's screen-based and other extracurricular activities. Children with ASD spent approximately 62 % more time watching television and playing video games than in all non-screen activities combined. Compared with TD siblings, children with ASD spent more hours per day playing video games (2.4 vs. 1.6 for boys, and 1.8 vs. 0.8 for girls), and had higher levels of problematic video game use. In contrast, children with ASD spent little time using social media or socially interactive video games. © 2012 Springer Science+Business Media, LLC.",2019,https://scholar.google.com.br/,no
929,Let the games begin: A preliminary study using Attention Process Training-3 and Lumosity™ brain games to remediate attention deficits following traumatic brain injury,"Primary objective: Computer-based treatments for attention problems have become increasingly popular and available. The researchers sought to determine whether improved performance by survivors of severe traumatic brain injury (TBI) on two computer-based treatments generalized to improvements on comparable, untrained tasks and ecologically-plausible attention tasks comprising a standardized assessment. Research design: The researchers used an -A-B-A-C-A treatment design repeated across four adult survivors of severe TBI. Methods and procedures: Participants engaged in 8 weeks of intervention using both Attention Process Training-3 (APT-3) and Lumosity™ (2010) Brain Games. Two participants received APT-3 treatment first, while the other two received Lumosity™ treatment first. All participants received both treatments throughout the course of two, 1-month intervention phases. Main outcomes and results: Individual growth curve analyses showed participants made significant improvements in progressing through both interventions. However, limited generalization occurred: one participant demonstrated significantly improved performance on one of five probe measures and one other participant showed improved performance on some sub-tests of the Test of Everyday Attention, no other significant generalization results emerged. These findings call into question the assumption that intervention using either APT-3 or Lumosity™ will prompt generalization beyond the actual tasks performed during treatment. © 2013 Informa UK Ltd.",2019,https://scholar.google.com.br/,no
930,Efficacy of collaborative virtual environment intervention programs in emotion expression of children with autism,"Exploratory empirical studies on Collaborative Virtual Environments (CVEs) were conducted to determine if children with autism could make basic emotional recognition effectively, with the use of CVEs as assistive technology. In this paper we report the results of electro-physiological study of two groups of autistic children after an intervention program with and without using Collaborative Virtual Environment. The group trained with CVE showed better results compared to the group trained without Collaborative virtual Environment. There is an emphasized early emotion expression positivity component at around 120 ms latency for CVE trained group which clearly distinguishes the CVE untrained group. Also there are differences observed in Event Related Potential component at about 170 ms latency after the stimulus. Results indicate that the Collaborative Virtual Environments are effective in training Autistic children. © 2013 American Scientific Publishers.",2019,https://scholar.google.com.br/,no
931,Using Direct Instruction Flashcards and Reading Racetracks to Improve Sight Word Recognition of Two Elementary Students with Autism,"The purpose of this study was to implement and evaluate a Direct Instruction (DI) flashcard system as well as the reading racetrack, to teach sight word acquisition to two elementary students diagnosed with autism. A multiple baseline design was used across word sets with each student to evaluate the effectiveness of the combined flashcard and reading racetrack procedures. Due to the limitations of one of our participants, an ipad application called,"" Proloquo2Go™ ""was also employed. A functional relationship was demonstrated between the use of these strategies and the reading of sight words for both participants. The study showed that DI flashcards and the reading racetrack can be an effective way to teach students with autism sight words. Both staff and students enjoyed the interventions. © 2012 Springer Science+Business Media New York.",2019,https://scholar.google.com.br/,no
932,Media addiction in a 10-year-old boy,"Case: Bryan is a 10-year-old boy who is brought to his pediatrician by his parents with concerns about oppositional behaviors. Bryan's parents report that he has always been hyperactive and oppositional since a very young age. He has been previously diagnosed with attention-deficit hyperactivity disorder and has been treated with appropriate stimulant medications for several years, however, despite this, his parents feel increasingly unable to manage his difficult behaviors. He refuses to do chores or follow through with household routines. He refuses to go to bed at night. His family feels unable to take him to public places because he climbs all over everything. At school, he acts up in class, is often disruptive, and requires close supervision by teachers. He was recently kicked off of the school bus. He has very few friends, and his parents state that other children do not enjoy to be around him.Bryan's parents also report that he is obsessed with electronics. He spends most his free time watching TV and movies and playing computer games. He has a television in his bedroom because otherwise he monopolizes the family television. The family also owns several portable electronic devices that he frequently uses. Bryan insists on watching TV during meals and even that the TV stays on in an adjacent room while showering. He gets up early each morning and turns on the television. He refuses to leave the house unless he can take a portable screen device with him. His parents admit to difficulty placing limits on this behavior because they feel it is the only way to keep his other behaviors under control. His mother explains it is our only pacifier and that attempts to place restrictions are met with explosive tantrums and have thus been short lived. These efforts have also been impeded due to the habits of his parents and older sibling, who also enjoy spending a significant amount of time watching television. © 2013 Lippincott Williams & Wilkins.",2019,https://scholar.google.com.br/,no
933,Video self-modeling on an ipad to teach functional math skills to adolescents with autism and intellectual disability,"Researchers suggest that video-based interventions can provide increased opportunity for students with disabilities to acquire important academic and functional skills, however, little research exists regarding video-based interventions on the academic skills of students with autism and intellectual disability. We used a multiple-baseline-across-participants design to investigate the effects of video self-modeling (VSM) on the mathematics skill acquisition of adolescents with autism. Four adolescent male students viewed videos of themselves on an iPad solving mathematical problems to estimate the amount of money used to pay for a given item and the amount to receive in change. Findings support a functional relationship between VSM and performance on math skills for each participant. Subsequently, the VSM was systematically faded during maintenance sessions, with little deterioration of skill. Follow-up data probes were interpreted to conclude that student characteristics may affect retention of skill. Implications for practice and research are discussed. © Hammill Institute on Disabilities 2013.",2019,https://scholar.google.com.br/,yes
934,The use of the Solihull Approach with children with complex neurodevelopmental difficulties and sleep problems: A case study,"A lot of children have trouble sleeping, especially children with disabilities. Sometimes sleeping does not get better with advice about behaviour or medicine alone. We helped a mother, who has a little girl with problems sleeping, to think about her worries and their relationship, before offering advice. People can use the same steps to help other children who are not sleeping well. We think it might even work for problems like not eating and not doing as you are told. The following article introduces the Solihull Approach, a structured framework for intervention work with families (Douglas, Solihull resource pack, the first five years. Cambridge: Jill Rogers Associates, 2001) and aims to demonstrate the usefulness of this approach in working with school-age children with complex neurodevelopmental difficulties in a community Child and Adolescent Mental Health Service (CAMHS) setting. More specifically, it aims to show the efficacy of this approach in intervening with sleep problems, which are prevalent amongst children with learning disabilities. The authors hope to achieve these aims through the use of the qualitative case study method, which allows for a rich account of the intervention and therefore facilitates a detailed understanding of the psychological phenomena and processes involved in the approach (Dallos & Smith, Clin Psychol Forum 2008, 182, 18). The three theoretical concepts central to the Solihull Approach - containment, reciprocity and behaviour management - are used to describe the intervention, which resulted in a positive outcome. Implications for clinical practice and future research directions are discussed. © 2012 John Wiley & Sons Ltd.",2019,https://scholar.google.com.br/,no
935,Effect of interactions between a child and a robot on the imitation and praxis performance of typically Devloping children and a child with autism: A preliminary study,"Interactions between a robot and a child (robot-child interactions) provide a unique context to engage children in whole body movements through a reciprocal imitation game. The effects of a novel, 8-session, robot-child interaction protocol on the imitation and praxis skills of 15 typically developing children and one child with autism between 4 and 7 years of age were examined. A quasiexperimental observational comparison of pretest and posttest performance was conducted. A task-specific robot imitation test and a standardized praxis measure were coded for changes in imitation and praxis errors at pretest and posttest. All children showed improvements in task-specific imitation and generalized praxis. Interpretation is limited by the lack of a control group. These findings serve as a foundation for further investigation of robot-child interactions as a potential training tool for children with dyspraxia. © Perceptual & Motor Skills 2013.",2019,https://scholar.google.com.br/,no
936,Brief report: Learning via the electronic interactive whiteboard for two students with autism and a student with moderate intellectual disability,"The effects of a multicomponent intervention (a self-operated video modeling and self-monitoring delivered via an electronic interactive whiteboard (IWB) and a system of least prompts) on skill acquisition and interaction behavior of two students with autism and one student with moderate intellectual disability were examined using a multi-probe across students design. Students were taught to operate and view video modeling clips, perform a chain of novel tasks and self-monitor task performance using a SMART Board IWB. Results support the effectiveness of a multicomponent intervention in improving students' skill acquisition. Results also highlight the use of this technology as a self-operated and interactive device rather than a traditional teacher-operated device to enhance students' active participation in learning. © 2012 Springer Science+Business Media New York.",2019,https://scholar.google.com.br/,no
937,"Tetrahydrobiopterin as a treatment for autism spectrum disorders: A double-blind, placebo-controlled trial","Objective: The purpose of this study was to determine if tetrahydrobiopterin (BH4) reduced core symptoms of autism spectrum disorder (ASD). Method: In this study, 46 children, 3-7 years of age diagnosed with an ASD were randomly assigned to double-blind treatment with 20 mg/kg/day BH4 or placebo for 16 weeks. The primary outcome measure was the Clinical Global Impressions Improvement and Severity Scales (CGI-I and CGI-S), secondary outcomes were the Preschool Language Scale-4 (PLS-4), Social Responsiveness Scale (SRS), Aberrant Behavior Checklist (ABC), and Vineland Adaptive Behavior Scales (Vineland). Results: Overall, no differences were found on global improvement as measured with the CGI-I or CGI-S. Secondary measures indicated significant improvements for BH4 relative to placebo with regard to social awareness, autism mannerisms, hyperactivity, and inappropriate speech. Side effects were minimal and similar between both active medication and placebo. Conclusions: These results indicate that BH4 offers promise in reducing symptoms of ASD. Clinical Trials.gov Identifier: NCT00850070. © Copyright 2013, Mary Ann Liebert, Inc. 2013.",2019,https://scholar.google.com.br/,no
938,Is the week over yet? Insight for educators about social network support among cyber mothers raising children with ASD,"This study examined the motivation to participate in social networks maintained by mothers who blog and raise children with autism spectrum disorders (ASD). The qualitative data analyzed in this study originated from a larger project that examined the perceptions, experiences, and meanings among mothers who maintained public blogs while parenting a child with ASD. This analysis included only statements that explained why the mothers blogged. The researchers developed classifications of statements that expressed why they blogged into common themes and developing an emerging theory based on these patterns. Parallels were drawn to the social network and social support framework to amplify the role of support in this virtual network. The findings indicate that these mothers find blogs help them develop unique virtual networks marked by emotional, instrumental, informational, and appraisal support. The implications include suggestions for strengthening home - school relations. © 2013 Copyright Taylor and Francis Group, LLC.",2019,https://scholar.google.com.br/,no
939,Multiple components of developmental dyscalculia,"Unresolved controversies regarding the functional impairments at the origin of dyscalculia, including working memory, approximate number system and attention have pervaded the field of mathematical learning disabilities. These controversies are fed by the tendency to focus on a single explanatory factor. We argue that we are in need of neurocognitive frameworks involving multiple functional components that contribute to inefficient numerical problem solving and dyscalculia. © 2013 Elsevier GmbH.",2019,https://scholar.google.com.br/,no
940,Effectiveness of the PECS Phase III app and choice between the app and traditional PECS among preschoolers with ASD,"We investigated the efficacy of a tablet-computer-based Picture Exchange Communication System (PECS) application for use with three preschoolers with ASD and investigated participant preference for the app versus traditional PECS (i.e., with a physical communication book) once the participants demonstrated minimal levels of mastery of both. We implemented a single-case multiple baseline design to determine the efficacy of the app. Results indicated that participants rapidly demonstrated above-chance level mastery of the app. Following mastery, two participants demonstrated a preference for the app, while the other preferred the traditional PECS communication book. © 2013 The Authors. Published by Elsevier Ltd. All rights reserved.",2019,https://scholar.google.com.br/,yes
941,Navigation and exploration of an urban virtual environment by children with autism spectrum disorder compared to children with typical development,"Autism spectrum disorder (ASD) is a severe disorder therefore the importance to implement targeted interventions in order to improve daily life of children with ASD. For this purpose, virtual environments (VEs), i.e., simulations of the real world based on 3D computer graphics, can offer a safe learning environment for them. This study analyzed navigation and exploration of an urban VE by children with ASD in comparison to children with a typical development. Sixteen children with ASD and 16 matched control ones were involved. After an initial training phase, children carried out two tasks: the first one was navigating in an unfamiliar urban environment which they could freely explore, the second one was navigating in the same environment but with the goal of finding specific target objects, as in a treasure hunt. In the first task, children with ASD spent significantly less time in active exploration and explored fewer zones than controls. No differences were found between the two groups in the second task. Our data indicate that, when freely exploring an unfamiliar VE, children with ASD explore less the environment compared to the control ones. By repeating the exploration with a game-like goal, no differences were found instead. Neuropsychological and motivational aspects should be considered in order to explain these findings. © 2013 Elsevier Ltd. All rights reserved.",2019,https://scholar.google.com.br/,no
942,TOBY: Early intervention in autism through technology,"We describe TOBY Playpad, an early intervention program for children with Autism Spectrum Disorder (ASD). TOBY teaches the teacher - the parent - during the crucial period following diagnosis, which often coincides with no access to formal therapy. We reflect on TOBY's evolution from tabletop aid for flashcards to an iPad app covering a syllabus of 326 activities across 51 skills known to be deficient for ASD children, such imitation, joint attention and language. The design challenges unique to TOBY are the need to adapt to marked differences in each child's skills and rate of development (a trait of ASD) and teach parents unfamiliar concepts core to behavioural therapy, such as reinforcement, prompting, and fading. We report on three trials that successively decrease oversight and increase parental autonomy, and demonstrate clear evidence of learning. TOBY's uniquely intertwined Natural Environment Tasks are found to be effective for children and popular with parents. Copyright 2013 ACM.",2019,https://scholar.google.com.br/,yes
943,Attention to emotional tone of voice in speech perception in children with autism,"A video game was developed to assess speech perception in 13 children with autism spectrum disorders (ASD) and 13 children with typical development (TYP), ages 5-17 years old. Children listened to pre-recorded sentences varying in content (e.g., ""Bob parked a van"" vs. ""Tim shut a door"") and prosody (i.e., enthusiastic vs. grouchy tone of voice). During training, children learned to select one of two sentences differing in both content and prosody (e.g., enthusiastic ""Bob parked a van"" vs. grouchy ""Tim shut a door""). At testing, children listened to test probes comprising re-combinations of the content and prosodic features of the training sentences. Testing indicated that both groups showed accurate discrimination of the training sentences from the re-combined test probes. However, whereas TYP children showed a preference to select the sentence with enthusiastic prosody over its grouchy counterpart, children with ASD did not. Thus, children with ASD show atypical attention to emotional tone of voice, even though they show no deficit in perceiving prosody. © 2013 Elsevier Ltd. All rights reserved.",2019,https://scholar.google.com.br/,no
944,Using stimulants for attention-deficit/hyperactivity disorder: Clinical approaches and challenges,"The Psychiatric Consultation Service at Massachusetts General Hospital (MGH) sees medical and surgical inpatients with comorbid psychiatric symptoms and conditions. Such consultations require the integration of medical and psychiatric knowledge. During their twice-weekly rounds, Dr Stern and other members of the Consultation Service discuss the diagnosis and management of conditions confronted. These discussions have given rise to rounds reports that will prove useful for clinicians practicing at the interface of medicine and psychiatry. Dr Stevens is an attending psychiatrist in Behavioral Health Services at Henry Ford Health Systems, Dearborn, and clinical assistant professor at Wayne State University, Detroit, Michigan, Dr Wilens is an attending psychiatrist in the Pediatric Psychopharmacology Clinic and codirector of the Center of Addiction Medicine at Massachusetts General Hospital, Boston, and associate professor of psychiatry at Harvard Medical School, Boston, Massachusetts, Dr Stern is chief of the Psychiatric Consultation Service at Massachusetts General Hospital, Boston, and a professor of psychiatry at Harvard Medical School, Boston, Massachusetts. Dr Wilens has served as a consultant to Abbott, Eli Lilly, Euthymics, McNeil, Merck, National Institutes of Health, Novartis, and Shire, has received grant/research support from Abbott, Eli Lilly, McNeil, Merck, National Institutes of Health, National Institute on Drug Abuse, and Shire, has served as a speaker for Eli Lilly, McNeil, Novartis, and Shire, and has published a book (Straight Talk About Psychiatric Medications for Kids) with Guilford Press. Dr Stern is an employee of the Academy of Psychosomatic Medicine, has served on the speaker's board of Reed Elsevier, is a stock shareholder in WiFiMD (Tablet PC), and has received royalties from Mosby/Elsevier and McGraw Hill. Dr Stevens reports no conflicts of interest related to the subject of this article. © 2013 Physicians Postgraduate Press, Inc.",2019,https://scholar.google.com.br/,no
945,Immigrant children with autism spectrum disorder: The relationship between the perspective of the professionals and the parents' point of view,"Background: The purpose of this study was to compare a medical diagnosis of autism spectrum disorder (ASD) with the perceptions of immigrant parents regarding their child's difficulties. Methods: Semistructured interviews were conducted with parents. The children were assessed using the ADOS, and a multiaxial diagnosis was reached using the DSM-IV. Results: The majority of parents recognized symptoms in their child that were related to autism. Less often, however, parents believed their children had a developmental delay or communication problem rather than an ASD. There were also parents who failed to see any problem at all in their child although the child was, nonetheless, diagnosed as having an ASD. Conclusions: The failure of immigrant mothers to acknowledge a diagnosis of ASD in their younger children may represent an attempt to preserve hope for their child's future. Mothers of older children may not, however, agree with the psychiatric diagnosis. Community services need to balance the need to convey accurate medical information with the need to protect parents' investment in their children. This may be particularly true for immigrant parents who are living outside their cultural framework.",2019,https://scholar.google.com.br/,no
946,Emotional face identification in youths with primary bipolar disorder or primary attention-deficit/hyperactivity disorder,"Objective: Bipolar disorder (BD) and attention-deficit/hyperactivity disorder (ADHD) are often comorbid or confounded, therefore, we evaluated emotional face identification to better understand brain/behavior interactions in children and adolescents with either primary BD, primary ADHD, or typically developing controls (TDC). Method: Participants included individuals 7 to 17 years of age (overall sample mean age 12.40 ± 3.01 years), with ""narrow-phenotype"" pediatric BD (n = 30) or ADHD (n = 38), or typically developing controls (TDC) with no psychiatric disorders themselves or in their first-degree relatives (n = 41). In the BD group, comorbid diagnoses were allowed, however, youth in the ADHD group were excluded for comorbid mood or anxiety disorders. Patient groups were not excluded for psychotropic medication use. Emotional face identification was assessed using the computerized Diagnostic Analysis of Non-Verbal Accuracy (DANVA). Results: Participants with BD made significantly more identification errors on child happy faces than either TDCs (p =.03) or participants with ADHD (p =.01). Furthermore, youth with BD (0.33 ± 0.55) were more likely than youth with ADHD (0.11 ± 0.31) to make errors on low-intensity child happy faces (p =.05) but not high-intensity happy faces (p = NS). Participants with BD and ADHD made significantly more total errors in child face labeling than did TDCs, although participants with BD and ADHD did not differ from one another. Conclusion: Our data suggest that youths with BD have specific alterations in emotional face identification of happy faces, an important finding that supports theories that response to positively valenced emotional stimuli may be especially salient in BD. Clinical trial registration information - Brain Imaging and Computer Games in Children With Either Bipolar Disorder, ADHD, Anxiety or Healthy Controls (BBPP), http://clinicaltrials.gov/, NCT01570426. © 2013 American Academy of Child and Adolescent Psychiatry.",2019,https://scholar.google.com.br/,no
947,Interventions for preschool children at high risk for ADHD: A comparative effectiveness review,"OBJECTIVES: The US Agency for Healthcare Research and Quality sponsored a comparative effectiveness review of interventions for preschoolers at risk for attention-deficit/hyperactivity disorder (ADHD). METHODS: Medline, Cochrane CENTRAL, Embase, PsycInfo, and Education Resources Information Center were searched from 1980 to November 24, 2011. Selected studies were comparative, and enrolled children <6 years with clinically significant disruptive behavior, including ADHD. The interventions evaluated were parent behavior training (PBT), combined home and school/day care interventions, and methylphenidate use. Data were extracted by using customized software. Two independent raters evaluated studies as good, fair, or poor by using the Effective Public Health Practice Project Quality Assessment Tool for Quantitative Studies Risk of Bias. Overall strength of evidence (SOE) was rated for each intervention's effectiveness, accounting for study design, systematic error, consistency of results, directness of evidence, and certainty regarding outcome. RESULTS: Fifty-five studies were examined. Only studies examining PBT interventions could be pooled statistically using meta-analysis. Eight ""good"" studies examined PBT, total n = 424, SOE was high for improved child behavior, standardized mean difference = -0.68 (95% confidence interval: -0.88 to -0.47), with minimal heterogeneity among studies. Only 1 good study evaluated methylphenidate, total n = 114, therefore, SOE for methylphenidate was low. Combined home and school/day care interventions showed inconsistent results. The literature reported adverse effects for methylphenidate but not for PBT. CONCLUSIONS: With more studies consistently documenting effectiveness, PBT interventions have greater evidence of effectiveness than methylphenidate for treatment of preschoolers at risk for ADHD. Copyright © 2013 by the American Academy of Pediatrics.",2019,https://scholar.google.com.br/,no
948,Nature of teacher participation in the formulation and implementation of school-based student discipline policies,"Indiscipline in schools is regarded as a major problem among students. The School Student Discipline Policy therefore provides a framework of what types of behavior are expected of students. A student discipline policy can help prevent and control student behaviour problems by coordinating the school's disciplinary procedures. Ensuring discipline in schools should not be the sole responsibility of one person. The aim of the research was to investigate the extent of teacher participation in the formulation and implementation of school discipline policies. The study adopted an interpretive qualitative research methodology and utilised a case study design. A purposive convenient sample of 5 school heads and 20 secondary school teachers formed the study. Data was collected through face to face interviews, documentary analysis and observation of two staff meetings per school. The study established that teachers were not involved in the formulation of school based discipline policies. In addition, they were not allowed to mete out corporal punishment to offenders. Most of the responding teachers were disgruntled by their non- involvement in decision- making in these crucial issues. © Kamla-Raj 2013.",2019,https://scholar.google.com.br/,no
949,An open-label study of guanfacine extended release for traumatic stress related symptoms in children and adolescents,"Objective: The purpose of this open-label pilot study was to investigate the effectiveness and tolerability of guanfacine extended release (GXR) 1-4 mg given in the evening, on the symptoms of traumatic stress (reexperiencing, avoidance, overarousal), generalized anxiety, and functional impairment in children and adolescents with a history of traumatic stress with or without posttraumatic stress disorder (PTSD). As many of our sample had associated attention-deficit/hyperactivity disorder (ADHD) symptoms, we also assessed whether the presence of traumatic stress symptoms impaired the effectiveness of GXR in the treatment of comorbid ADHD symptoms. Methods: Participants were 19 children and adolescents 6-18 years of age, with current traumatic stress symptoms. In an 8 week open-label design, each patient's scores on parent-, child-, and clinician-reported symptom rating scales assessing traumatic stress symptoms, generalized anxiety, ADHD symptoms, functional impairment, and global symptom severity and improvement (n=17) were evaluated off and on GXR using ?2 goodness-of-fit tests, paired t tests, and repeated measures analyses of variance (ANOVAs). To examine patterns of change in outcome measures across treatment, MPlus software was used to conduct linear growth curves modeled with individual-varying times of observation (i.e., random slopes). Results: Using an average GXR daily dose of 1.19 mg±0.35 mg and an average weight-adjusted daily dose of 0.03 mg/kg±0.01 mg/kg, significant differences were found on all symptom severity measures. Parent reported UCLA Reaction Index scores assessing cluster B (reexperiencing), C (avoidant), and D (overarousal) symptoms significantly improved. In the presence of PTSD symptoms, children with ADHD experienced significantly improved ADHD symptom scores, suggesting that comorbidity does not attenuate an ADHD symptom response to GXR therapy. Medication was generally well tolerated. Conclusions: Within the limits of an open-label, hypothesis-generating pilot study, our results suggest that the ?2A-adrenoceptor agonist GXR may have therapeutic effects in the treatment of PTSD symptoms in traumatically stressed children and adolescents. The effective dose may be lower than that found for ADHD. Our pilot study supports the need for further controlled research on the effects of GXR and other ?2A-adrenoceptor agonists in pediatric disorders of traumatic stress. © 2013, Mary Ann Liebert, Inc.",2019,https://scholar.google.com.br/,no
950,Improving access to care for children with mental disorders: A global perspective,"Developmental disabilities, emotional disorders and disruptive behaviour disorders are the leading mental health-related causes of the global burden of disease in children aged below 10 years. This article aims to address the treatment gap for child mental disorders through synthesising three bodies of evidence: the global evidence base on the treatment of these priority disorders, the barriers to implementation of this knowledge, and the innovative approaches taken to address these barriers and improve access to care. Our focus is on low-resource settings, which are mostly found in low- and middle-income countries (LMIC). Despite the evidence base on the burden of child mental disorders and their long-term consequences, and the recent mental health Gap Action Programme guidelines which testify to the effectiveness of a range of pharmacological and psychosocial interventions for these disorders, the vast majority of children in LMIC do not have access to these interventions. We identify three major barriers for the implementation of efficacious treatments: the lack of evidence on delivery of the treatments, the low levels of detection of child mental disorders and the shortage of skilled child mental health professionals. The evidence based on implementation, although weak, supports the use of screening measures for detection of probable disorders, coupled with a second-stage diagnostic assessment and the use of nonspecialist workers in community and school settings for the delivery of psychosocial interventions. The most viable strategy to address the treatment gap is through the empowerment of existing human resources who are most intimately concerned with child care, including parents, through innovative technologies, such as mobile health, with the necessary skills for the detection and treatment of child mental disorders.",2019,https://scholar.google.com.br/,no
951,Developmental relationship between executive function and the prefrontal cortex in young children,"Executive function refers to the ability to plan and execute task-relevant actions and to inhibit irrelevant actions for the attainment of a specific goal. Extensive adult neuroimaging research has revealed that the lateral prefrontal cortex plays an important role in executive function. Recently, developmental studies have shown behavioral evidence that executive function changes significantly during preschool years. It has been proposed that the maturation of the prefrontal cortex plays an essential role in the development of executive function. However, there is little evidence to support this proposal. We have used near-infrared spectroscopy to examine the relationship between the development of executive function and the lateral prefrontal cortex. In this article, we show how the development of executive function is related to the lateral prefrontal cortex from the perspective of developmental cognitive neuroscience. Four studies examined the relationship between executive function and the prefrontal cortex in young children. First, we showed that prefrontal activation correlated with performance on executive function tasks in young children with the Dimensional Change Card Sort (DCCS). Second, we investigated the longitudinal relationship between the prefrontal cortex and executive function in young children and found that children showed better behavioral performance and significantly stronger inferior prefrontal activation at 4 years of age than they did at 3 years of age. Moreover, we demonstrated individual differences in the development of prefrontal activation. Third, we revealed that the prefrontal cortex was activated differently depending on task demands. Fourth, we compared the behavioral and neural responses in typically developing children to children with autism and found that children with autism showed decreased behavioral performances and less activation in the prefrontal area during the DCCS task than typically developing children did. Taken together, these results suggested that the development of executive function might be strongly related to the prefrontal cortex in preschool-aged children. These results contribute to our general understanding of the pathway of cognitive development during early childhood and may lead to the support of and interventions for children with developmental disorders. Executive function (EF) refers to the higher-order cognitive control process ability both to plan, execute, and monitor appropriate and relevant actions and to inhibit irrelevant and inappropriate actions for the attainment of a specific goal. According to recent theories, EF is not unitary. Instead, it has been proposed that EF has several subcomponents. One influential model has been developed by Miyake and his colleagues (Miyake et al., 2000). They used multiple tasks to measure each EF component and adopted a latent variables approach to extract the variance that was common to those tasks. Miyake et al. (2000) have shown that the 3 major components of EF, Inhibition, Shifting, and Updating (Working Memory), are separable even though they are moderately correlated. Although their studies focused on healthy adult populations, follow-up studies of school-aged children partly confirmed Miyake's findings (Huizinga, Dolan, and van der Molen, 2006, Lehto, Juujarvi, Kooistra, and Pulkkinen, 2003). However, there are still controversies of the data for preschool-aged children. Theoretically, there might be 3 components of EF in young children (Garon, Bryson, and Smith, 2008, Oh and Lewis, 2008), but, empirically, a single-factor model (general EF) has been sufficient to account for the data in preschool-aged children (Wiebe, Espy, and Charak, 2008). In this regard, recently, the importance of the general factor has also been emphasized in adult research. Miyake and colleagues have proposed the unitary/diversity framework of EF, in which Shifting, Updating, and the Common EF factor have been detected (Miyake and Friedman, 2012). Thus, the general EF factor may be relatively important in young children, after which other components may gradually emerge. © 2013 Nova Science Publishers, Inc. All rights reserved.",2019,https://scholar.google.com.br/,no
952,Evaluation of a training program for child welfare case workers on trauma sequelae in foster children [Evaluation eines projektes zur sensibilisierung der jugendhilfe für traumafolgestörungen bei pflegekindern],"Foster children are exposed to multiple psychosocial and biological risk factors and have an elevated risk for developmental delays and the development of mental disorders. Many children experienced compromising situations such as neglect, physical abuse, or sexual abuse before out-of-home placement. Consequently, they show a higher need for mental health services than other children. However, out-of-home placement is often considered as the sufficient measure to help these children. Hence this project had the aim to sensitize child welfare agencies and foster parent organisations for the special needs and history of foster children, to provide them with instruments for the assessment of emotional and behaviour problems and to promote the cooperation at the interface between child welfare system and mental health system. Twentyfour child welfare agencies and four foster parent organisations participated. The control group consisted of 16 non-participating child welfare agencies. After one year, participants recorded more often children's social history (p =.023), conducted more often standardized psychosocial assessments (p =.001), assessed more often the medical needs of foster children (p =.029), and informed foster parents more often about behaviour problems of their foster child (p =.034). In summary, child welfare agencies were very interested, could be sensitized for mental disorders following traumata and implemented the offered instruments in their work. Limits of resources could be observed due to the case workers' high case load. © Vandenhoeck & Ruprecht GmbH & Co. KG, Göttingen 2013.",2019,https://scholar.google.com.br/,no
953,Decision Making: From Neuroscience to Psychiatry,"Adaptive behaviors increase the likelihood of survival and reproduction and improve the quality of life. However, it is often difficult to identify optimal behaviors in real life due to the complexity of the decision maker@s environment and social dynamics. As a result, although many different brain areas and circuits are involved in decision making, evolutionary and learning solutions adopted by individual decision makers sometimes produce suboptimal outcomes. Although these problems are exacerbated in numerous neurological and psychiatric disorders, their underlying neurobiological causes remain incompletely understood. In this review, theoretical frameworks in economics and machine learning and their applications in recent behavioral and neurobiological studies are summarized. Examples of such applications in clinical domains are also discussed for substance abuse, Parkinson@s disease, attention-deficit/hyperactivity disorder, schizophrenia, mood disorders, and autism. Findings from these studies have begun to lay the foundations necessary to improve diagnostics and treatment for various neurological and psychiatric disorders",2019,https://scholar.google.com.br/,no
954,Neurofeedback treatment experimental study for ADHD by using the brain-computer interface neurofeedback system,"Neurofeedback or Electroencephalogram (EEG) biofeedback technology is widely used in clinical rehabilitation field. In this paper we use a brain-computer interface (BCI) neurofeedback system for attention deficit hyperactivity disorder (ADHD) children treatment. After 20 training sessions, integrated visual and auditory-continuous performance test (IVA-CPT), DSM-IV and Conner scale results suggested that the attention of subjects had been strengthened. It showed that the BCI neurofeedback system could provide an effective therapy for treating ADHD children. © 2013 Springer-Verlag.",2019,https://scholar.google.com.br/,no
955,Enabling clinicians to rapidly animate robots,"Robots show potential to help people with autism spectrum disorder (ASD). A great obstacle in using robots as part of therapy is customizing robot behavior. Clinicians need a low-cost way to rapidly animate robots. There is a tradeoff between quickly creating animations and creating quality animations, but both aspects are important. Based on clinician feedback, we designed and developed two user interfaces for rapidly animating robots: a mouse-based interface and a motion-tracking interface. We examine this tradeoff with a comparative user study for these interfaces. Novices and clinicians were able to successfully create animations with both interfaces with little training. We learned that neither interface alone excels in both quickness and quality, but that a thoughtful combination of both interfaces has potential to yield a good balance between rapid creation and quality. © 2013 IEEE.",2019,https://scholar.google.com.br/,no
956,Enhanced reach: Assisting social interaction based on geometric relationships,"Social interaction among children plays a significant role in their social development. Some children, however, find it difficult to initiate interaction and there are only few tools that can create opportunities for children to interact with others. This study presents a small wireless device that can measure and visualize geometric relationships in a gymnasium or playground. The estimation of geometric relationships is proposed based on signal strength of wireless communication, bodily orientation and statistical geometric consistency. A light-emitting visualization method is used in real-time according to geometric relationships among devices. Several wearable interfaces were developed to facilitate communication and social interaction of children by using the developed wireless device. Several experiments were done with typically developing children and children with pervasive developmental disorders (PDD) to evaluate the proposed technology. © 2013 Springer-Verlag Berlin Heidelberg.",2019,https://scholar.google.com.br/,no
957,Parent Training Program for parents of children with Attention Deficit Hyperactivity Disorder (ADHD): Theoretical and practical in-depth examinations [Analisi quantitativa e di contenuto del percorso di Parent Training per genitori di bambini con ADHD: uno studio pilota],"Parent Training is considered the most effective intervention for the construction of educational competencies specific for parents of Attention Deficit and Hyperactivity Disorder (ADHD). The present contribution aims at: 1) inquiring which are the main areas around which the narration of parents participating to a Parent Training group are oriented and how they are modified during the change process, 2) assessing how Parent Training modifies some parental competencies and children's disattentive, hyperactive and impulsive behaviors. Four pairs of parents of children affected by ADHD participated to this study, for a total of nine meetings. Participants were given questionnaires aiming at inquiring parental aspects and child's behavior (analyzed also from the teacher's perspective). Each session was audio-recorded and transcribed. A textual analysis was carried out on the transcriptions, through the software The knowledge Workbench-Atlas. ti 5.0. Results from the qualitative analysis showed three main dimensions: educative-relational aspects, emotional aspects, and aspects of couple coherence. Each dimension was split in a positive polarity (positive parenting, relief state, parental accordance) and a negative one (scarce supervisions, dejection state, parental discordance). Results from the quantitative analysis were not statistically significant, however a tendency towards the increase of positive parental practices and the reduction of physical punishments during the Parent-Training was found.",2019,https://scholar.google.com.br/,no
958,Inter-regional cortical thickness correlations are associated with autistic symptoms: A machine-learning approach,"The investigation of neural substrates of autism spectrum disorder using neuroimaging has been the focus of recent literature. In addition, machine-learning approaches have also been used to extract relevant information from neuroimaging data. There are only few studies directly exploring the inter-regional structural relationships to identify and characterize neuropsychiatric disorders. In this study, we concentrate on addressing two issues: (i) a novel approach to extract individual subject features from inter-regional thickness correlations based on structural magnetic resonance imaging (MRI), (ii) using these features in a machine-learning framework to obtain individual subject prediction of a severity scores based on neurobiological criteria rather than behavioral information. In a sample of 82 autistic patients, we have shown that structural covariances among several brain regions are associated with the presence of the autistic symptoms. In addition, we also demonstrated that structural relationships from the left hemisphere are more relevant than the ones from the right. Finally, we identified several brain areas containing relevant information, such as frontal and temporal regions. This study provides evidence for the usefulness of this new tool to characterize neuropsychiatric disorders. © 2012 Elsevier Ltd.",2019,https://scholar.google.com.br/,no
959,Databased comparison of Sparse Bayesian Learning and Multiple Linear Regression for statistical downscaling of low flow indices,"This study attempts to compare the performance of two statistical downscaling frameworks in downscaling hydrological indices (descriptive statistics) characterizing the low flow regimes of three rivers in Eastern Canada - Moisie, Romaine and Ouelle. The statistical models selected are Relevance Vector Machine (RVM), an implementation of Sparse Bayesian Learning, and the Automated Statistical Downscaling tool (ASD), an implementation of Multiple Linear Regression. Inputs to both frameworks involve climate variables significantly (a = 0.05) correlated with the indices. These variables were processed using Canonical Correlation Analysis and the resulting canonical variates scores were used as input to RVM to estimate the selected low flow indices. In ASD, the significantly correlated climate variables were subjected to backward stepwise predictor selection and the selected predictors were subsequently used to estimate the selected low flow indices using Multiple Linear Regression. With respect to the correlation between climate variables and the selected low flow indices, it was observed that all indices are influenced, primarily, by wind components (Vertical, Zonal and Meridonal) and humidity variables (Specific and Relative Humidity). The downscaling performance of the framework involving RVM was found to be better than ASD in terms of Relative Root Mean Square Error, Relative Mean Absolute Bias and Coefficient of Determination. In all cases, the former resulted in less variability of the performance indices between calibration and validation sets, implying better generalization ability than for the latter. © 2013 Elsevier B.V.",2019,https://scholar.google.com.br/,no
960,Exploring the meaning of parental involvement in physical education for students with developmental disabilities,"The purpose of this phenomenological inquiry was to explore the experiences and meaning of parental involvement in physical education from the perspectives of the parents of students with developmental disabilities. The stories of four mothers of elementary aged children (3 boys, 1 girl), two mothers and one couple (mother and father) of secondary-aged youth (1 girl, 2 boys) with developmental disabilities, were gathered by using interviews, photographs, school documents, and the researcher's journal. Bronfenbrenner's (2005) ecological system theory provided a conceptual framework to interpret the findings of this inquiry. Three themes emerged from thematic analysis: being an advocate for my child, understanding the big picture, and collaborative partnerships undeveloped in GPE. The findings lend additional support to the need for establishing collaborative partnerships in physical education between home and school environments (An & Goodwin, 2007, Tekin, 2011). © 2013 Human Kinetics, Inc.",2019,https://scholar.google.com.br/,no
961,Penalized likelihood phenotyping: Unifying voxelwise analyses and multi-voxel pattern analyses in neuroimaging: Penalized likelihood phenotyping,"Neuroimage phenotyping for psychiatric and neurological disorders is performed using voxelwise analyses also known as voxel based analyses or morphometry (VBM). A typical voxelwise analysis treats measurements at each voxel (e.g. fractional anisotropy, gray matter probability) as outcome measures to study the effects of possible explanatory variables (e.g. age, group) in a linear regression setting. Furthermore, each voxel is treated independently until the stage of correction for multiple comparisons. Recently, multi-voxel pattern analyses (MVPA), such as classification, have arisen as an alternative to VBM. The main advantage of MVPA over VBM is that the former employ multivariate methods which can account for interactions among voxels in identifying significant patterns. They also provide ways for computer-aided diagnosis and prognosis at individual subject level. However, compared to VBM, the results of MVPA are often more difficult to interpret and prone to arbitrary conclusions. In this paper, first we use penalized likelihood modeling to provide a unified framework for understanding both VBM and MVPA. We then utilize statistical learning theory to provide practical methods for interpreting the results of MVPA beyond commonly used performance metrics, such as leave-one-out-cross validation accuracy and area under the receiver operating characteristic (ROC) curve. Additionally, we demonstrate that there are challenges in MVPA when trying to obtain image phenotyping information in the form of statistical parametric maps (SPMs), which are commonly obtained from VBM, and provide a bootstrap strategy as a potential solution for generating SPMs using MVPA. This technique also allows us to maximize the use of available training data. We illustrate the empirical performance of the proposed framework using two different neuroimaging studies that pose different levels of challenge for classification using MVPA. © 2013 Springer Science+Business Media New York.",2019,https://scholar.google.com.br/,no
962,Self-Control in Postsecondary Settings: Students' Perceptions of ADHD College Coaching,"Objective: The objective of this study was to identify undergraduates' perceptions of the impact of ADHD coaching on their academic success and broader life functioning. Method: One-on-one interviews were conducted with 19 students on 10 different U.S. campuses who comprised a purposive sample of gender, cumulative grade point average, and self-regulation skills variables as measured by the Learning and Study Strategies Inventory. Interview transcripts were coded using NVivo 8 software, and emergent themes were triangulated with students' descriptions of personal artifacts that symbolized coaching's influence on their lives. Results: Students reported that ADHD coaching helped them become more self-regulated, which led to positive academic experiences and outcomes. Students described ADHD coaching as a unique service that helped them develop more productive beliefs, experience more positive feelings, and engage in more self-regulated behaviors. Conclusion: ADHD coaching helped participants enhance their self-control as they responded to the multifaceted demands of undergraduate life. © 2011 SAGE Publications.",2019,https://scholar.google.com.br/,no
963,"Mobile Phone Use, Blood Lead Levels, and Attention Deficit Hyperactivity Symptoms in Children: A Longitudinal Study","Background: Concerns have developed for the possible negative health effects of radiofrequency electromagnetic field (RF-EMF) exposure to children's brains. The purpose of this longitudinal study was to investigate the association between mobile phone use and symptoms of Attention Deficit Hyperactivity Disorder (ADHD) considering the modifying effect of lead exposure. Methods: A total of 2,422 children at 27 elementary schools in 10 Korean cities were examined and followed up 2 years later. Parents or guardians were administered a questionnaire including the Korean version of the ADHD rating scale and questions about mobile phone use, as well as socio-demographic factors. The ADHD symptom risk for mobile phone use was estimated at two time points using logistic regression and combined over 2 years using the generalized estimating equation model with repeatedly measured variables of mobile phone use, blood lead, and ADHD symptoms, adjusted for covariates. Results: The ADHD symptom risk associated with mobile phone use for voice calls but the association was limited to children exposed to relatively high lead. Conclusions: The results suggest that simultaneous exposure to lead and RF from mobile phone use was associated with increased ADHD symptom risk, although possible reverse causality could not be ruled out. © 2013 Byun et al.",2019,https://scholar.google.com.br/,no
964,"ADHD in educational counselling - Perspectives of discourse theory and empowerment at the interface between youth welfare, health care system and school system [ADHS in der erziehungsberatung - Diskurstheoretische perspektive und empowermentansatz an der schnittstelle von jugendhilfe, gesundheitssystem und schule]","ADHD is a controversial concept, which provokes educational counselling to position in an explosive stress field of school system, health care system and youth welfare. This positioning could be sharpened by a discourse theoretical perspective and used for counselling in the sense of empowerment. Based on the clinical controversy of ADHD the institutional coherence of school system, youth welfare and health care system gets reconstructed as the societal basis of this clinical discourse, this for showing how the clinification of infantine experience and behaviour, connected with the ADHD-diagnosis, on the one hand is following the constriction of normality and on the other hand is aiming to assure equal opportunities. © Vandenhoeck & Ruprecht GmbH & Co. KG, Göttingen 2013.",2019,https://scholar.google.com.br/,no
965,Design and development of a Virtual Dolphinarium for children with autism,"The recent proliferation of virtual reality (VR) technology applications in the autism therapy to promote learning and positive behavior among such children has produced optimistic results in developing a variety of skills and abilities in them. Dolphin-assisted therapy has also become a topic of public and research interest for autism intervention and treatment. This paper will present an innovative design and development of a Virtual Dolphinarium for potential autism intervention. Instead of emulating the swimming with dolphins, our virtual dolphin interaction program will allow children with autism to act as dolphin trainers at the poolside and to learn (nonverbal) communication through hand gestures with the virtual dolphins. Immersive visualization and gesture-based interaction are implemented to engage children with autism within an immersive room equipped with a curved screen spanning a 320 and a high-end five-panel projection system. This paper will also report a pilot study to establish trial protocol of autism screening to explore the participants' readiness for the virtual dolphin interaction. This research will have two potential benefits in the sense of helping children with autism and protecting the endangered species. © 2001-2011 IEEE.",2019,https://scholar.google.com.br/,no
966,Epidemiology of ADHD in Chilean children and adolescents,"ADHD prevalence, associated factors, comorbidity and service use are reported for a sample of 1,558 children and adolescents, belonging to four provinces in Chile. The sample is weighted in each step for selection bias. Psychiatric disorders and impairment are assessed with computerized in-home DISC-IV interviews, and a questionnaire regarding socioeconomic and family variables and service use. Estimates of prevalence rates are obtained by means of STATA 11. 0 software, with complex sample design. Multivariate logistic regression is used to determine which factors were the best predictors for mental disorders. Participation rate is 82. 4 %. The prevalence of ADHD is 10 %, and the most prevalent subtype is the hyperactive/impulsive, with no gender differences. Both hyperactive/impulsive and combined subtypes are more prevalent in children 4-11 than in adolescents. The most prevalent comorbidities are anxiety disorders and oppositional disorder. Anxiety is the more prevalent comorbid disorder in girls and correlated with a combined subtype. Perception of good family functioning, adolescent age and school dropout have a negative association with ADHD diagnosis, while maltreatment shows a positive correlation. Over 50 % of children and adolescents diagnosed with ADHD have used services in the last year. This is the first comprehensive community study of psychiatric disorders in children and adolescents in a South American country. It yields information for child and adolescent mental health programmes in Chile and contributes to cross-cultural epidemiological research. © 2012 Springer-Verlag.",2019,https://scholar.google.com.br/,no
967,Sweat testing for the detection of atomoxetine from paediatric patients with attention deficit/ hyperactivity disorder: Application to clinical practice,"Atomoxetine (ATX) is a selective norepinephrine reuptake inhibitor approved since 2002 for the treatment of attention deficit hyperactivity disorder (ADHD) in children, adolescents, and adults as an alternative treatment to methylphenidate. Within the framework of a project evaluating the use of alternative biological matrices for therapeutic monitoring of psychoactive drugs in paediatric and non-paediatric individuals, the excretion of ATX and its principal metabolites has been recently studied in oral fluid and hair. The aim of this study was to describe the excretion profile of ATX and its metabolites 4-hydroxyatomoxetine (4-OH-ATX) and N-desmethylatomoxetine (N-des-ATX) in sweat following the administration of different dosage regimens (60, 40, 35, and 18mg/day) of ATX to six paediatric patients. Sweat patches were applied to the back of each participant and removed at timed intervals. ATX and its metabolites were measured in patches using a previously validated liquid chromatography-tandem mass spectrometric (LC-MS/MS) method. Independently from the administered dose, ATX appeared in the sweat patches 1h post administration and reached its maximum concentration generally at 24h. Peak ATX concentrations ranged between 2.31 and 40.4ng/patch and did not correlate with the administered drug dose, or with body surface area. Total ATX excreted in sweat ranged between 0.008 and 0.121mg, corresponding to 0.02 and 0.3% of the administered drug. Neither 4-OH-ATX, nor N-des-ATX was detected in either of the collected sweat patches. Measuring ATX in sweat patches can provide information on cumulative drug use from patch application until removal. © 2012 John Wiley & Sons, Ltd.",2019,https://scholar.google.com.br/,no
968,Breathing Practices for Treatment of Psychiatric and Stress-Related Medical Conditions,"Neurophysiological studies may explain how breathing techniques normalize stress response, emotion regulation, and autonomic and neuroendocrine system function. Breath practices have been shown to reduce symptoms of stress, anxiety, insomnia, post-traumatic stress disorder, mass disasters, depression, and attention deficit disorder. Technology-assisted breathing interventions facilitate therapeutic breathing by using either static cues such as a breath pacer or real-time feedback based on physiological parameters such as heart rate variability. The empirical literature indicates that technology-assisted breathing can be beneficial in mental health treatment, though it may not be appropriate for all individuals. Initial in-person training and evaluation can improve results. © 2013 Elsevier Inc..",2019,https://scholar.google.com.br/,no
969,Effects of computer simulation training on in vivo discrete trial teaching,"Although Discrete-trial Teaching (DTT) is effective in teaching a many skills to children with autism, its proper implementation requires rigorous staff training. This study used an interactive computer simulation program (""DTkid"") to teach staff relevant DTT skills. Participants (N = 12) completed two sets of pre-tests either once (n = 7) or twice (n = 5) before brief DTkid training. These evaluated (a) simulated interactive teaching using DTkid and (b) in vivo teaching of three basic skills (receptive and expressive labeling, verbal imitation) to children with autism. Post-tests showed that DTkid training, rather than repeated testing, was significantly associated with improvements in staff's ability to implement DTT both within the simulation and in vivo, and that the skills acquired showed both stimulus and response generalization. © 2012 Springer Science+Business Media, LLC.",2019,https://scholar.google.com.br/,no
970,The Use Of Mobile Technologies To Assist With Life Skills/Independence Of Students With Moderate/Severe Intellectual Disability And/Or Autism Spectrum Disorders: Considerations For The Future Of School Psychology,"To successfully integrate technology into any educational program, practitioners need awareness of available technology, an understanding of how it can assist with instruction, knowledge of ways it can support day-to-day activities and, finally, the ability to teach students as well as educators to use the technology. The proliferation of advanced mobile technologies specifically targeting individuals with moderate to severe intellectual disability and/or autism spectrum disorder means increased access to new tools and a greater need for educational service providers to be trained and ready to identify, recommend and deploy appropriate supports. The rapid rate of change in the technology industry is a formidable barrier to adequately preparing anyone except a technology specialist to be current on the latest advances. This article presents recommendations for school psychologists in terms of becoming familiar with the generally available technologies and the underlying instructional techniques rather than any specific technology products. Complete familiarity with all emergent technologies is improbable but through understanding the general ways technology can be used and the basic instructional practices, school psychologists will be better equipped to recommend further exploration of technological solutions for students. © 2013 Wiley Periodicals, Inc.",2019,https://scholar.google.com.br/,yes
971,Type IIB thyroplasty for phonic tics in a pediatric patient with autism spectrum disorder: A case report,"Objectives/Hypothesis: Autism spectrum disorders (ASDs) are commonly associated with Tourette syndrome (TS). TS is classically associated with tic production. A tic is defined as sudden, brief, involuntary production of movement (motor tics) or sound (phonic tics). Study Design: Case report. Methods: We present a case report of a 14-year-old boy with ASD and vocal tics. Vocal tic frequency was nearly 2000 per day and 90 dB in volume. He presented to our laryngology clinic after multiple failed attempts of pharmacologic management of vocal fold botulinum toxin injection. After evaluation in our clinic, we recommended a lateralization (type IIB) thyroplasty. An autologous cartilage graft from the superior thyroid ala was used and held in place with a bioresorbable mesh. Using 4-0 prolene sutures, the mesh was secured in place. The operation was well tolerated with minimal signs of aspiration, and he was discharged to his home within 48 hours. Results: Six months postoperatively, there was 90% reduction in tic frequency and 50% reduction in intensity. Additionally, he has shown improved ability to converse with his peers, participate in school activities, and even has improved nutritional status. Conclusions: Alteration of laryngeal geometry could serve as an effective site of intervention for intractable phonic tics. Reduction of phonic tic frequency and intensity may also stimulate language development in patients ASD. We also demonstrate additional use of bioresorbable plates in pediatric laryngeal framework surgery. Additional neurophysiologic studies are needed to explore the mechanism by which midline lateralization thyroplasty influences phonic tic generation. © 2013 The Voice Foundation.",2019,https://scholar.google.com.br/,no
972,Concurrent and predictive associations between early adolescent perceptions of peer affiliates and mood states collected in real time via ecological momentary assessment methodology,"This study uses ecological momentary assessment (EMA) to simultaneously capture youths' perceptions of peer affiliates and social contexts to determine their association with youths' current and future mood states. A sample of 82 seventh grade students (36 at risk for developing or escalating rule breaking and substance use and 46 randomly selected) from 4 schools participated. Using EMA methodology, we had students report their peer affiliations, perceptions of peer affiliates, moods, activities, location, and behaviors during their free time. Data from 3 assessment waves were collected, each wave consisted of 27 randomly prompted assessments during a week. Youths spent a large portion of their free time watching television, on the computer, or playing video games. Being ""out and about"" increased over the school year, whereas adult supervision decreased, showing an increase in potentially risky situations. Happiness was associated with affiliating with peers who were perceived to be popular. Negative moods were associated with affiliating with peers by whom they were teased or treated meanly. Multilevel models found that both levels and lability of negative moods (i.e., sadness, anxiety) were predicted by risk status and affiliation with peers who tease them. Compared with boys, girls who affiliated more with peers who teased them and were classified as at risk had more extreme negative moods and negative mood lability. EMA methodology has demonstrated the ways in which salient intrapersonal and peer processes are associated over time, which can inform efforts to prevent the development and escalation of behavior problems, substance use, and mood disorders in adolescence. © 2012 American Psychological Association.",2019,https://scholar.google.com.br/,no
973,Harnessing innovative technologies to advance children's mental health: Behavioral parent training as an example,"Disruptive behaviors of childhood are among the most common reasons for referral of children to mental health professionals. Behavioral parent training (BPT) is the most efficacious intervention for these problem behaviors, yet BPT is substantially underutilized beyond university research and clinic settings. With the aim of addressing this research-to-practice gap, this article highlights the considerable, but largely unrealized, potential for technology to overcome the two most pressing challenges hindering the diffusion of BPT: (1). The dearth of BPT training and supervision opportunities for therapists who work with families of children with disruptive behaviors, and (2). The failure to engage and retain families in BPT services when services are available. To this end, this review presents a theoretical framework to guide technological innovations in BPT and highlights examples of how technology is currently being harnessed to overcome these challenges. This review also discusses recommendations for using technology as a delivery vehicle to further advance the field of BPT and the potential implications of technological innovations in BPT for other areas of children's mental health are discussed. © 2012 Elsevier Ltd.",2019,https://scholar.google.com.br/,no
974,"Systems biology of complex symptom profiles: Capturing interactivity across behavior, brain and immune regulation","As our thinking about the basic principles of biology and medicine continue to evolve, the importance of context and regulatory interaction is becoming increasingly obvious. Biochemical and physiological components do not exist in isolation but instead are part of a tightly integrated network of interacting elements that ensure robustness and support the emergence of complex behavior. This integration permeates all levels of biology from gene regulation, to immune cell signaling, to coordinated patterns of neuronal activity and the resulting psychosocial interaction. Systems biology is an emerging branch of science that sits as a translational catalyst at the interface of the life and computational sciences. While there is no universally accepted definition of systems biology, we attempt to provide an overview of some the basic unifying concepts and current efforts in the field as they apply to illnesses where brain and subsequent behavior are a chief component, for example autism, schizophrenia, depression, and others. Methods in this field currently constitute a broad mosaic that stretches across multiple scales of biology and physiological compartments. While this work by no means constitutes an exhaustive list of all these methods, this work highlights the principal sub-disciplines presently driving the field as well as future directions of progress. © 2012 Elsevier Inc.",2019,https://scholar.google.com.br/,no
975,A comparison of the effects of direct modeling and video modeling provided by peers to students with autism who are attending in rural play teaching in an inclusive setting [Kayna?tirmaya Devam Eden Otistik Özellikler Gösteren Çocuklara Kuralli Oyun Ö?retiminde Akranlari Tarafindan Do?rudan Model Olma ve Videoyla Model Olma Ö?retiminin Etkilerinin Kar?ila?tirilmasi],"In the present research, the peers of children with autism at primary school level and in an inclusive environment were taught using direct modeling and video modeling education processes, and it was observed whether or not they could effectively and efficiently teach how to play games to their friends with autism. This study used adapted alternating treatments design from single subject designs. The research included 21 students from the first and second grades of primary education, 18 of whom participated as peer tutors with normal development, and 3 of whom participated as peer tutees with autism. The dependent variable of the research was the game learning skills determined through interviews with teachers for each sample. The independent variables were the implementation of direct modeling education and video modeling education by peers. The effectuality results of the study indicated that the participants played these games at 83-100% accuracy level and generalized it to different environments. In addition, the participants were observed to have the rules of games at 83-100% level one and three weeks after the completion of the implementation. Comparing the efficiency of the two education implementations, no significant difference was observed between direct modeling and video modeling education implementations in terms of the efficiency variable. The social validity findings of the research indicated the positive expressions of peer tutors regarding the study. © 2013 Educational Consultancy and Research Center.",2019,https://scholar.google.com.br/,no
976,Adaptation of social problem solving for children questionnaire in 6 age groups and its relationships with preschool behavior problems [Çocuklar Için Sosyal Problem Çözme Ölçegi'nin 6 yas grubu için Türkiye Uyarlamasi ve Okul Öncesi Davranis Problemleri ile Sosyal Problem Çözme Becerileri Arasindaki Iliskiler],"Social Problem Solving for Child Scale is frequently used to determine behavioral problems of children with their own word and to identify ways of conflict encountered in daily life, and interpersonel relationships in abroad. The primary purpose of this study was to adapt the Wally Child Social Problem-Solving Detective Game Test. In order to determine validity of 6 years old children (208 -52 % female and 192 male -48 %) scale, data exploratory and confirmatory factor analyses were conducted. Exploratory factor analysis (EFA) identified two factor accounting for 46.534 % of the variance. The confirmatory factor analyses results indicated that the factor structure was partially consistent with the model. Cronbach Alpha internal consistency coefficients were .88 for general scale, were .86 and .73 for subscales. Spearman- Brown coefficients were .80 for general scale, were .81 and .75 for subscales. The secondary purpose of this study was to determine whether social problem solving of children predicted preschool behavior problem, and gender and socio-cultural level variables predicted social problem solving. The results showed that whereas subscales of social problem solving of the students significantly predicted subscales of preschool behavior problem, gender and soco-cultural level did not significantly predicted social problem solving of children. © 2013 Educational Consultancy and Research Center.",2019,https://scholar.google.com.br/,no
977,"Theory of mind, language and adaptive functioning in ASD: A neuroconstructivist perspective","Introduction: Neuroconstructivist theories of development highlight the potential effect one developmental domain may have on constraining or facilitating another. Empirical validation of this theory requires further testing in autism spectrum disorders (ASD), and may illuminate the complex interplay of developmental trajectories, particularly in the relationship between predictor and outcome variables. In ASD, language ability is an early predictor of important functional outcomes such as communication and socialization. We aimed to investigate whether theory of mind (ToM) mediates the relation between language ability and adaptive functioning in more cognitively able children with ASD (IQ > 70). Methods: Thirtynine children were followed prospectively every two years from 4-6 years to 12-14 years. Their language and theory of mind abilities and adaptive functioning were tested using the Test of Language Development-2 (the independent variable, at age 6-8 years), the ""Eyes Test"" (a measure of ToM, the mediator, at age 10-12) and the Vineland Adaptive Behaviour Scales (the outcome variable, at age 12-14). Results: ToM mediated an association between language and adaptive functioning in the communication domain, but not in the social domain. Conclusion: These results challenge the usefulness of ToM as a unifying theory for ASD deficits and highlight the potential usefulness of a neuroconstructivist framework for prospective studies.",2019,https://scholar.google.com.br/,no
978,Visual symbols in healthcare settings for children with learning disabilities and autism spectrum disorder,"Children with learning disabilities (LD) and autism spectrum disorder (ASD) get anxious while attending healthcare settings as it is not part of their usual routine. They often understand visual symbols better than speech. Many of these children are accustomed to using symbols at school and at home to support their verbal understanding. A list of commonly conducted physical examinations, medical investigations and treatment procedures was compiled by the author with the help of parent support groups for ASD and Down's syndrome. In total, 150 visual symbols were developed for use in healthcare settings in consultation with parents, special needs teachers and a software company. Overall, 50 health professionals from 12 clinical areas in the hospital and community were consulted for their views on introducing symbols in healthcare settings. All had experienced difficulties in gaining cooperation from this group of children and strongly endorsed the use of symbols. They suggested using symbols in clinics and sending visual symbols home before the appointments to improve the children's understanding and cooperation.",2019,https://scholar.google.com.br/,no
979,Tablet-based video modeling and prompting in the workplace for individuals with autism,"The current study involved a preliminary job-site testing of computer software, i.e., VideoTote, delivered via a computer tablet and designed to provide users with video modeling and prompting for use by young adults with an autism spectrum disorder (ASD) across a range of employment settings. A multiple baseline design was used to assess changes in rates of completion with a complex, 104-step shipping task by four participants diagnosed with ASD. Baseline data were collected on accuracy of task completion after exposure to typical job-training involving instruction, modeling, and practice. The intervention involved video modeling and prompting with a 13 minute video depicting an individual completing job responsibilities that entailed checking to make sure materials were in working order, replacing defective items, packing materials in a container, entering information into a computer, and attaching a label to a container. Results suggested that video modeling and prompting were effective in helping individuals with autism complete a multi-step shipping task. Participants and their parents gave the device and software high ratings as an acceptable treatment for adults with autism to use in the workplace and intervention that complies with universal design principles. Implications for competitive job opportunities for individuals with autism are discussed. © 2013 - IOS Press and the authors.",2019,https://scholar.google.com.br/,yes
980,Video game use and problem behaviors in boys with autism spectrum disorders,"Children with autism spectrum disorders (ASD) have strong preferences for screen-based media, particularly video games. Although problematic video game use has been associated with behavior problems among typically developing children, the relationship between these variables has not been previously examined among children with ASD. The current study examined the relationships between aspects of video game use and problem behaviors among a sample of 169 boys (ages 8-18) with ASD. Parents reported on their children's behavioral functioning and video game habits and preferences, including the average number of hours spent playing video games per day, preferred game types (genres), and problematic (i.e., addictive) video game play patterns. The results revealed that problematic video game use was significantly correlated with inattention and oppositional behavior. Boys who played Role-Playing games had higher levels of both problematic game use and oppositional behavior. Finally, problematic game use and Role-Playing game genre were significant predictors of oppositional behavior, even when controlling for age and amount of time spent playing video games. The results highlight the clinical importance of examining video game use patterns among children with ASD, and indicate a need for future experimental and longitudinal research in this area. © 2012 Elsevier Ltd.",2019,https://scholar.google.com.br/,no
981,braingame Brian: Toward an Executive Function Training Program with Game Elements for Children with ADHD and Cognitive Control Problems,"In the area of childhood attention-deficit hyperactivity disorder, there is an urgent need for new, innovative, and child-focused treatments. A computerized executive functioning training with game elements aimed at enhancing self-control was developed. The first results are promising, and the next steps involve replication with larger samples, evaluating transfer of training effects to daily life, and enhancing motivation through more gaming elements. © Copyright 2013, Mary Ann Liebert, Inc. 2013.",2019,https://scholar.google.com.br/,no
982,"Use of computer-assisted technologies (CAT) to enhance social, communicative, and language development in children with autism spectrum disorders","Major advances in multimedia computer technology over the past decades have made sophisticated computer games readily available to the public. This, combined with the observation that most children, including those with autism spectrum disorders (ASD), show an affinity to computers, has led researchers to recognize the potential of computer technology as an effective and efficient tool in research and treatment. This paper reviews the use of computer-assisted technology (CAT), excluding strictly internet-based approaches, to enhance social, communicative, and language development in individuals with ASD by dividing the vast literature into four main areas: language, emotion recognition, theory of mind, and social skills. Although many studies illustrate the tremendous promise of CAT to enhance skills of individuals with ASD, most lack rigorous, scientific assessment of efficacy relative to non-CAT approaches. © 2012 Springer Science+Business Media, LLC.",2019,https://scholar.google.com.br/,yes
983,when the prescription pad is not enough: Attention-deficit hyperactivity disorder management 2.0,"Case: Jose is a 13-year-old boy who presents to his primary care provider after struggling in school for many years. When he was in the first grade, he was diagnosed at a tertiary center with attention-deficit hyperactivity disorder. Multiple medication trials have produced few benefits and many side effects including poor sleep, morbid thoughts, lack of motivation, and, according to his parents, ""he seemed like a robot.""He comes now for his annual physical in April, and the parents tell you that the school is threatening that he be retained in the seventh grade. Parents are very adamant they do not want to try another medication. They have brought you their own and his advisor's Vanderbilt's, which each endorse 7 of 9 inattentive symptoms including trouble organizing, poor attention to detail, and easily distracted and forgetful in daily activities.His birth history and developmental history before beginning formal schooling are unremarkable. His first language was English whereas his parents speak Spanish to each other but not the children. He is healthy and without a history of head trauma, seizures, meningitis, or lead poisoning. An aunt has ""learning problems.""Jose's family lives in a crowded section of a large urban area. They share an apartment with another family, and both parents are employed full time with his father holding 2 full time jobs working double shifts. Their annual income is at the poverty line. There are 4 children in the family aged between 6 and 13 years.His school has been deemed a ""recovery school"" because of performing below standard on district-wide achievement tests. His classroom has 27 students, many of whom are English language learners, and he is not on an individualized education plan or 504 accommodations.The family is very concerned about the possibility of retention but have decided that ""medicine does not help,"" and they look to you for other recommendations. Where do you go next? Copyright © 2013 Lippincott Williams & Wilkins.",2019,https://scholar.google.com.br/,no
984,Local school ideologies and inclusion: the case of Swedish independent schools,"This paper reports on the development of a framework for the classification of local school ideologies in relation to inclusion that provides a tool for classifying the general educational direction as well as work with pupils in need of special support of individual schools. The framework defines different aspects of local school ideology in terms of values related to the societal level, school level and individual level of the education system. The paper also reports on a study exploring variations among Swedish independent schools, concerning local school ideology using the framework as a theoretical tool. In this qualitative analysis, eight schools were selected from results of a questionnaire to all Swedish independent schools (return rate 79.5%) for further analysis based on interviews with different categories of school personnel, parents and pupils. Five different patterns of local school ideologies were found more or less in line with values of inclusion, e.g. the holistic-inclusive and the market-oriented-exclusive. Results are discussed in relation to the multiple and sometimes competing objectives that every school has to deal with and make priorities between. Implications for pupils in need of special support in a school system rapidly undergoing marketisation are finally discussed. © 2013 Copyright Taylor and Francis Group, LLC.",2019,https://scholar.google.com.br/,no
985,"Enhancing sibling relationships to prevent adolescent problem behaviors: Theory, design and feasibility of Siblings Are Special","Siblings play a significant but neglected role in family socialization dynamics, and focusing on the sibling relationship is a non-stigmatizing point of entry into the family for prevention programming. Siblings are Special (SAS) was designed as a universal program that targets both sibling relationship and parenting mediating processes in middle childhood to prevent behavior problems in adolescence. We describe the theoretical framework underlying SAS, the SAS curriculum, and the feasibility of the program based on a study of 128 middle-childhood aged sibling dyads. Data on the quality of program implementation, program fidelity, siblings' engagement, and ratings of impact indicated the SAS program was acceptable to families and schools, that the curriculum could be implemented with high fidelity, that siblings and parents participated at high levels and were highly engaged, and that, from the perspective of group leaders, school administrators and parents, the program had a positive impact on the siblings. © 2012 Elsevier Ltd.",2019,https://scholar.google.com.br/,no
986,Review: Non-pharmacological interventions delivered by family caregivers improve symptoms in people with dementia,"QUESTION Question: How effective are community-based non-pharmacological/psychosocial family caregiver delivered interventions for behavioural and psychological symptoms of dementia? Outcomes: Behavioural or psychological symptom frequency (eg, Revised Memory and Behavior Problem Checklist), severity (eg, Behavioral Pathology in Alzheimer's Diseases Rating Scale) or both (eg, Neuropsychiatry Inventory). Caregiver reactions to behavioural and psychological symptoms (subsidiary scales of symptom rating scales). Reduction in the frequency or severity of symptoms, and caregiver reductions in the severity of their reactions to the symptoms were taken as improvements. A variety of rating scales were used. METHODS Design: Systematic review with meta-analysis. Data sources: PsycINFO, MEDLINE, EMBASE, Scopus and PubMed were searched from 1985 to July 2010 for randomised controlled trials, clinical trials and single case studies. Study selection and analysis: Reviewers appraised the studies and selected English-language randomised controlled trials (RCTs) or pseudo-RCTs testing non-pharmacological interventions delivered by family caregivers in a community setting. Interventions were grouped into categories: skills training for caregivers, education for caregivers, activity planning and environmental design, enhancing support for caregivers, self-care techniques for caregivers and miscellaneous (collaborative care with a health professional, exercise for care recipient). Exclusions: fewer than five participants, respite care interventions, drug trials, comorbid schizophrenia or bipolar disorder. Reviewers rated study quality and extracted data. Random effects meta-analyses were performed using RevMan software. Effect sizes were calculated as the standardised mean difference (Cohen's d) between treatment and control groups. Heterogeneity was investigated. Funnel plots were used to assess publication bias. MAIN RESULTS Twenty-three studies met the inclusion criteria, and they included 3279 caregiver-patient pairs). The interventions lasted 6 weeks to 24 months, 20 studies tested interventions that were delivered individually to the caregivers or caregiver-patient pairs. Two studies used interventions that were delivered through telephone contact. Improvements on some or all outcomes were reported in most studies, with three studies having neutral results, and one study negative results. No studies reported adverse effects of the interventions. Seven studies were pseudo-randomised (no or unclear details of the randomisation method or inadequate to conceal allocation) leaving 16 studies to be included in the meta-analysis. Caregiver interventions improved behavioural and psychological symptoms of dementia compared with usual care (Cohen's d 0.34, 95% CI 0.20 to 0.48, p<0.01). Caregiver interventions also improved caregiver reactions to these symptoms compared with usual care (Cohen's d 0.15, 95% CI 0.04 to 0.26, p=0.006). There was no evidence of publication bias. CONCLUSIONS Community-based non-pharmacological interventions delivered by family caregivers reduce behavioural and psychological symptoms in people with dementia, and improve caregiver responses to these symptoms. The effective interventions were multicomponent interventions customised to the needs of the person with dementia and the caregiver, delivered individually in the home over 3-6 months with periodic follow-ups.",2019,https://scholar.google.com.br/,no
987,A new interactive computer simulation system for violence risk assessment of mentally disordered violent offenders,"Background Assessment of risk of future violence has developed from reliance on static indicators towards a more dynamic approach. In the latter context, however, the offender is seldom confronted with real life situations. Aims The aim of this study is to evaluate a computer-based system - Reactions on Display, which presents human interactions based on real-life situations - for its effectiveness in distinguishing between potentially violent offenders with mental disorder and a healthy comparison group. Methods Male offenders with autism spectrum disorders or psychosis were recruited from specialist forensic psychiatric units in Sweden and healthy participants from the local communities. Each consenting participant was presented with film clips of a man in neutral and violent situations, which at critical moments stopped the story to ask him to predict the thoughts, feelings and actions of the actor. Results Offender patients, irrespective of diagnosis, detected fewer emotional reactions in the actor in the non-violent sequence compared with controls. When asked to choose one of four violent actions, the offender patients chose more violent actions than did the controls. They also reported fewer physical reactions in the actors when actors were being violent. There were also some examples of incongruent or deviant responses by some individual patients. Conclusions and implications for practice The use of interactive computer simulation techniques is not only generally acceptable to offender patients, but it also helps to differentiate their current response style to particular circumstances from that of healthy controls in a way that does not rely on their verbal abilities and may tap more effectively into their emotional reactions than standard verbal questions and answer approaches. This may pave the way for Reactions on Display providing a useful complement to traditional risk assessment, and a training route with respect to learning more empathic responding, thus having a role in aiding risk management.Copyright © 2013 John Wiley & Sons, Ltd. Copyright © 2013 John Wiley & Sons, Ltd.",2019,https://scholar.google.com.br/,no
988,Design of a virtual reality based adaptive response technology for children with Autism,"Children with autism spectrum disorder (ASD) demonstrate potent impairments in social communication skills including atypical viewing patterns during social interactions. Recently, several assistive technologies, particularly virtual reality (VR), have been investigated to address specific social deficits in this population. Some studies have coupled eye-gaze monitoring mechanisms to design intervention strategies. However, presently available systems are designed to primarily chain learning via aspects of one's performance only which affords restricted range of individualization. The presented work seeks to bridge this gap by developing a novel VR-based interactive system with Gaze-sensitive adaptive response technology that can seamlessly integrate VR-based tasks with eye-tracking techniques to intelligently facilitate engagement in tasks relevant to advancing social communication skills. Specifically, such a system is capable of objectively identifying and quantifying one's engagement level by measuring real-time viewing patterns, subtle changes in eye physiological responses, as well as performance metrics in order to adaptively respond in an individualized manner to foster improved social communication skills among the participants. The developed system was tested through a usability study with eight adolescents with ASD. The results indicate the potential of the system to promote improved social task performance along with socially-appropriate mechanisms during VR-based social conversation tasks. © 2001-2011 IEEE.",2019,https://scholar.google.com.br/,no
989,Seeking a unified framework for cerebellar function and dysfunction: From circuit operations to cognition,"Following the fundamental recognition of its involvement in sensory-motor coordination and learning, the cerebellum is now also believed to take part in the processing of cognition and emotion. This hypothesis is recurrent in numerous papers reporting anatomical and functional observations, and it requires an explanation. We argue that a similar circuit structure in all cerebellar areas may carry out various operations using a common computational scheme. On the basis of a broad review of anatomical data, it is conceivable that the different roles of the cerebellum lie in the specific connectivity of the cerebellar modules, with motor, cognitive, and emotional functions (at least partially) segregated into different cerebro-cerebellar loops. We here develop a conceptual and operational framework based on multiple interconnected levels (a meta-levels hypothesis): from cellular/molecular to network mechanisms leading to generation of computational primitives, thence to high-level cognitive/emotional processing, and finally to the sphere of mental function and dysfunction. The main concept explored is that of intimate interplay between timing and learning (reminiscent of the ""timing and learning machine"" capabilities long attributed to the cerebellum), which reverberates from cellular to circuit mechanisms. Subsequently, integration within large-scale brain loops could generate the disparate cognitive/emotional and mental functions in which the cerebellum has been implicated. We propose, therefore, that the cerebellum operates as a general-purpose co-processor, whose effects depend on the specific brain centers to which individual modules are connected. Abnormal functioning in these loops could eventually contribute to the pathogenesis of major brain pathologies including not just ataxia but also dyslexia, autism, schizophrenia, and depression. © 2013 D'Angelo and Casali.",2019,https://scholar.google.com.br/,no
990,Impaired decision-making as a young adult outcome of girls diagnosed with attention-deficit/hyperactivity disorder in childhood,"We examined decision-making in young adulthood in a follow-up study of females diagnosed with attention-deficit/hyperactivity disorder (ADHD) between 6 and 12 years. Participants with childhood ADHD (n = 114) and matched comparison females (n = 77), followed prospectively for 10 years, performed the Iowa Gambling Task (IGT) at ages 17-25 years. This task assesses preference for high-reward/high-risk chances that result in lower overall gains (disadvantageous decks of cards) compared to low-reward/low-risk chances that result in higher overall gains (advantageous decks of cards). Relative to comparison participants, young adult females with a history of ADHD did not increase their preference for advantageous decks across time blocks, suggesting difficulties in learning to change behavior over the course of the IGT. Overall, childhood diagnoses of ADHD were associated with disadvantageous decision-making in young adulthood. These results extend findings on decision-making in males with ADHD by demonstrating comparable levels of impairment in an all-female sample. Copyright © 2012 The International Neuropsychological Society.",2019,https://scholar.google.com.br/,no
991,Diagnosing autism,"Awareness of autism within public and medical domains has continued to increase. Children and young people are being presented for earlier advice, assessment and diagnosis resulting in increasing demand on services. Recently published standards in the recognition, referral and diagnosis of autism mean it remains essential for paediatricians, child and adolescent psychiatrists, general practitioners and allied professionals with a role within developmental child health and child and adolescent mental health to have sound knowledge of the presentation and assessment of autism spectrum disorders (ASDs). Whilst routes of entry for referrals can vary due to diversity of presentation and local service provision, access to a local multidisciplinary team specialized in ASD assessment is recommended. Early identification of deviation away from the typical developmental trajectory in this group of patients is advantageous in order to maximize their potential, provide targeted intervention and minimize co-morbidities. This review addresses the diagnosis of ASD and provides an assessment framework for professionals who encounter a child with suspected autism. © 2012 Elsevier Ltd.",2019,https://scholar.google.com.br/,no
992,Assistive learning for children with autism using augmented reality,"Innovative computer aided solutions can serve as effective teaching-learning as-well-as assistive aids for children with autism and mild mental retardation. Teaching children with the help of day-to-day real time objects in the environment, by adding parent's voice/narration, associating virtual 3D images and rendering them on mobiles, would enhance the learning process. Augmented Reality (AR) is proving to be a useful technology to achieve this kind of teaching objectives. The implementation presented here, supports creation of teaching content using features of inbuilt camera and speaker of any basic android device. This application helps in capturing and associating the pictures of surrounding objects like child's photos, videos etc., with AR content and aids in rendering them on to the screens using QR Codes (Quick Response Codes). Using this mobile application, parents/teachers can make paperless, personalized AR lessons on-the-fly. Application supports Functional Reading, Visual Schedulers and Speaking Albums for the children, to learn from real life scenarios. © 2013 IEEE.",2019,https://scholar.google.com.br/,no
993,Assistive technology for children with autism - Lessons for interaction design,"This paper describes our experiences from developing assistive tools for children with autism. We describe two applications - AutVisComm, an assistive communication system developed on ubiquitous tablets, and Autinect, a set of activities to teach social skills to children with autism that use Microsoft KinectTMas a controller. Both these systems were developed in close collaboration with teachers and parents of children with autism. We present here our approach to the design and evaluation of the system that incorporated the cognitive profiles of children with autism and the needs of their caregivers. We also present a summary of the key lessons learnt from these experiences. Copyright is held by the owner/author(s).",2019,https://scholar.google.com.br/,no
994,Gesture recognition for humanoid assisted interactive sign language tutoring,"This work is part of an ongoing work for sign language tutoring with imitation based turn-taking and interaction games (iSign) with humanoid robots and children with communication impairments. The paper focuses on the extension of the game, mainly for children with autism. Autism Spectrum Disorder (ASD) involves communication impairments, limited social interaction, and limited imagination. Many such children show interest in robots and find them engaging. Robots can facilitate social interaction between the child and teacher. In this work, a Nao H25 Humanoid robot assisted the human teacher to teach some signs and basic upper torso actions which were observed and imitated by the participants. Kinect camera based system was used to recognize the signs and other actions, and the robot gave visual and audial feedback to the participants based on the performance. © Copyright IARIA, 2013.",2019,https://scholar.google.com.br/,no
995,Educating and creating social awareness for sensitive topics using mobile applications,"Considering the Massive increase in the usage of Mobile phones and handheld devices such as Tablets, iPads, there is an exponential growth in usage of Mobile apps. Mobile applications are widely used for entertainment, education, for social networks and for increasing productivity. We propose use of mobile applications to teach and to create social awareness for sensitive topics. In developing countries, topics like HIV/AIDS, sexually transmitted diseases, breast cancer, autism etc. are not taken seriously due to social awkwardness, cultural taboos, education system, social barriers and gender inequality. This paper we proposes a solution to this problem. As these applications can be used personally, there will not be any hesitation compared to discussion with a real person. Interactive application that is created will be explanatory enough for users to get appropriate and correct knowledge with its validation hence, reducing misconceptions. Development of such applications will lead to better awareness and better health for individuals. As a proof of concept, Android application is developed for awareness of HIV/AIDS. After use of mobile app it brings 53.2 percent increase in average marks of knowledge test about HIV/AIDS. © 2013 IEEE.",2019,https://scholar.google.com.br/,no
996,Co-sticap: System based on distributed and tangible user interfaces to improve skills in children with ADHD,"The attention deficit disorder with hyperactivity (ADHD) has increased considerably in recent years. People who have it experience behavioral problems, learning and self-control in their lives. The therapies performed are based on activities to improve cognitive abilities. Nowadays technology is becoming a tool to facilitate the cognitive stimulation and work of therapists, family, etc. In this paper we present Co-StiCap (Stimulating Collaborative Cognitive Capabilities) is a multi-device system based on Distributed User Interfaces and games aimed at improving the communication and cognitive capabilities in children with ADHD. The system consists of a projector running the main game interface, tangible interfaces based on common objects that we use to interact through a mobile device (which integrates NFC reader) with the main interface. Moreover it has another mobile device application for therapists, which aims to control the process of children and assist in the collaboration and cooperation among them. It has carried out an assessment in order to check the effect of the system and the new technique of interaction among children and families and therapists.",2019,https://scholar.google.com.br/,no
997,Stepbystep: Design of an interactive pictorial activity game for teaching generalization skills to children with autism,"Translating acquired behavioral skills from training environments to daily-life situations is difficult for children with autism. This study introduces the StepByStep platform, in which pictorial activity schedules are implemented. Design decisions that increase the sameness in the environment and the comfort of the children were implemented to isolate the learning task and promote the training of generalization skills. Differently from existing visual scheduling systems, we use photographs of the child that is trained instead of general activity pictures. The design promotes the features of easy individualization of the training and of playfulness while learning. StepByStep was used by one participant in a pilot study, who showed behavior acquisition and translation to real life situations. © IFIP International Federation for Information Processing 2013.",2019,https://scholar.google.com.br/,no
998,The Effects of Neurofeedback in the Default Mode Network: Pilot Study Results of Medicated Children with ADHD,"Children with attention deficit hyperactivity disorder (ADHD) have difficulty activating the Default Mode Network (DMN) in a resting or quiet state. The DMN function assists in processing and understanding a person's internal, reflective world and the world of self and others. Neurofeedback (NFB), a type of EEG operant conditioning, trains self-regulation skills using a brain-computer interface. The hardware and software have audio/video capabilities to correct irregular brainwave patterns and regional cerebral blood flow associated with mental health and cognitive concerns. Individual treatment sessions usually last approximately 20 min, to gain the largest overall treatment effect, NFB users need to experience about 30 to 40 sessions. This study randomly assigned 12 children diagnosed with ADHD and currently on a stimulant medication to a treatment or control group. Subjects in the treatment group completed 40 NFB sessions. Pre- and posttest fMRIs were administered on the treatment and control groups. Evidence showed that the forty 20-min sessions of Sensory Motor Rhythm NFB consolidated the DMN allowing for appropriate activation in the posterior cingulate, precuneus, the temporoparietal junction and the cerebellar tonsils. In addition to regulating and increasing SMR at 12-15 Hz, our research results showed activation of the DMN in a resting state after 40 NFB sessions. Assisting children with ADHD to appropriately activate the DMN may help them be more adaptive and reflective and to better understand their own internal world and the world of others. © 2013 Copyright Taylor and Francis Group, LLC.",2019,https://scholar.google.com.br/,no
999,CaptureMyEmotion: Helping autistic children understand their emotions using facial expression recognition and mobile technologies,"One of the main challenges for autistic children is to identify and express emotions. Many emotion-learning apps are available for smartphones and tablets to assist autistic children and their carers. However, they do not use the full potential offered by mobile technology, such as using facial expression recognition and wireless biosensors to recognise and sense emotions. To fill this gap we developed CaptureMyEmotion, an Android App that uses wireless sensors to capture physiological data together with facial expression recognition to provide a very personalised way to help autistic children learn about their emotions. The App enables children to capture photos, videos or sounds, and simultaneously attach emotion data and a self-portrait photo. The material can then be reviewed and discussed together with a carer at a later stage. CaptureMyEmotion has the potential to help autistic children integrate better in the society by providing a new way for them to understand their emotions.",2019,https://scholar.google.com.br/,yes
1000,Kinect in education: A proposal for children with autism,"For years, the games, except their entertaining aspect, have acquired an educational character. In recent decades, games have evolved and we were led up to the electronic games, and thus to Kinect. Already, many institutions worldwide use the Kinect to the learning process. So, through this article we take a step further and we suggest the use of Kinect as a learning auxiliary tool for children with autism. Specifically, we recommend the use of the game ""Kinect Adventures"" following the norms of the learning model ""Mnemonic Techniques"" for best results. © 2013 The Authors. Published by Elsevier B.V.",2019,https://scholar.google.com.br/,no
1001,An emotional learning environment for subjects with Autism Spectrum Disorder,"Numerous studies highlight that serious games, 3D virtual learning environments and Information Communication Technologies can be powerful tools in supporting people affected by Autism Spectrum Disorders. In particular, they can be very effective in helping to recognize and comprehend social behaviours and emotions. In this paper, an authoring system designed and implemented in order to stimulate and to facilitate the understanding of emotions is presented (Face 3D). This software could be a highly appropriate tool for autistic children with high cognitive functions, who are often attracted by technology. © 2013 IEEE.",2019,https://scholar.google.com.br/,no
1002,E-learning software for students with autism,This project is intended to design and provide an educational software to help autistic students to learn computer skills and daily life skills. It also monitors the progress of the student and maintains it in a database. It also provides an interface for the teacher to modify the material used. It is fundamentally an e-learning software for students with autism designed in collaboration with the Dubai Autism Centre. There are specific modules in the project which emphasizes on three-dimensional graphics and high user interactivity. © 2013 Springer Science+Business Media.,2019,https://scholar.google.com.br/,no
1003,"Prevalence of attention deficit hyper activity disorder in High-School Students of Sari, Iran","Background and purpose: Attention deficit hyper activity disorder (ADHD) is a serious disorder for childhood and adolescents that disables and retards the patient in social relationship. This research aimed to determine the prevalence of ADHD in High-School Students of Sari, Iran. Materials and methods: In this cross-sectional description-analytical study, the study population was 14-17 years old students of high-schools in Sari town. The data-collection tool was Conners parent questionnaire completed by the students' parent after sending their home. The collected data were analyzed using SPSS software. Results: The mean age of the cases was 15.8 ± 2.1 years. The prevalence of the ADHD prevalence was 14.2%, the prevalence in boys was more but the difference was not significant. Conclusion: Considering the prevalence of ADHD in Sari, the screening, treatment and follow-up programs should be planned to improve the situation.",2019,https://scholar.google.com.br/,no
1004,Usability issues for smartphone users with special needs - Autism,Autism Spectrum Disorder (ASD) is a cognitive disorder caused due to abnormal functioning of brain impacting development activities. Over the time different techniques and methods have been in practice to teach and communicate with people suffering from ASD. With the rapid advancement in the field of smart phone technology researchers have come up with creative ideas to aid others. Usability of smart phone applications for disabled people gains great attention of modern researchers. This paper focuses on the usability issues of smart phone applications designed for people suffering from ASD. Comparative analysis of android and iPhone applications for autism has been presented in the paper. Usability of these applications is analyzed on the basis of a survey conducted on the ASD patients. Results gathered after survey highlight the usability issues with the apps available in the market. We present an abstract app design to overcome usability issues. © 2013 IEEE.,2019,https://scholar.google.com.br/,yes
1005,Virtual reality social cognition training for young adults with high-functioning autism,"Few evidence-based social interventions exist for young adults with high-functioning autism, many of whom encounter significant challenges during the transition into adulthood. The current study investigated the feasibility of an engaging Virtual Reality Social Cognition Training intervention focused on enhancing social skills, social cognition, and social functioning. Eight young adults diagnosed with high-functioning autism completed 10 sessions across 5 weeks. Significant increases on social cognitive measures of theory of mind and emotion recognition, as well as in real life social and occupational functioning were found post-training. These findings suggest that the virtual reality platform is a promising tool for improving social skills, cognition, and functioning in autism. © 2012 Springer Science+Business Media, LLC.",2019,https://scholar.google.com.br/,no
1006,Social robots vs. computer display: Does the way social stories are delivered make a difference for their effectiveness on ASD children,"Background and Objectives: The aim of this exploratory study is to test whether social stories presented by a social robot have a greater effect than ones presented on a computer display in increasing the independency in expressing social abilities of children with autism spectrum disorders (ASD). Although much progress has been made in developing interventions to improve social skills of children with ASD, a number of unresolved problems still remain. Social robots received increased attention as assisting tools for improving social skills on children with ASD. Methods: Twenty children with ASD (age between 4 and 9 years old) were randomly allocated to three groups: control group (n = 7), computer-presented social stories (n = 6), and robot assisted therapy (n = 7). Results: Overall, our data indicate that using the social robot to implement social story intervention was more effective for improving the independency of expressing social abilities for the participants, than the computer screen. Limitations: Future studies should include a bigger sample size, more intervention sessions, and a follow-up session in order to see if the effect persists in time. Conclusions: The preliminary outcomes of this exploratory research provide empirical bases for further investigations regarding the effectiveness of robot assisted therapy in improving social skills for children with autism through future randomized clinical trials.",2019,https://scholar.google.com.br/,no
1007,Using iPods® and iPads® in teaching programs for individuals with developmental disabilities: A systematic review,"We conducted a systematic review of studies that involved iPods®, iPads®, and related devices (e.g., iPhones®) in teaching programs for individuals with developmental disabilities. The search yielded 15 studies covering five domains: (a) academic, (b) communication, (c) employment, (d) leisure, and (e) transitioning across school settings. The 15 studies reported outcomes for 47 participants, who ranged from 4 to 27years of age and had a diagnosis of autism spectrum disorder (ASD) and/or intellectual disability. Most studies involved the use of iPods® or iPads® and aimed to either (a) deliver instructional prompts via the iPod Touch® or iPad®, or (b) teach the person to operate an iPod Touch® or iPad® to access preferred stimuli. The latter also included operating an iPod Touch® or an iPad® as a speech-generating device (SGD) to request preferred stimuli. The results of these 15 studies were largely positive, suggesting that iPods®, iPod Touch®, iPads®, and related devices are viable technological aids for individuals with developmental disabilities. © 2012 Elsevier Ltd.",2019,https://scholar.google.com.br/,no
1008,The application of computer - Based training in autism treatment,"In this paper, we reported the effective of the tangible user interfaces system to support training basic geometric shape for low-functioning children with autism. The results from the experiment clearly show that the children with autism who study from the TUI training system can learn more shape than conventional treatment. Furthermore, TUI was more attractive and offers a multimedia real time feedback that stimulates children's learning and also increases their attention span rather than the conventional treatment. © 2013 Springer-Verlag.",2019,https://scholar.google.com.br/,no
1009,Fast forWord®: The birth of the neurocognitive training revolution,"In 1996, I cofounded Scientific Learning Corporation (SLC) with Drs Michael Merzenich, William Jenkins, and Steve Miller. I coined the term ""Cogniceutical"" to describe the new type of company we envisioned. SLC was the first company cofounded by academic scientists with the mission of building neurocognitive interventions. Fast ForWord® is the registered trade name of the platform SLC built to translate basic neuroplasticity-based training research into clinical and educational products. Fast ForWord® was the first cognitive neurotherapeutic intervention, the first to be individually adaptive in real time, the first ""brain fitness"" program that collected data over the Internet, and the first to use computer gaming technologies to change brains and enhance human potential. We included lofty goals in our first business plan for SLC. These included: using neuroplasticity-based training to improve language, literacy, and other academic skills, helping seniors maintain and recover function, helping people learn English as a second language, helping patient populations with neurological or mental disorders. SLC's first focus became improving language and literacy. Mike, Bill, Steve, and I began this journey together in 1994 with a laboratory-based research study that included seven children. To date, over two million children in 46 countries have used Fast ForWord® products. On any given school day, approximately 60,000 children log in to train on 1 of 10 Fast ForWord Language, Literacy, or Reading programs. We did not know at the time that we were creating what became a ""disruptive innovation."" This chapter chronicles this transformational journey. © 2013 Elsevier B.V.",2019,https://scholar.google.com.br/,no
1010,Supporting the strengths and activity of children with autism in a technology-enhanced learning environment,"This paper introduces four principles for the establishment of a technology-enhanced learning environment with and for children with autism spectrum disorders and presents results on how the principles were actualized in relation to children's actions in the environment. The study was conducted as action research premised on the children's active roles as participants and developers, the empowerment of children's strengths and creativity, and the modifiability and transformability of technology solutions. The learning environment consisted of four workstations: symbol matching, building with bricks, storytelling, and game playing. According to results, the strength-based approach and versatile technology solutions engaged children with autistic features as active participants and creative actors. This engagement is crucial for creating new possibilities for the children's education and everyday life.",2019,https://scholar.google.com.br/,no
1011,Pre-Vocational Skills Laboratory: Development and investigation of a Web-based environment for students with autism,"The use of Information and Communication Technologies (ICT) in educating children with Autism Spectrum Disorder (ASD) is a dynamic field linking both special education and learning technologies research areas. This paper reports on the design and development of Pre-Vocational Skills Laboratory, a Web-based learning environment aiming to support students with ASD towards developing pre-vocational skills. The first section addresses theoretical foundations regarding ICT applications in educating and supporting individuals with ASD. The key design features, the structure and the functionality of the system are analytically presented. Following, preliminary findings regarding an instructional intervention implemented in a special education school in Greece are also presented. The paper concludes that the environment can help students with autism to acquire pre-vocational skills, while the combination of multiple source data (observation notes, system log files and biofeedback data) can offer valuable information regarding the design of effective individualized interventions. © 2013 The Authors. Published by Elsevier B.V.",2019,https://scholar.google.com.br/,yes
1012,Natural interfaces for training and measuring social skills in adults with Autism Spectrum Disorders,"Persons with Autism Spectrum Disorder (ASD) exhibit an impairment in social interaction capabilities. The main objective of the study is to explore the interaction with virtual environments (VE) by natural interfaces (NI) as a way to facilitate the acquisition of social skills. The study involved a total of four subjects with ASD. After an initial assessment of their basic skills and a familiarization phase with the VE and NI, participants performed 3 exercise sessions of 45 minutes each, with increasing levels of difficulty. During each session, participants completed two different paths in the VE, following arrows and signs directed toward either a pharmacy or a police station. We developed a metric for evaluating both the ability to interact with the VE and the acquisition of the specific social skill. Preliminary results showed improvements in both competences.",2019,https://scholar.google.com.br/,yes
1013,Additional key factors mediating the use of a mobile technology tool designed to develop social and life skills in children with Autism Spectrum Disorders: Evaluation of the 2nd HANDS prototype,"Of late there has been growing interest in the potential of technology to support children with Autism Spectrum Disorders (ASD) with social and life skills. There has also been a burgeoning interest in the potential use of mobile technology in the classroom and in the use of such technology to support children with ASD. Building on these developments, the HANDS project has developed a mobile cognitive support application for smartphones, based on the principles of persuasive technology design, which supports children with ASD with social and life skills functioning-areas of ability which tend to be impaired in this population. Based on the evaluation of the implementation of an initial prototype, a second prototype was developed in the summer of 2010 and implemented in the 2010/11 academic year in four special schools for children with ASD. This paper reports on a qualitative interpretivist evaluation of the second prototype, identifying which factors mediate the level of engagement with the technology by both teachers and children. Fifteen teachers and twenty six children used the second prototype. Data was gathered using from teachers (n = 15) using direct classroom observation, individual semi-structured interviews, and questionnaires. Semi-structured interviews were also used to collect data from some parents (n = 6) and children (n = 10). A number of factors identified in the first prototype are also found to be present in the second prototype. However new factors are also identified, including student awareness of difficulties and associated motivation to change, and the preference of some children with ASD to receive persuasive messages from mobile devices. Particular issues related to the cognitive structure of children with ASD are considered. Further design guidelines are proposed for future implementations of similarly purposed technology tools. © 2012 Elsevier B.V. All rights reserved.",2019,https://scholar.google.com.br/,yes
1014,Dealing with acutely disruptive children in hospital,"Disruptive children in a paediatric setting can be difficult to manage, can make treatment decisions more complex and put the young person, parents and staff at risk. Risks include delayed or incomplete treatment, and physical harm to the patient, parent or staff members. Anxiety generated around a young person acting in a disruptive way can further escalate the problem. Being aware of the systemic impact of disruptive behaviour is an important first step in managing it. Whilst there are legal frameworks to help manage the acutely disruptive patient, each case needs to be considered on its merits. The Mental Health Act is not always the most relevant legal framework and its implementation does not normally enable the responsible clinician to treat a physical illness. Maximizing use of play specialists and creating a suitable environment can reduce the need for restraint and medication, which should be used with caution and only with adequate training. © 2012 Elsevier Ltd.",2019,https://scholar.google.com.br/,no
1015,User-tuned content customization for children with Autism Spectrum Disorders,"Autism Spectrum Disorders (ASD) are a triad of disturbances affecting the areas of communication, social interaction and behavior, and each subject has very different cognitive and functional characteristics. Especially at young ages and in educational contexts, these limitations can be deeply disabling if appropriate intervention methodologies are not used. Computer aided tools play a major role in the development of adequate educational responses, however, current approaches either focus more on the delivery of rich multimedia content, and less on the customization capabilities, or vice versa, and are unable to explore the individual differences that are specific to each subject with ASD. This work presents a novel approach focused on improving the outcomes of children with, ASD, with a special emphasis on communication skills, by exploring the potential of user-tuned content customization to enable children to interact and share opinions and experiences, through a rich multimedia environment. Our approach was evaluated through a set of transversal and longitudinal studies involving real-world users. In the overall, experimental results have shown that our proposed approach leads to improved outcomes and higher engagement of the children in the educational process. © 2013 The Authors. Published by Elsevier B.V.",2019,https://scholar.google.com.br/,yes
1016,Video modeling imitation training to support gestural imitation acquisition in young children with autism spectrum disorder,"Children with autism struggle to imitate, and this lack of imitative ability is related to the severity of autism symptoms. Teaching children with autism to imitate is a necessary component of intervention as poor imitation ability affects development in a variety of areas including play skills, social skills and language skills. The purpose of this research was to determine whether there is a functional relation between video modeling imitation training (VMIT) and increased gestural imitation in young children with autism. Secondary analyses of collateral gains, specifically language development, gesture, and play skill acquisition, after exposure to VMIT was also conducted. Results indicated that two out of three participants demonstrated an immediate, increased frequency in imitation of gestures viewed on an iPad. All three participants showed gains in receptive language and gestures before treatment. Expressive language and play skills increased for two out of three participants. © W. S. Maney & Son Ltd 2013.",2019,https://scholar.google.com.br/,no
1017,Using the virtual reality-cognitive rehabilitation approach to improve contextual processing in children with autism,"Background. This pilot study investigated the efficacy of a novel virtual reality-cognitive rehabilitation (VR-CR) intervention to improve contextual processing of objects in children with autism. Previous research supports that children with autism show deficits in contextual processing, as well as deficits in its elementary components: abstraction and cognitive flexibility. Methods. Four children with autism participated in a multiple-baseline, single-subject study. The children were taught how to see objects in context by reinforcing attention to pivotal contextual information. Results. All children demonstrated statistically significant improvements in contextual processing and cognitive flexibility. Mixed results were found on the control test and changes in context-related behaviours. Conclusions. Larger-scale studies are warranted to determine the effectiveness and usability in comprehensive educational programs. © 2013 Michelle Wang and Denise Reid.",2019,https://scholar.google.com.br/,no
1018,Poor stereoacuity among children with poor literacy: Prevalence and associated factors,"PURPOSE: Population-based studies on abnormal binocular vision and low literacy are rare. The aim is to determine the prevalence of poor stereoacuity among children with low literacy, to identify the characteristics associated with poor stereoacuity among children with low literacy, and to determine the agreement between poor stereoacuity as measured by graded stereocircles with a computerized assessment. METHODS: A total of 490 children attending primary school in the greater Hobart region, Tasmania, aged 7 to 14 years, with literacy results below the 10th percentile for Tasmanian students at grade 3 level of the NAPLAN (National Assessment Program in Literacy and Numeracy) testing completed a vision screen. Poor stereoacuity was defined as more than 100 seconds of arc as measured by Titmus stereocircles. RESULTS: The prevalence of poor stereoacuity was 16.8% (95% confidence interval [95% CI], 13.6 to 20.4%). Children with poor stereoacuity had a higher frequency of symptom report using the Convergence Insufficiency Symptom Survey. Factors associated with poor stereopsis were prematurity (adjusted odds ratio [AOR], 2.19, 95% CI, 1.09 to 4.42) and bottom shuffling (AOR, 2.39, 95% CI, 1.17 to 4.88). Features associated with poor stereopsis included squint (AOR, 6.05, 95% CI, 3.02 to 12.12), migraine (AOR, 2.25, 95% CI, 1.05 to 4.83), and attention deficit disorder (AOR, 1.92, 95% CI, 1.01 to 3.65). CONCLUSIONS: In this low-literacy sample, one-sixth had low stereoacuity. The associations reported require further investigation.Copyright © 2013 American Academy of Optometry.",2019,https://scholar.google.com.br/,no
1019,"Are you ok?o self-rated health of boys and girls with externalising behavior problems: A secondary data analysis of the German Health Survey for Children and Adolescents KiGGS (Robert Koch-Institut, 2008) [""na? Geht's gut?"" Zum gesundheitlichen Wohlbefinden (self-rated health) von Jungen und Mädchen mit externalisierenden Verhaltensproblemen: Eine Teilauswertung der Kinder- und Jugendgesundheitsstudie KiGGS (Robert Koch-Institut, 2008)]","Background: Externalising behavior problems involve a huge developmental risk potential as they can substantially interface with the parallel process of establishing and forming identity in peer groups during adolescence while simultaneously coping with expectations regarding academic achievement and behaviour. Therefore adolescents with externalising behavior constitute a potential target audience for health promotion. Aim of the Study: The purpose of this paper is to clarify in what kind of social contexts externalising behavior problems are associated with decreased subjective health in adolescence. Method: An analysis of secondary data from the KiGGS study (Robert Koch-Institute, 2009) was undertaken. Calculations of logistic regression models for boys and girls were performed on the basis of preceding stratifications using the indicator subjective health and including relevant social demographic factors. Outcome: Externalising adolescents face a higher risk of decreased subjective health than inconspicuous adolescents of the same age group, while there is a gender-specific difference (boys OR 2.76, girls OR 1.48). The gender-specific differences in subjective health appraisal found in inconspicuous adolescents cannot be verified in adolescents with externalising behaviour. Related to social demographic predictors a classic social gradient for girls is verified whereas externalising behaviour in boys is predominantly associated from high social class and decreased subjective health. In multivariate procedures a higher odds ratio for decreased subjective health becomes apparent for adolescents who ascend or descend in relation to their education level as well as for adolescents from higher social classes who had to repeat a school year. Conclusion: Adolescents with externalising behavior frequently rate their health situation as being bad. The fact that it is primarily boys with behavior problems and boys who are intergenerational mobile educationwise who exhibit decreased psychosocial well-being, indicates that an increased context related exclusion risk (ostracism) is an essential health risk factor. Micro-groups of adolescents facing risk of being ostracised appear to be an essential target group for prevention and health promotion which so far is not being taken into consideration on the basis of school type related recommendations. © Georg Thieme Verlag KG Stuttgart, New York.",2019,https://scholar.google.com.br/,no
1020,Implementing computer-aided language learning tool using hybrid agile method: A case study,"The advent of Agile Software Development Methods has taken software development processes to a different dimension and Agile Software Development (ASD) practices have brought standards and effective ways of adapting the ever changing requirements in every agile software development project. This paper presents agile scholarship on ASD practices. A hybrid method of ""Extreme Programming"" and ""Throwaway Prototyping"" is presented and quantitatively evaluated upon implementing a medium scale software system. The researchers adhered to certain ASD practices while following the hybrid method to develop a computer aided language learning Software for the English Language Center of Linton University College, Malaysia. The findings suggested that the provided hybrid method can be suitable for small and medium scale software projects. © 2013 IEEE.",2019,https://scholar.google.com.br/,no
1021,Behavior imaging®'s assessment technology: A mobile infrastructure to transform autism diagnosis and treatment,"Much can be learned about autism through brain imaging. However, most decisions concerning the diagnosis of autism or the effectiveness of any given treatment are based on behavior data collected in natural environments. A growing body of research shows that collecting and analyzing behavior data in natural environments, such as schools and homes, provides data that supports current evidence-based decision practices for diagnosis and treatment. Behavior Imaging gives researchers and clinicians tools to collect rich, environmentally contextual data, enhancing diagnosis and treatment of individuals with autism spectrum disorder and related developmental disabilities. We will define Behavior Imaging and explain its development, its uses in treatment, and especially due to recent advances to include mobile devices, what the technology means for the future of autism diagnosis, treatment, and research. © Springer Science+Business Media New York 2013.",2019,https://scholar.google.com.br/,no
1022,A cognitive framework for understanding and improving interference resolution in the brain,"All of us are familiar with the negative impact of interference on achieving our task goals. We are referring to interference by information, which either impinges on our senses from an external environmental source or is internally generated by our thoughts. Informed by more than a decade of research on the cognitive and neural processing of interference, we have developed a framework for understanding how interference impacts our neural systems and especially how it is regulated and suppressed during efficient on-task performance. Importantly, externally and internally generated interferences have distinct neural signatures, and further, distinct neural processing emerges depending on whether individuals must ignore and suppress the interference, as for distractions, or engage with them in a secondary task, as during multitasking. Here, we elaborate on this cognitive framework and how it changes throughout the human lifespan, focusing mostly on research evidence from younger adults and comparing these findings to data from older adults, children, and cognitively impaired populations. With insights gleaned from our growing understanding, we then describe three novel translational efforts in our lab directed at improving distinct aspects of interference resolution using cognitive training. Critically, these training approaches were specifically developed to target improved interference resolution based on neuroplasticity principles and have shown much success in randomized controlled first version evaluations in healthy aging. Our results show not only on-task training improvements but also robust generalization of benefit to other cognitive control abilities. This research showcases how an in-depth understanding of neural mechanisms can then inform the development of effective deficit-targeted interventions, which can in turn benefit both healthy and cognitively impaired populations. © 2013 Elsevier B.V.",2019,https://scholar.google.com.br/,no
1023,Designing an intelligent virtual agent for social communication in autism,"This paper describes the Intelligent Engine (IE) of ECHOES, a serious game built for helping young children with Autism Spectrum Conditions acquire social communication skills. ECHOES IE's main component is an autonomous virtual agent that acts as a credible social partner for children with autism by engaging them in interactive learning activities. The other IE components are a user model, a drama manager and a social communication engine. We discuss how AI technology allows us to satisfy the requirements for the design of the agent and the learning activities that we identified through consultations with children and carers and a review of best practices for autism intervention. We present experimental results pertaining to the agent's effectiveness, which show encouraging improvements for a number of children. Copyright © 2013, Association for the Advancement of Artificial Intelligence (www.aaai.org). All rights reserved.",2019,https://scholar.google.com.br/,no
1024,Using simulated learners and simulated learning environments within a special education context,"The needs of special education populations require specific support to scaffold learning. The design and use of intelligent tutoring systems (ITS) has the potential to meet these needs. Difficulty in the development of these systems lies in their validation due to the ethics associated in studying learners from this population as well as the difficulty associated with accessing members of this learner group. This paper explores the use of simulated learners as a potential avenue for validating ITS designed for a special education population. The needs of special education learners are discussed. Potential avenues for employing simulated learners and simulated learning environments to test ITS, instructional materials, and instructional methods are presented. Lastly, the expansion of an educational game designed to develop emotion recognition skills in children with autism spectrum disorder is used to illustrate how simulated learning environments can be used to support the learning of these students.",2019,https://scholar.google.com.br/,no
1025,Scrum-based approach for analyzing commonalities and variabilities in software product lines,"Management issues (e.g. long iterations, poor feedback, and lack of adaptations) in the early stages of Software Product Line (SPL) engineering can foster demotivation and considerable effort, mainly in scenarios with volatile domain, technology, or requirements. On the other hand, Agile Software Development (ASD) fosters short iterations, rich feedbacks, and adaptations in single-system development through values, principles, and practices. We believe integrating Scrum practices into SPL early stages to perform commonality and variability analysis can bring a balance between agility and formalism when creating SPL for existing systems. In this paper, we present an outline of our approach to analyze commonality and variability among the existing products based on Scrum practices to deal with issues regarding iteration, feedback, and adaptation. A feasibility study is also discussed describing the application of the approach in the mobile domain. Copyright © 2013 by Knowledge Systems Institute Graduate School.",2019,https://scholar.google.com.br/,no
1026,Short-term speech-language intervention for children with disorders of the autism spectrum.,"To assess any changes in the Functional Communicative Profile (FCP) and in the Social Cognitive Performance (SCP) of children with Autism Spectrum Disorders, based on two short periods of intervention. The study was conducted with 21 children with Autism Spectrum Disorder diagnoses, randomly allocated into two groups, who received the same short-term intervention types (6 weeks with the mother and 6 weeks with the support of an educational software program). The intervention process was conducted by speech-language pathologists who were part of a graduate program in this area. Samples of 15-minute interaction sessions between the child and speech-language pathologist were used to assess the changes in the FCP and the SCP. The statistic analysis pointed out differences only in Group 1 for the variables ""percentage of communicative space used"" and ""use of the mediating object"". With the intervention sessions structured over 12 weeks, it was possible to observe a few changes in the children's FCP and in the SCP. Therefore, we point out the need for new research studies of longer duration.",2019,https://scholar.google.com.br/,no
1027,Mechanisms of Change in COMPASS Consultation for Students With Autism,"More than a decade has passed since the National Research Council described the common elements of effective educational programs for young children with autism. Since that time, few studies have attempted to understand the mechanisms of change and factors affecting the effectiveness of research supported interventions implemented in community settings. Using Dunst's (2013) framework of implementation science, we examined the relationships between the fidelity of an implementation practice (i.e., a parent–teacher consultation called the Collaborative Model for Promoting Competence and Success, COMPASS), the fidelity of the intervention practice (i.e., teachers' adherence to the intervention plans generated as a result of COMPASS), and child goal attainment outcomes using data from a randomized controlled trial. Results confirmed the predicted relationships between implementation fidelity, intervention practice fidelity, and child outcomes. Specifically, we replicated findings that two hypothesized mechanisms of change, individual education program (IEP) quality and teacher adherence, positively affected intervention practices directly and child outcomes indirectly. © 2014 Sage Publications.",2019,https://scholar.google.com.br/,no
1028,Automated annotation of functional imaging experiments via multi-label classification,"Identifying the experimental methods in human neuroimaging papers is important for grouping meaningfully similar experiments for meta-analyses. Currently, this can only be done by human readers. We present the performance of common machine learning (text mining) methods applied to the problem of automatically classifying or labeling this literature. Labeling terms are from the Cognitive Paradigm Ontology (CogPO), the text corpora are abstracts of published functional neuroimaging papers, and the methods use the performance of a human expert as training data. We aim to replicate the expert's annotation of multiple labels per abstract identifying the experimental stimuli, cognitive paradigms, response types, and other relevant dimensions of the experiments. We use several standard machine learning methods: naive Bayes (NB), k-nearest neighbor, and support vector machines (specifically SMO or sequential minimal optimization). Exact match performance ranged from only 15% in the worst cases to 78% in the best cases. NB methods combined with binary relevance transformations performed strongly and were robust to overfitting. This collection of results demonstrates what can be achieved with off-the-shelf software components and little to no pre-processing of raw text. © 2013 Turner, Chakrabarti, Jones, Xu, Fox, Luger, Laird and Turner.",2019,https://scholar.google.com.br/,no
1029,Principles of neuroplasticity-based rehabilitation,"The purpose of this review is to summarize how our perspective about the neuroscience of brain plasticity, informed by perceptual, experimental, and cognitive psychology, has led to the designs of a new class of therapeutic tools developed to drive functionally distorted and damaged brains in corrective directions. How does neuroplasticity science inform us about optimal therapeutic program designs? How do we apply that science, using modern technology, to drive neurological changes that address both the neurobehavioral distortions and the resulting behavioral deficits that are expressed in specific neurological and psychiatric disorders? By what strategies can we achieve the strongest and most complete rehabilitative corrections? These are questions that we have extensively explored in our efforts to establish new medical applications of neuroplasticity-based therapeutics. Here, we summarize the state of this rapidly emerging area of translational neuroscience, beginning with an explanation of the scientific premises and strategies, then describing their implementation in therapeutic software to address two human illnesses: the treatment of social cognition deficits in chronic schizophrenia and in autism, and the amelioration of age-related functional decline using strategies designed to delay the onset of-and potentially prevent-Alzheimer's Disease and related causes of dementia in aging. © 2013 Elsevier B.V.",2019,https://scholar.google.com.br/,no
1030,"Adaptive Resonance Theory: How a brain learns to consciously attend, learn, and recognize a changing world","Adaptive Resonance Theory, or ART, is a cognitive and neural theory of how the brain autonomously learns to categorize, recognize, and predict objects and events in a changing world. This article reviews classical and recent developments of ART, and provides a synthesis of concepts, principles, mechanisms, architectures, and the interdisciplinary data bases that they have helped to explain and predict. The review illustrates that ART is currently the most highly developed cognitive and neural theory available, with the broadest explanatory and predictive range. Central to ART's predictive power is its ability to carry out fast, incremental, and stable unsupervised and supervised learning in response to a changing world. ART specifies mechanistic links between processes of consciousness, learning, expectation, attention, resonance, and synchrony during both unsupervised and supervised learning. ART provides functional and mechanistic explanations of such diverse topics as laminar cortical circuitry, invariant object and scenic gist learning and recognition, prototype, surface, and boundary attention, gamma and beta oscillations, learning of entorhinal grid cells and hippocampal place cells, computation of homologous spatial and temporal mechanisms in the entorhinal-hippocampal system, vigilance breakdowns during autism and medial temporal amnesia, cognitive-emotional interactions that focus attention on valued objects in an adaptively timed way, item-order-rank working memories and learned list chunks for the planning and control of sequences of linguistic, spatial, and motor information, conscious speech percepts that are influenced by future context, auditory streaming in noise during source segregation, and speaker normalization. Brain regions that are functionally described include visual and auditory neocortex, specific and nonspecific thalamic nuclei, inferotemporal, parietal, prefrontal, entorhinal, hippocampal, parahippocampal, perirhinal, and motor cortices, frontal eye fields, supplementary eye fields, amygdala, basal ganglia: cerebellum, and superior colliculus. Due to the complementary organization of the brain, ART does not describe many spatial and motor behaviors whose matching and learning laws differ from those of ART. ART algorithms for engineering and technology are listed, as are comparisons with other types of models. © 2012 Elsevier Ltd.",2019,https://scholar.google.com.br/,no
1031,"Behavioral, social, and emotional assessment of children and adolescents, third edition","This book provides a comprehensive foundation for conducting clinical assessments of child and adolescent social-emotional behavior in a practical, scientific, and culturally appropriate manner. It is aimed at graduate students, practitioners, and researchers in the fields of school psychology, child clinical psychology, and special education but will also be of interest to those in related disciplines such as counseling psychology, child psychiatry, and social work.Section I, Foundations and Methods of Assessment, covers basic professional and ethical issues, classification and diagnostic problems, and comprehensive introductions to six primary assessment methods: Behavioral observation, behavior rating scales, clinical interviewing, sociometric techniques, self-report instruments, and projective-expressive techniques.Section II, Assessment of Specific Problems, Competencies, and Populations, includes six chapters for assessing specific socio-emotional behavior domains: Externalizing problems, internalizing problems, other problems, social skills and peer relations, young children, and diverse cultural groups.Key features include: • New Material - Provides expanded coverage of ethnic, cultural, and linguistic diversity within socio-emotional assessment, new material on conducting assessments within the context of ecological theory and public health models, increased information on assessing children with Asperger's disorder or high-function Autism, and discussions of several new assessment tools and systems. • Evidence-Based Focus - Maintains a focus on empirically validated methods that research has shown to have adequate validity and reliability. • Problem Solving Focus - Throughout the book, assessment is linked to decision-making within a problem-solving framework. • Functional Focus - Maintains a focus on making assessments functional within specific contexts and environments. © 2008 by Taylor & Francis Group, LLC.",2019,https://scholar.google.com.br/,no
1032,Female Mecp2+/- mice display robust behavioral deficits on two different genetic backgrounds providing a framework for pre-clinical studies,"Rett syndrome (RTT) is an X-linked neurological disorder caused by mutations in the gene encoding the transcriptional modulator methyl-CpG-binding protein 2 (MeCP2). Typical RTT primarily affects girls and is characterized by a brief period of apparently normal development followed by the loss of purposeful hand skills and language, the onset of anxiety, hand stereotypies, autistic features, seizures and autonomic dysfunction. Mecp2 mouse models have extensively been studied to demonstrate the functional link between MeCP2 dysfunction and RTT pathogenesis. However, the majority of studies have focused primarily on the molecular and behavioral consequences of the complete absence of MeCP2 in male mice. Studies of female Mecp2+/- mice have been limited because of potential phenotypic variability due to X chromosome inactivation effects. To determine whether reproducible and reliable phenotypes can be detected Mecp2+/- mice, we analyzed Mecp2+/- mice of two different F1 hybrid isogenic backgrounds and at young and old ages using several neurobehavioral and physiological assays. Here, we report a multitude of phenotypes in female Mecp2+/- mice, some presenting as early as 5 weeks of life. We demonstrate that Mecp2+/- mice recapitulate several aspects of typical RTT and show that mosaic expression of MeCP2 does not preclude the use of female mice in behavioral and molecular studies. Importantly, we uncover several behavioral abnormalities that are present in two genetic backgrounds and report on phenotypes that are unique to one background. These findings provide a framework for pre-clinical studies aimed at improving the constellation of phenotypes in a mouse model of RTT0A9. © The Author 2012. Published by Oxford University Press.",2019,https://scholar.google.com.br/,no
1033,Functional analysis of a novel positive allosteric modulator of AMPA receptors derived from a structure-based drug design strategy,"Positive allosteric modulators of ?-amino-3-hydroxy-5-methyl- isoxazole-propionic acid (AMPA) receptors facilitate synaptic plasticity and can improve various forms of learning and memory. These modulators show promise as therapeutic agents for the treatment of neurological disorders such as schizophrenia, ADHD, and mental depression. Three classes of positive modulator, the benzamides, the thiadiazides, and the biarylsulfonamides differentially occupy a solvent accessible binding pocket at the interface between the two subunits that form the AMPA receptor ligand-binding pocket. Here, we describe the electrophysiological properties of a new chemotype derived from a structure-based drug design strategy (SBDD), which makes similar receptor interactions compared to previously reported classes of modulator. This pyrazole amide derivative, JAMI1001A, with a promising developability profile, efficaciously modulates AMPA receptor deactivation and desensitization of both flip and flop receptor isoforms. This article is part of a Special Issue entitled 'Cognitive Enhancers'. © 2012 Elsevier Ltd. All rights reserved.",2019,https://scholar.google.com.br/,no
1034,Designing ABA-based software for low-functioning autistic children,"The ABCD SW (Autistic Behavior & Computer-based Didactic software) project aims to design and develop didactic software for children in the low-functioning autism spectrum, according to the principles of Applied Behavior Analysis (ABA). ABA therapy is based on scientific principles: teaching by discrete levels, errorless interaction, teacher prompting, reinforcement, fading, shaping and analysis of data collected during the educational sessions to monitor the child's progress. In this paper we describe the ABA didactic software component, illustrating and discussing design choices, showing system architecture and user interfaces, and describing future developments. © 2012 Springer-Verlag.",2019,https://scholar.google.com.br/,yes
1035,Using the social robot Probo as a social story telling agent for children with ASD,"This paper aims to study the role of the social robot Probo in providing assistance to a therapist for robot assisted therapy (RAT) with autistic children. Children with autism have difficulties with social interaction and several studies indicate that they show preference toward interaction with objects, such as computers and robots, rather than with humans. In 1991, Carol Gray developed Social Stories, an intervention tool aimed to increase children's social skills. Social stories are short scenarios written or tailored for autistic individuals to help them understand and behave appropriately in social situations. This study shows that, in specific situations, the social performance of autistic children improves when using the robot Probo, as a medium for social story telling, than when a human reader tells the stories. The robot tells Social Stories to teach ASD children how to react in situations like saying 'hello', saying 'thank you' and 'sharing toys'. The robot has the capability of expressing emotions and attention via its facial expressions and its gaze. The paper discusses the use of Probo as an added-value therapeutic tool for social story telling and presents the first experimental results. © John Benjamins Publishing Company.",2019,https://scholar.google.com.br/,no
1036,A system for behavioral therapy support for autistic children [System wspieraja{ogonek}cy terapie{ogonek} behawioralna{ogonek} dla dzieci z autyzmem],"The Applied Behavioral Analysis (ABA) is one of the very successful therapies on autistic children. There are no software systems supporting such a complex therapy either in Polish or international ABA rehabilitation centers. This article presents an idea of an integrated system to help managing the vast amount of data collected during behavioral therapy. There are four main modules in the system: a database containing therapy data, system for data analysis based on machine learning techniques, an expert system to support therapist and a semantic based search.",2019,https://scholar.google.com.br/,yes
1037,Technological solution for improving time management skills using an Android application for children with ADD,"A large body of evidence supports that people with attention deficit disorder (ADD) have difficulties organizing and remembering daily activities because they are easily distracted. Specifically, the group of school children with ADD has problems when it comes to time management and planning tasks for each subject. The main objective of this approach is to provide a support tool to solve or minimize the difficulties associated with ""time management skills"", to reinforce social skills and foster their motivation to perform any task. Therefore, this project presents a technological solution that allows developing that skill by an application made for Smartphones, which provides a fully customizable agenda adaptable to the needs of children with ADD and accessible by their tutors and family. This project fulfills a technical and a social purpose because it is demonstrated the acceptance of this collective to ICT using daily elements of their personal and school live. © 2012 Springer-Verlag.",2019,https://scholar.google.com.br/,no
1038,Educational activity finder for children with pervasive developmental disorder through a semantic search system,"Children with pervasive developmental disorders have special needs so they should be supported with special education programs. These programs are planned according to the type and degree of the disorder, age, characteristics, and needs of the children. Families prefer Internet to search resources about related educational methods (and associated activity/game) and materials. However, syntactic search in today's Internet is insufficient because of its static base and the search results are not sufficient enough to offer desired relevant results corresponding to a child's needs. With the help of Semantic Web-based agents an intelligent system able to identify the suitable educational methods and material, will contribute to the development of children with disorders, and support education specialists in this process. In addition it will be extremely useful for the families of these children in need of assisting and monitoring their child's development. In this article, an Educational Activity Finder (EAF) is being proposed. The architecture of EAF is structured after semantic Web technology so that it can find and propose semantically relevant suitable educational methods (i.e., activities to carry out) and material for use by children with disorders. The knowledge base of EAF keeps educational methods using the OWL language. All related concepts, attributes, and relations between these concepts and features about pervasive developmental disorders are defined through ontology. EAF is structured to recognize a pervasive developmental disorder, sort out symptoms and anomalies, suggest activities, compile performance scores, and decide on new activity based on user preferences by utilizing the semantic descriptions of available methods and activities. Strength of EAF is demonstrated through sample scenarios. EAF may be used by parents, pre-school educators, primary schools, special educational institutions and experts working for these institutions, university students studying in related fields, and individuals interested in pervasive developmental disorders. © 2012 IEEE.",2019,https://scholar.google.com.br/,no
1039,Assisting autistic children with wireless EOG technology,"We propose a novel intervention to train the speed and accuracy of attention orienting and eye movements in Autism Spectrum Disorder (ASD). Training eye movements and attention could not only affect those important functions directly, but could also result in broader improvement of social communication skills. To this end we describe a system that would allow ASD children to improve their fixation skills while playing a computer game controlled by an eye tracker. Because this intervention will probably be time consuming, this system should be designed to be used at homes. To make this possible, we propose an implementation based on wireless and dry electrooculography (EOG) technology. If successful, this system would develop an approach to therapy that would improve clinical and behavioral function in children and adults with ASD. As our initial steps in this direction, here we describe the design of a computer game to be used in this system, and the predictions of gaze position from EOG data recorded while a subject played this game. © 2012 IEEE.",2019,https://scholar.google.com.br/,no
1040,Design of a therapeutic robot for interacting with autistic children through interpersonal touch,"Previous researches, in the field of robot assisted therapy, suggested that communications with robots encourage autistic children to have more positive reaction to the robots' behavior, and this seems to be a reliable approach to improve the social interaction and communication skills of autistic children. However, most of the researches focused on improving only some limited aspects of the autistic children's social communication problems and it is difficult to evaluate the training with current technology. Thus, in the present study, we suggest a training robot to improve the adjustability of autistic children's way of communications through touching. First, we explore three different ways of touching and compare different force levels of touching for autistic children to those for non-autistic children. As a result, non-autistic children have shown a definite pattern on the way of touching, while there is no pattern in autistic children's one. Second, we investigate the efficiency of therapy with the robot, when the robot shows its expression to a person with autism. As a result, the participant has indicated that better success rate with the presence of expression from robot. © 2012 IEEE.",2019,https://scholar.google.com.br/,no
1041,Intermediary assist for Cooperative Works: Quantification technique of Concern for Others,"This paper addresses a quantification technique of cooperative characteristics focusing on Concern For Others: CFO in a cooperative work by multiple participants. The CFO is utilized for objective evaluation of human altruism. We have two goals of this research are to realize a mediate assist system for cooperative tasks and to develop a training tool of social skill for persons with autism. Most of studies on human-machine systems have been considered to assist a single operator. Here, we focused on a cooperative task by multiple participants. In this case, the command input of each operator includes CFO to achieve suitable cooperation. The CFO, however, may bring about misreading of the player's intention to give a suitable assist for the system. Thus the COF is expected to work as a filter to obtain operators characteristics accurately in such tasks. On the other hands, if the CFO can be obtained by the system, a new assist scheme to help their cooperation as a mediator will be invented. As a first step of such assist systems, a cooperative work platform employing haptic interface without force sensors is developed. The cooperative task is very simple and intuitive as controlling a ball on the plate whose edges are held by multiple humans. To obtain CFO in this task, the human input pattern during a solo work was learned by CMAC before the cooperative task. Then, the difference between an input command in cooperative work and the predicted command in the solo one is defined as the CFO. Finally, this paper addresses the technique to obtain CFO and the applications with it is discussed. © 2012 IEEE.",2019,https://scholar.google.com.br/,no
1042,"Deficits in Cognitive Control, Timing and Reward Sensitivity Appear to be Dissociable in ADHD","Recent neurobiological models of ADHD suggest that deficits in different neurobiological pathways may independently lead to symptoms of this disorder. At least three independent pathways may be involved: a dorsal frontostriatal pathway involved in cognitive control, a ventral frontostriatal pathway involved in reward processing and a frontocerebellar pathway related to temporal processing. Importantly, we and others have suggested that disruptions in these three pathways should lead to separable deficits at the cognitive level. Furthermore, if these truly represent separate biological pathways to ADHD, these cognitive deficits should segregate between individuals with ADHD. The present study tests these hypotheses in a sample of children, adolescents and young adults with ADHD and controls. 149 Subjects participated in a short computerized battery assessing cognitive control, timing and reward sensitivity. We used Principal Component Analysis to find independent components underlying the variance in the data. The segregation of deficits between individuals was tested using Loglinear Analysis. We found four components, three of which were predicted by the model: Cognitive control, reward sensitivity and timing. Furthermore, 80% of subjects with ADHD that had a deficit were deficient on only one component. Loglinear Analysis statistically confirmed the independent segregation of deficits between individuals. We therefore conclude that cognitive control, timing and reward sensitivity were separable at a cognitive level and that deficits on these components segregated between individuals with ADHD. These results support a neurobiological framework of separate biological pathways to ADHD with separable cognitive deficits. © 2012 de Zeeuw et al.",2019,https://scholar.google.com.br/,no
1043,Deficits in morphofunctional maturation of hippocampal mossy fiber synapses in a mouse model of intellectual disability,"The grik2 gene, coding for the kainate receptor subunit GluK2 (formerly GluR6), is associated with autism spectrum disorders and intellectual disability. Here, we tested the hypothesis that GluK2 could play a role in the appropriate maturation of synaptic circuits involved in learning and memory. We show that both the functional and morphological maturation of hippocampal mossy fiber to CA3 pyramidal cell (mf-CA3) synapses is delayed in mice deficient for the GluK2 subunit (GluK2-/-). In GluK2-/-mice this deficit is manifested by a transient reduction in the amplitude of AMPA-EPSCs at a critical time point of postnatal development, whereas the NMDAcomponent is spared. By combining multiple probability peak fluctuation analysis and immunohistochemistry, we have provided evidence that the decreased amplitude reflects a decrease in the quantal size per mf-CA3 synapse and in the number of active synaptic sites. Furthermore, we analyzed the time course of structural maturation of CA3 synapses by confocal imaging of YFP-expressing cells followed by tridimensional (3D) anatomical reconstruction of thorny excrescences and presynaptic boutons. We show that major changes in synaptic structures occur subsequently to the sharp increase in synaptic transmission, and more importantly that the course of structural maturation of synaptic elements is impaired in GluK2-/- mice. This study highlights how a mutation in a gene linked to intellectual disability in thehumanmaylead to a transient reduction of synaptic strength during postnatal development, impacting on the proper formation of neural circuits linked to memory. © 2012 the authors.",2019,https://scholar.google.com.br/,no
1044,Time simulator in virtual reality for children with attention deficit hyperactivity disorder,"This project aims at investigating how effective virtual reality is in manipulating and eventually training time perception for children with learning and/or behavior disorders. The interconnectivity of multiple brain regions is needed for time perception. Small dysfunctions in these brain regions may cause time perceiving problems. Likewise, children with attention deficit hyperactivity disorder (ADHD) appear to have comparable dysfunction in time orientation. However, the time perception can be trained in their early ages. In addition, research confirms the effectiveness of virtual reality in improving the sequential time perception of children with mental retardation. This paper presents the theoretical and empirical framework that uses a virtual reality time simulation game for training time perception of children with ADHD. © 2012 Springer-Verlag Berlin Heidelberg.",2019,https://scholar.google.com.br/,no
1045,Designing a system of interactive robots for training collaborative skills to autistic children,"Using robots to reward and stimulate children doing tasks together can be helpful in improving their social skills. Robots implemented 3 types of behavior scenarios - imitate, enhance and counteract - in a collaborative game of teaching robots perform movements shown by hand gestures. The paper presents a novel account of ASD symptoms based on the interplay of empathic concern and empathic accuracy in different personalities with and without cognitive deficits. Performance of autistic children was compared with two age groups of typically developing children - under and above the age of 7. The study confirmed the limited resource hypothesis - cognitive and motivational - bringing about the observed phenomena in situations of limited attention resources and performance under distraction. The robotic framework for educating children has shown potential for developing of various complex cognitive and social skills and has substantial developmental impact. © 2012 IEEE.",2019,https://scholar.google.com.br/,no
1046,Mobile technology for children with autism spectrum disorder: Major trends and issues,"Mobile devices had gained popularity among the special needs community. These mobile devices are the new and cool gadgets to be seen with, unlike the 'old', complex and 'I-am-not-normal-looking' assistive devices. These mobile devices were said to serve as a communication device in the pocket, a learning device on the go and even a lifesaver for some. Among the features are its flexible multimedia content and storage, portability, mobility and affordability. The touch screen interface makes it appealing and simple to use, particularly for those who have weak fine motor skills. It offers practical communication solutions for autistic persons in relating to their families and others in the community. The flexibility and the advanced capabilities of mobile technology are opening new opportunities for further research in the area of computer-based intervention for children with ASD. Several anecdotal reports gave an early indication of the immense possibilities of how these devices could play a significant role in enhancing the quality of life of the children with ASD and their families. There is definitely lack of published research studies on the use of mobile technology with children with ASD. Due to the growing popularity of adopting mobile devices as assistive devices, more in depth research in warranted. © 2012 IEEE.",2019,https://scholar.google.com.br/,yes
1047,"Childhood attention-deficit/hyperactivity disorder (ADHD) and growth in adolescent alcohol use: The roles of functional impairments, ADHD symptom persistence, and parental knowledge","Research on the relation between childhood attention-deficit/hyperactivity disorder (ADHD) and adolescent alcohol use has found mixed results. Studies are needed that operationalize alcohol use in developmentally appropriate ways and that test theoretically plausible moderators and mediators in a longitudinal framework. The current study tested childhood ADHD as a predictor of alcohol use frequency at age 17 and age-related increases in alcohol use frequency, through adolescence for 163 adolescents with ADHD diagnosed in childhood and 120 adolescents without ADHD histories. Childhood ADHD did not predict either alcohol outcome. However, parental knowledge of the teen's friendships, activities, and whereabouts moderated the association such that childhood ADHD predicted alcohol use frequency at age 17 when parental knowledge was below median levels for the sample. Mediational pathways that explained this risk included social impairment, persistence of ADHD symptoms, grade point average, and delinquency. Social impairment was positively associated with alcohol use frequency through delinquency, it was negatively associated with alcohol use frequency as a direct effect independent of delinquency. These nuanced moderated-mediation findings help to explain previously inconsistent results for the ADHD-adolescent alcohol use association. The findings also imply that future research and intervention efforts should focus on ADHD-related social and academic impairments as well as symptom persistence and parenting efforts. © 2012 American Psychological Association.",2019,https://scholar.google.com.br/,no
1048,Telemedicine and adherence to national guidelines for ADHD evaluation: A case study,"The pilot project evaluated a telemedicine clinic's adherence to American Academy of Pediatrics (AAP) guidelines for attention-deficit/hyperactivity disorder (ADHD) evaluation. Real-time videoconferencing linked the patients, the families, and the specialty mental health team. The ADHD Telemedicine Clinic adherence to AAP guidelines was tracked using chart data. The study included 22 patients (Mean age = 9.3 years, >xh:i<SD>/xh:i< = 2.3 years) participating in 69 telemedicine visits across 13 different school-related sites. The ADHD Telemedicine Clinic reached extremely high adherence rates across the AAP evaluation guidelines for ADHD, ranging from 95-100% across the six guidelines. No factor inherent to the telemedicine service delivery mechanism impeded adherence to national guidelines for ADHD evaluation. Telemedicine-based outreach had the greatest impact on AAP Guideline #4, stating that information should be obtained from the child's academic setting. The school-based telemedicine clinic allowed increased communication across the school and specialty mental health systems and facilitated greater input across child, parent, school personnel, and mental health professionals. © 2012 American Psychological Association.",2019,https://scholar.google.com.br/,no
1049,Automatic brain caudate nuclei segmentation and classification in diagnostic of Attention-Deficit/Hyperactivity Disorder,"We present a fully automatic diagnostic imaging test for Attention-Deficit/Hyperactivity Disorder diagnosis assistance based on previously found evidences of caudate nucleus volumetric abnormalities. The proposed method consists of different steps: a new automatic method for external and internal segmentation of caudate based on Machine Learning methodologies, the definition of a set of new volume relation features, 3D Dissociated Dipoles, used for caudate representation and classification. We separately validate the contributions using real data from a pediatric population and show precise internal caudate segmentation and discrimination power of the diagnostic test, showing significant performance improvements in comparison to other state-of-the-art methods. © 2012 Elsevier Ltd.",2019,https://scholar.google.com.br/,no
1050,Mediated and engaged learning using COTS video games in ASD special education,"People with autism spectrum disorders (ASD) have impairments in communication, social interaction and imagination but not in their understanding of physical causality. Potentially, people with ASD can learn and win games where causality is within the design, such as racing, shooting, puzzle and comic fighting games. Instant feedbacks have helped to develop their eye-hand coordination, visual selective attention, memory, and executive control. However, human mediation of symbolic learning is still needed to help a child with ASD to construct the understanding of the game symbols (signifiers) for their associated meaning (signified) in game semiotic domains. The educational use of Commercial-Off-The-Shelf (COTS) video games in special education is a relatively unexplored research territory, with no formal endorsement for learning by children with ASD. This chapter focuses on mediated and engaged learning in special education for children with ASD using COTS video games. Feuerstein's Dynamic Assessment and Mediated Learning Experience (MLE) are applied to mediate the learning from video games for social-cultural learning. The mediated learning proposed here aims to first transform the knowledge into action and then action into knowledge through human mediation of transcendence of application and generalization. © 2011 by Nova Science Publishers, Inc. All rights reserved.",2019,https://scholar.google.com.br/,no
1051,Developing a robotic platform to play with pre-school autistic children in a classroom environment,"This article presents a study with five children with autism who were involved in a game. As relatively little work has been done on using robots in a classroom setting for children with autism, this paper investigates the potential use of robots as an educational companion for children with autism in a classroom setting. The target users were pre-schoolers diagnosed with high-functioning autism. The aim of the study was to find out how turn-taking games with a robot among the children could encourage social interaction skills in children with autism. Behavioral criteria such as eye gaze and touch were evaluated using video data. Based on our observation, autistic children with low social communication scores have a lower ratio of eye contact compare to autistic children with high social communication. The analysis of behavioral observations also revealed that the autistic children with higher scores of social communication skills directed significantly more eye gaze and touch towards the robot. This finding supports the idea that robot was suitable for encouraging interaction. But the results reveal a need for long term studies in order to establish the full benefits of using robots in the classroom for children with autism. © 2012 ACM.",2019,https://scholar.google.com.br/,no
1052,Robotic technology for teaching adolescents with autism spectrum disorder: A feasibility study,"The use of interactive robotic technology in promoting attention, communication and social skills for adolescents with Autism Spectrum Disorder (ASD) was investigated. Attention, social skills and communication were measured while participants played a memory card matching game in 3 modes: robot mode, Smart Board mode and playing cards mode. We recruited 3 participants with ASD and 3 with other cognitive impairments from a secondary school with a special needs unit. In separate sessions for each game mode, participants played in pairs for about 15 minutes, with a game organizer present. We developed 16 subcategories of Interactions and Intra-actions describing social actions. Two of the 3 participants with ASD demonstrated reduced repetitive behavior when using both the robot and the Smart Board. Conclusion: robot technology shows potential for assisting teaching of social skills to adolescents with ASD, but the robot features should be utilized rather than using it as an animated computer.",2019,https://scholar.google.com.br/,no
1053,Towards an expression recognition game to assist the emotional development of children with autism spectrum disorders,"The purpose of the proposed project is to create an expression recognition game to encourage positive emotional development of children with autism spectrum disorders (ASDs). Video games are emerging as forms of computer-aided interventions for the treatment of autism, however many do not monitor the progression of the child within the game. By learning from existing approaches in ASD games and consolidating guidelines for designing user interfaces for children with autism, this project aims to create a fun and engaging game for children with ASDs that makes use of a touch device camera as a way of classifying facial expressions in order to improve the children's emotional understanding. © 2012 ACM.",2019,https://scholar.google.com.br/,yes
1054,Buspirone versus methylphenidate in the treatment of children with attention- deficit/ hyperactivity disorder: Randomized double-blind study,"A recent randomized clinical trial showed buspirone efficacy in the treatment of attentiondeficit/ hyperactivity disorder (ADHD) in children. However, results from a recent multi-site controlled clinical trial of transdermal buspirone failed to separate it from placebo in a large sample of children with ADHD. Therefore, due to these inconsistent findings, this study was designed to assess the efficacy of buspirone in the treatment of children with ADHD compared to methylphenidate in a double blind randomized clinical trial. Forty outpatients with a DSM-IV-TR diagnosis of ADHD were study population of this trial. Subjects were recruited from an outpatient child and adolescent clinic for a 6 week double blind, randomized clinical trial. All study subjects were randomly assigned to receive treatment using tablet of buspirone at a dose of 20-30 mg/day depending on weight (20 mg/day for < 30kg and 30 mg/day for > 30kg) (group 1) or methylphenidate at a dose of 20-30 mg/day depending on weight (20 mg/day for < 30kg and 30 mg/day for > 30kg (group 2) for a 6 week double blind, randomized clinical trial. The principal measure of outcome was the Teacher and Parent ADHD Rating Scale IV. Patients were assessed at baseline and at 21 and 42 days after the medication started. Significant differences were observed between the two groups on the Parent and Teacher Rating Scale scores. The changes at the endpoint compared to baseline were: -8.95±8.73 (mean±SD) and -15.60±7.81 (mean±SD) for buspirone and methyphenidate, for Parent ADHD Rating Scale. The changes at the endpoint compared to baseline were: -9.80 ±7.06 (mean±SD) and -22.40±9.90 (mean±SD) for buspirone and methyphenidate, respectively for Teacher ADHD Rating Scale. The difference between the buspirone and methylphenidate groups in the frequency of side effects was not significant except for decreased appetite, headache and insomnia that were observed more frequently in the methylphenidate group. The results of this study suggest that administration of buspirone was less effective than methylphenidate in the treatment of ADHD. © 2012 Tehran University of Medical Sciences.",2019,https://scholar.google.com.br/,no
1055,Pervasive multimedia for autism intervention,"There is a growing gap between the number of children with autism requiring early intervention and available therapy. We present a portable platform for pervasive delivery of early intervention therapy using multi-touch interfaces and principled ways to deliver stimuli of increasing complexity and adapt to a child's performance. Our implementation weaves Natural Environment Tasks with iPad tasks, facilitating a learning platform that integrates early intervention in the child's daily life. The system's construction of stimulus complexity relative to task is evaluated by therapists, together with field trials for evaluating both the integrity of the instructional design and goal of stimulus presentation and adjustment relative to performance for learning tasks. We show positive results across all our stakeholders-children, parents and therapists. Our results have implications for other early learning fields that require principled ways to construct lessons across skills and adjust stimuli relative to performance. © 2012 Elsevier B.V. All rights reserved.",2019,https://scholar.google.com.br/,no
1056,Mimicking expressiveness of movements by autistic children in game play,"Children with Autistic Spectrum Disorder (ASD)have marked impairments in social interaction. Imitation is abasic social interaction behavior, and mimicking as an element of imitation can be a diagnostic marker for autism and thus a skill that can be targeted by behavioral training. In a comparative study between children with and without autism (n=20), we designed a test that aims to find differences in mimicking expressiveness in a real-life setting. The Wii boxing game was chosen as an environment that can trigger expressiveness in children. Two measures were chosen to rate expressiveness: using observers and using a Microsoft Kinect 3-D camera in combination with motion analysis software. Results from the software tool show that the ASD-group is not influenced by the expressiveness of a confederate, while the control-group is. These results suggest that autistic children do not mimic expressiveness in game play and that this can be detected using a software tool. © 2012 IEEE.",2019,https://scholar.google.com.br/,no
1057,Using mobile technology in schools to develop social skills in children with autism: Teacher attitude makes all the difference,"There has been developing interest in the potential for the use of mobile technology to achieve educational objectives, in particular for children with Autistic Spectrum Disorder (ASD). The HANDS (Helping Autism-diagnosed teenagers Navigate and Develop Socially) project has developed a software application for mobile phones, which helps children with ASD to develop social and self management skills. Two successive prototypes of this application have been implemented and tested with 15 teachers and 27 children with ASD at four special schools in the UK, Demark, Hungary, and Sweden. This chapter reports on issues involved with introducing this technology innovation at one of the schools. Interviews were undertaken with teachers on the project during the introduction of the technology. The extent to which teachers identify themselves as teachers of social skills development, which is often considered an expression of informal learning (Jordan, 2005), is identified as a key factor in determining the extent to which the successful engagement with the technology solution occurred. © 2013, IGI Global.",2019,https://scholar.google.com.br/,yes
1058,Investigating the efficacy of a computerized prompting device to assist children with autism spectrum disorder with activities of daily living,"Learning to perform self-care skills can pose a major challenge for children with Autism Spectrum Disorder (ASD) as well as the parents and caregivers who support them. The computerized device described in this paper has been used by children with ASD and their carers to autonomously assist with self-care activities. The device uses computer vision and artificial intelligence to track a child with ASD through an activity and issues audio and visual prompts as required. A pilot study involving five children with ASD was conducted to evaluate the efficacy of the device as it assisted with hand washing. Results showed that the device responded correctly to approximately 74% of the situations it encountered. While there are areas requiring improvement, acceptance of the device by children and their parents was encouraging. Efforts are underway to refine the device before evaluation through future long-term, in-home trials. © 2012 Copyright 2012 RESNA.",2019,https://scholar.google.com.br/,no
1059,Improvement of training games of physical posture for people with developmental disorders,"This paper describes improvements for training game of physical posture adaptive for people with developmental disorders, which is developed and already reported by the authors. The Game is a game for exercise user's body posture control. Though it is said that ASD people generally have resistance against new, inexperienced items, all of the ASD subjects are interested in the games without refusal. This fact is considered to be an effective utilization of attraction and diffusing potential that games have. Through this improvement, the Game has been improved to the level that it can be used in the classes of schools by teachers. © 2012 IEEE.",2019,https://scholar.google.com.br/,no
1060,Does attentional training improve numerical processing in developmental dyscalculia?,"Objective: Recently, a deficit in attention was found in those with pure developmental dyscalculia (DD). Accordingly, the present study aimed to examine the influence of attentional training on attention abilities, basic numerical abilities, and arithmetic in participants who were diagnosed as having DD. Method: Nine university students diagnosed as having DD (IQ and reading abilities in the normal range and no indication of attention-deficit hyperactivity disorder) and nine matched controls participated in attentional training (i.e., video game training). Results: First, training modulated the orienting system, after training, the size of the validity effect (i.e., effect of valid vs. invalid) decreased. This effect was comparable in the two groups. Training modulated abnormalities in the attention systems of those with DD, that is, it reduced their enlarged congruity effect (i.e., faster responding when flanking arrows pointed to the same location as a center arrow). Second, in relation to the enumeration task, training reduced the reaction time of the DD group in the subitizing range but did not change their smaller-than-normal subitizing range. Finally, training improved performance in addition problems in both the DD and control groups. Conclusions: These results imply that attentional training does improve most of the attentional deficits of those with DD. In contrast, training did not improve the abnormalities of the DD group in arithmetic or basic numerical processing. Thus, in contrast to the domain-general hypothesis, the deficits in attention among those with DD and the deficits in numerical processing appear to originate from different sources.",2019,https://scholar.google.com.br/,no
1061,Hypohidrotic ectodermal dysplasia: a multidisciplinary approach.,"Hypohidrotic ectodermal dysplasia (HED, Christ-Siemens-Touraine syndrome) is a genetic disorder characterized by sparse hair, oligodontia with peg-shaped teeth, reduced sweating, and defects in a number of other ectodermal organs. A partial or complete absence of eccrine glands can lead to recurrent severe overheating that may cause seizures and neurological deficits. This clinical report presents a 14-year-old male patient with hypohidrotic ectodermal dysplasia, including the clinical and radiographic findings, and multidisciplinary treatment. The Schedule for Affective Disorders and Schizophrenia for School Aged Children-Present and Lifetime Version (K-SADS-PL) was administered to patient along with mother to assess for any psychiatric disorders. The screening and rating scales completed by mother and two teachers to evaluate the severity of attention deficit hyperactivity disorder (ADHD) symptoms, and other behavioral problems. Patient's academic performance, adaptive functioning, and problem behavior was evaluated using. The Teacher Report Form. Mental capacity was assessed with the Wechsler Intelligence Scale for Children (WISC-R). Illness Perception Questionnaire Revised was used to systematically assess illness representation attributes and emotional representations of illness. On the psychiatric diagnosis assessment using K-SADS-PL sub-threshold attention deficits and anxiety symptoms were determined. In this case we established a multidisciplinary approach in his treatment with pediatric, dermatological, and dental examinations, beside his psychiatric evaluation. The prosthetic rehabilitation included restoring upper teeth with copings and fabrication of upper and lower complete dentures. Metal framework was not incorporated in the partial denture design allowing modifications as the oral and maxillofacial development continued. Removable complete or partial dentures without metal framework is a treatment of choice until the completion of facial growth at which definitive treatment is considered.",2019,https://scholar.google.com.br/,no
1062,Non-verbal cognitive skills and autistic conditions: An analysis and training tool,"The number of People who have trouble with social skills and communication is now greater than ever for a variety of reasons. Autism spectrum conditions are an extreme example of these traits. Our objective is to measure these autistic traits automatically, and enable people with social and communication difficulties to improve social and communication skills for use in the real world. This paper examines the relationship between non-verbal cognitive skills and position on the autism spectrum among members of the general population, and pre- and post-learning results were examined to find the effects of the training. The results showed an improvement after a 20-minute learning session, indicating that training could help enhance non-verbal cognitive skills for members of general population. © 2012 IEEE.",2019,https://scholar.google.com.br/,no
1063,Reward processing in autism: A thematic series,"This thematic series presents theoretical and empirical papers focused on understanding autism from the perspective of reward processing deficits. Although the core symptoms of autism have not traditionally been conceptualized with respect to altered reward-based processes, it is clear that brain reward circuitry plays a critical role in guiding social and nonsocial learning and behavior throughout development. Additionally, brain reward circuitry may respond to social sources of information in ways that are similar to responses to primary rewards, and recent clinical data consistently suggest abnormal behavioral and neurobiologic responses to rewards in autism. This thematic series presents empirical data and review papers that highlight the utility of considering autism from the perspective of reward processing deficits. Our hope is that this novel framework may further elucidate autism pathophysiology, with the ultimate goal of yielding novel insights with potential therapeutic implications. © 2012 Dichter and Adolphs, licensee BioMed Central Ltd.",2019,https://scholar.google.com.br/,no
1064,Students with ASD in mainstream primary education settings: Teachers' experiences in Western Australian classrooms,"The shift to inclusive education within Australia has resulted in increasing numbers of students with autism spectrum disorders (ASD) being placed in mainstream educational settings. This move has created new demands on teachers who are not necessarily trained to meet the challenge. Therefore, the present study aimed to develop an understanding of how 12 Western Australian primary school (K-7) teachers adapted to the challenge of having a student with ASD in their mainstream classroom. Using an interpretivist framework, data from semistructured interviews revealed that teachers perceived a need to first recognise and accept the challenges associated with having a student with ASD in their mainstream classroom before they could move to accessing avenues of support. The implications of this finding are discussed. © The Authors 2012.",2019,https://scholar.google.com.br/,no
1065,Bipolar disorder I in children: Which treatment works best?,"Background: Although antipsychotic medications are often prescribed for childhood mania, few trials have examined their benefits and adverse effects in this population. Several randomized trials have reported that atypical antipsychotics are helpful for treating mania in adolescents, but these trials have not included children younger than 10 years or compared the relative benefits of different medications. Geller and colleagues conducted a randomized controlled trial to determine the most effective medication for treating mania in children and adolescents. The Study: In the Treatment of Early Age Mania study, outpatients six to 15 years of age were randomized to receive lithium, divalproex (Depakote), or risperidone (Risperdal). Eligible participants had a Diagnostic and Statistical Manual of Mental Disorders, 4th ed. (DSM-IV) diagnosis of bipolar I disorder (manic or mixed episode) for at least four consecutive weeks at study enrollment, with a Children's Global Assessment Scale (CGAS) score of 60 or less. Persons with coexisting attention-deficit/hyperactivity, oppositional defiant, or conduct disorder were allowed to participate because these are common comorbidities in childhood mania. Those with a history of schizophrenia, pervasive developmental disorder, major medical or neurologic disease, substance abuse, or any previous psychotropic drug use (including atypical antipsychotics, lithium, and anticonvulsants) were excluded. Concurrent use of most psychiatric medications was not permitted during the study, except for maintenance doses of methylphenidate (Ritalin) and amphetamine preparations. Participants were started at low doses of their study medication, with titration upward if there was minimal or no improvement based on weekly assessments using the Clinical Global Impressions for Bipolar Illness Improvement-Mania (CGI-BP-IM) scores. Up to 10 tablets of chlorpromazine (25 mg) were allowed as a rescue medication during the first four weeks. The primary outcome measure was improvement in the CGI-BP-IM score over an eight-week period. Results: The study analyzed 89 persons who received risperidone, 90 who received lithium, and 100 who received divalproex. There was no significant difference between groups regarding medication adherence rates, stimulant medication use, the need for rescue medication, or discontinuance rates from adverse events. Overall, those treated with risperidone had a significantly higher response rate (68.5 percent) than those treated with lithium (35.6 percent) or divalproex (24.0 percent). There was no significant difference in response rates between lithium and divalproex. Similar response rates were found during subgroup analysis based on age (six to 12 years versus 13 to 15 years), associated psychosis, and the presence or absence of concurrent stimulant use. The risperidone group also had significantly greater improvement in CGAS scores and absence of mania by DSM-IV criteria at the end of the study, compared with the lithium and divalproex groups. No serious medication-related adverse events were identified, although participants in the risperidone group did have significantly greater weight gain than those in the other groups. Conclusion: Risperidone is significantly more effective than lithium or divalproex in the initial management of mania in children. However, it is also associated with greater weight gain, which may raise concerns about its use for long-term management in children. © 2012 American Academy of Family Physicians.",2019,https://scholar.google.com.br/,no
1066,Using video self-modeling via ipads to increase academic responding of an adolescent with autism spectrum disorder and intellectual disability,"Recent investigations on effective interventions for students with autism spectrum disorder (ASD) have focused on video modeling (VM) and video self-modeling (VSM) to teach a variety of skills. While a considerable literature base exists on VM/VSM to address the social communication, functional, vocational, and behavioral needs of this student population, studies targeting academic skills are only recently emerging. Using an ABAB reversal design, this study examined the impact of VSM, delivered using a video iPad, on the academic responding of a secondary student with ASD and intellectual disability during science instruction. Results indicated positive treatment effects, with the participant increasing correct, unprompted academic responding during the VSM intervention, decreasing such responses when VSM was withdrawn, and increasing response rate when the intervention was re-introduced. Recommendations for teacher preparation in ASD and future research directions are discussed. © Division on Autism and Developmental Disabilities.",2019,https://scholar.google.com.br/,no
1067,Work in progress: Application design on touch screen mobile computers (TSMC) to improve autism instruction,"This study identifies the areas of autism therapy that can be enhanced by using a touch screen mobile computer (TSMC) device to facilitate autistic children's learning experience. At an affordable price range, the simple touch screen of a TSMC has an immediate cause and effect response that enables these students to be more independent during the learning process. These key factors make the TSMC an ideal supplement for autism therapy in the classroom and for skill reinforcement at home. However, to identify a correct starting point is crucial for the success of this research. Our study aims to explore the most effective application design areas using a TSMC as an instructional tool for autistic children. To determine this direction, four main steps were identified. These steps include reviewing current literature on autism deficits, evaluating the interaction design of the TSMC, analyzing existing TSMC applications currently available, and designing a prototype application for evaluation. This paper reports our model of information processing interruption in autism learning, our target zones of instruction based on the literature review of autism deficits, and introduces our implementation plan of the application design to enhance autism therapy. © 2012 IEEE.",2019,https://scholar.google.com.br/,no
1068,From interdisciplinary to integrated care of the child with autism: The essential role for a code of ethics,"To address the developmental deficits of children with autism, several disciplines have come to the forefront within intervention programs. These are speech-pathologists, psychologists/counselors, occupational-therapists/physical- therapists, special-education consultants, behavior analysts, and physicians/medical personnel. As the field of autism therapy moves toward a more comprehensive, holistic and interdisciplinary model, the complexity of an interdisciplinary service delivery model could pose significant challenges. The difficulty of carrying out this approach could lead to sub-par programs being established. With integration among the disciplines a necessity, the ethical principles and language common to all the contributing disciplines is argued as the appropriate integrating force. An outline of these principles and a draft code of ethics are offered to introduce high standards and expectations for all participating in such a program. © 2012 Springer Science+Business Media, LLC.",2019,https://scholar.google.com.br/,no
1069,Multimodal interaction experience for users with autism in a 3D environment,"This paper describes the multimodal 3D game-based learning environments, accessible to users with autism, which we designed, built, and tested. Our innovative interaction system proposes a combination of visual, voice, and textual modalities able to guide the user through the 3D environment and allowing her/him to access contents in a multimodal and personalised way. The design process had to consider the different modalities users could have used to access the contents, and this multimodal user interface had implications on accessibility. By taking care of the multimodality of the realised environment, and of the relational context, children and adults with autism can have the unique opportunity of bypassing some of the difficulties they encounter during their social life, such as visual contact, unwieldy movements, and face-to-face interactions. From this point of view, shared 3D virtual environments with multimodal interaction interfaces represent an important opportunity able to improve the social life of persons with autism. The entire structure of the work has been characterised by five main pillars and innovative aspects: multimodal strategies to explore the environment and to access contents, user model, user profiles, personalisation of the contents, experimentation/validation. The proposed user model (based on the ICF* specification, a customised, extended version of the WHO International Classification of Functioning, Disability and Health guidelines-ICF) allowed an extensible, detailed personalisation, as different attributes described users both from the static and the dynamic points of view. Users with different levels of autism were profiled using our model, and involved in the experiment, permitting us to validate the effectiveness of the global approach. The results of such experiment showed us that indeed users appreciated the system and were able to take advantage of all educational opportunities the system provided.",2019,https://scholar.google.com.br/,no
1070,"Triangulation of psychopomp, bot and avatar to integrate psychogogy and technology as an activity system for autism treatment","With increased autism cases worldwide, more research is needed to develop a better activity system for autism treatment. There are several different activity systems (ASys). This paper focuses on one that integrates two treatment approaches: psychogogy and technogogy. Psychogogy refers to corrective, remedial, assistive and/or compensatory strategies to maximize learning and behavioral potentials by modifying the mind's processes. It uses a guiding agent known as psychopomp to enter an autistic mind in order to understand it to help that individual. Technogogy refers to the convergence of technology, pedagogy and content in the transformative use of technology to foster learning and behavior development. It uses two types of guiding agents: the bot and the avatar. The former is an autonomous computer software operating as an agent for a user or a program to simulate a human activity, while the latter is a user's customizable on-screen character or persona in a computer game. Triangulation of the three guiding agents integrates both psychogogy and technogogy to provide a new ASys for autism treatment with a fresh techno-psychogogic perspective.",2019,https://scholar.google.com.br/,no
1071,Smartphone based autism social alert system,"Autism currently affects 1 in every 88 American children impairing their social interactions, communications and daily living. Often, parents, educators, and researchers need to purchase expensive equipment to help autistic children cope with challenges in their daily living. In this paper, we present the Smartphone-Based Autism Social Alert (SASA) system which we design to help such children. The SASA system uses the inexpensive sensors embedded within smart phones to facilitate the study of the autistic children's behaviors by recording and analyzing data collected from such embedded sensors in smartphones carried by autistic children. Our system can automatically detect their stereotypical behaviors such that early interventions can be taken by caregivers or teachers. In addition, the system can correlate environmental sensor data streams, e.g. audio background, with the occurrence of stereotypical behaviors so as to identify potential environmental factors that may trigger such behaviors. We also include some preliminary classification results on the sensor data which we have collected from Androidbasedphones using the WEKA J.48 classifier. Our preliminary results show that simple features extracted from accelerometer readings are sufficient to give high accuracy rates when training is performed on a per user per device basis. Our audio classifier which uses 12 MFCC coefficients, average zero crossing rate, and energy can give an accuracy of 78.6% when evaluated using audio traces collected for seven audio categories. Additional extensive experiments will be carried out in the near future at a nearby secondary school for autistic children. © 2012 IEEE.",2019,https://scholar.google.com.br/,yes
1072,A practical strategy for teaching a child with autism to attend to and imitate a portable Video model,"Video modeling is an effective and efficient methodology for teaching new skills to individuals with autism. New technology may enhance video modeling as smartphones or tablet computers allow for portable video displays. However, the reduced screen size may decrease the likelihood of attending to the video model for some children. The present investigation used a changing criterion design to examine the effects of prompting and reinforcement on the attending to smartphone behavior of a 4-year-old child with autism. The participant demonstrated a rapid increase in the duration of attending to a portable video screen, video modeling was then used to teach the participant to request preferred events using picture exchange. Explicit instruction in attending to video can be an important skill to teach children with autism as it can lead to the acquisition of new skills via video modeling.",2019,https://scholar.google.com.br/,no
1073,Work in progress: Using smart mobile tools to enhance autism therapy for children,"Autism and related communicative disorders in children are major issues facing parents, school districts, and government institutions. Autism now affects one in eighty-eight children in the United States, and treatment requires significant resources - time, expertise, and financial. This project seeks to enhance the reach of therapeutic efforts through a family of smart mobile tools created to assist therapists working with autism and communicative disorders. The system uses cloud services and a knowledge automation expert (artificial intelligence) engine to track patterns in treatment and visually display those patterns for clinicians, schools, and parents, thereby creating a space for cross-communication between parties that is tailored to the treatment needs of each child. © 2012 IEEE.",2019,https://scholar.google.com.br/,yes
1074,Universal design for learning (UDL1) and living (UDL2) in virtual reality-based treatments for children with autism,"Interest in virtual reality (VR) technology for special education is growing steadily. In Singapore, it has begun to play a crucial role in the Special Education for Autism (SEA), which calls for a more focused, systematically structured framework to cater to such students' needs. As autism is a syndrome with co-morbid subtypes and different degrees of severity, there is a need for a Universal Design for both learning (UDL1) and living (UDL2) to meet all the various needs and demands of these students. Adapted from the Response to Intervention (RtI) initiative first introduced under the Individuals with Disabilities Education Act of 2004 (IDEA) in the United States, the SEA framework is divided into three treatment levels which cover all core autism treatment practices, supplemental autism treatments, and individually customized autism treatments. The focus of this paper is to examine the application of UDL1 and UDL2 features in virtual reality-based autism treatments (VRAT) within the framework of contextual teaching and learning (CTL) through reflective questioning.",2019,https://scholar.google.com.br/,no
1075,Body gesture based control system for humanoid robot,An intuitive control system based on gesture recognition for humanoid robot has been developed. The gesture of a human operator can be recognized successfully with 99.87% accuracy using Fuzzy Neural Generalized Learning Vector Quantization (FNGLVQ) algorithm. A total of 13 distinct gestures were trained onto the system to represent 13 different actions. The system maps the recognized gestures to 13 different sequences of movements which will be executed by the humanoid robot. This system can be used in settings where tele-operation of humanoid robot is needed. The use of gestures to give commands to humanoid robot will decrease the learning curve of the operator by providing a more intuitive control mechanism. This system eliminate the need to memorize a set of complex procedures. Another possible application is for teaching children with autism basic social interaction as a complement for human tutor. © 2012 Universitas Indonesia.,2019,https://scholar.google.com.br/,no
1076,Promoting independence through assistive technology: Evaluating audio recorders to support grocery shopping,"In light of a positive research base regarding technology-based self-operating prompting systems (e.g., iPods), yet a concern about the sustainability of such technologies after a research project is completed, this study sought to explore the effectiveness and efficiency of an audio recorder, a low-cost, more commonly accessible technology to support grocery shopping skills in students with moderate intellectual disability. Using a single subject ABAB design with three high school male students with moderate intellectual disability, the researcher explored student use of an audio recorder to identify and locate grocery list items in a grocery store. The results of the project suggest the students were able to use the audio recorders to correctly identify and locate 10-items from a grocery list. In other words, teachers could implement a relatively inexpensive and easy-to-use technology (i.e., audio recorders) and support students in grocery shopping in a more independent fashion than picture symbol lists. © Division on Autism and Developmental Disabilities.",2019,https://scholar.google.com.br/,no
1077,Personalized presentation of multimedia objects for home healthcare environments: A peer-based intelligent tutoring approach,"In this paper we present an approach for reasoning about which media content from an existing repository should be presented to users. We elaborate on our technique by considering students within an e-health intelligent tutoring environment. Our approach models the benefits in socially connected learning gained by peers in order to then recommend those objects predicted to offer the best gains in knowledge for the student. This is achieved in a framework where the past learning gains of peers are modeled and recorded with the objects in the repository. We previously confirmed the value of the approach by simulating student learning. From here, we then conduct a user study comparing the learning achieved by students presented with objects selected by our algorithms, compared to a less principled approach for curriculum sequencing, this is performed for the application of home healthcare (assisting caregivers of autistic children). We provide compelling evidence for the value of our proposed vision for achieving effective peer-based tutoring: through past experiences of peers in an extensive repository.",2019,https://scholar.google.com.br/,no
1078,Using multiparametric data with missing features for learning patterns of pathology.,"The paper presents a method for learning multimodal classifiers from datasets in which not all subjects have data from all modalities. Usually, subjects with a severe form of pathology are the ones failing to satisfactorily complete the study, especially when it consists of multiple imaging modalities. A classifier capable of handling subjects with unequal numbers of modalities prevents discarding any subjects, as is traditionally done, thereby broadening the scope of the classifier to more severe pathology. It also allows design of the classifier to include as much of the available information as possible and facilitates testing of subjects with missing modalities over the constructed classifier. The presented method employs an ensemble based approach where several subsets of complete data are formed and trained using individual classifiers., The output from these classifiers is fused using a weighted aggregation step giving an optimal probabilistic score for each subject. The method is applied to a spatio-temporal dataset for autism spectrum disorders (ASD) (96 patients with ASD and 42 typically developing controls) that consists of functional features from magnetoencephalography (MEG) and structural connectivity features from diffusion tensor imaging (DTI). A clear distinction between ASD and controls is obtained with an average 5-fold accuracy of 83.3% and testing accuracy of 88.4%. The fusion classifier performance is superior to the classification achieved using single modalities as well as multimodal classifier using only complete data (78.3%). The presented multimodal classifier framework is applicable to all modality combinations.",2019,https://scholar.google.com.br/,no
1079,Exploring multimodal social-emotional behaviors in autism spectrum disorders: An interface between social signal processing and psychopathology,"The purpose of this paper is to present our original and multidisciplinary approach to study multimodal social-emotional behaviors in children with autism spectrum disorders. Our goal is to conduct fundamental and applied research regarding the reception and production of social signals involved in human interactions. To achieve this aim, we try to understand and model cognitive and multimodal emotional integration (e.g., auditory, visual, postural) during infancy and to analyze dysfunctions in pathologies that affect the dynamics of social interactions such as autism spectrum disorders. More specifically, we study the characterization of multimodal social-emotional signals (speech, prosody, faces, postures) and the dynamics of communication (e.g., synchrony, engagement). The fields of application covered are the improvement of differential diagnosis, interactive robotics, assisting people with autism spectrum disorders and their caregivers, and objectification in psychopathology. © 2012 IEEE.",2019,https://scholar.google.com.br/,no
1080,Criterion related validity of the Revised Child Anxiety and Depression Scale (RCADS) and the Revised version of the Screen for Child Anxiety Related Emotional Disorders (SCARED-R) [Étude de la validité de l'échelle d'anxié té et de dépression révisée (RCADS) et de la grille d'évaluation des troubles anxieux forme révisée (SCARED-R)],"There are very few tools for assessing anxiety and depression disorders in children. The Revised Child Anxiety and Depression Scale (RCADS) is a self-report that measures symptoms of DSM-IV linked anxiety and major depression disorders in children. The RCADS contains 47 items grouped into six subscales: separation anxiety disorder, social phobia, obsessive compulsive disorder, panic disorder, generalized anxiety disorder and major depressive disorder. The revised version of the Screen for Child Anxiety Related Emotional Disorders (SCARED-R) is a selfreport questionnaire that measures symptoms of DSM-IV linked anxiety disorders in children. The SCARED-R consists of nine scales, which represent nine child anxiety disorders (panic disorder, separation anxiety disorder, generalized anxiety disorder, social phobia, obsessive compulsive disorder, post-traumatic stress disorder, specific phobia-animal type, specific phobia-situational/environment type, specific phobia-blood/injuries type). The Dominic Interactive is a computerized questionnaire presented as a video game that identifies children and teenagers at risk for emotional disorders. The seven mental disorders selected in the Dominic Interactive are attention deficit hyperactivity disorder (ADHD), conduct disorder, oppositional defiant disorder, generalized anxiety disorder, separation anxiety disorder, specific phobia and major depression. The Dominic Interactive is the only one of these three questionnaires to have been studied on a French-speaking population. The purpose of our research was to study the validity (known as criteria validity) of the two questionnaires (RCADS and SCARED-R) based on the results of the Dominic Interactive on a sample of non-clinical adolescents. Method.-The sample consisted of 119 participants (mean age: 13.40, SD: 1.34) recruited from high schools in the Rhône-Alpes region. It included 64 boys (mean age: 13.57 ± 1.34) and 55 girls (mean age: 13.20 ± 1.33). Participants were classified into two groups according to their results on the Dominic Interactive. The control group included children with no score reaching the clinical threshold, and the ""children at risk"" group was composed of children presenting at least one score reaching the clinical threshold for an internalized disorder (anxiety or depression). Results.-Of the 119 participants, 90 had a Dominic Interactive negative (mean age: 13.46 ± 1.30) and 29 had a Dominic Interactive positive (mean age: 13.20 ± 1.33). The 90 negative subjects were divided into 50 boys and 40 girls, while the 29 positive subjects were divided into 14 boys and 15 girls. In our sample of adolescents, 20.2% of participants had a threshold score for one (or several) internalized disorder(s) and 4.2% had a threshold score for an externalized disorder. Internalized disorders are divided into specific phobia (n = 4), separation anxiety (n = 19), generalized anxiety disorder (n = 4) and major depression (n = 1). When comparing children in the control group to children at risk of an internalized disorder, there was no significant difference in the RCADS. The same results were observed with the SCARED-R, with an exception for the situational/environment type of specific phobia. Discussion.-The current study did not show criteria validity of RCADS and SCARED-R on a nonclinical population based on the Dominic Interactive. It is important to note that the Dominic Interactive is not enough to make a clinical diagnosis, it identifies adolescents at risk. It would have been necessary to carry out clinical interviews to validate (or not) the result of the Dominic Interactive in terms of diagnosis. The collection of anonymous group data did not allow us to proceed to this second stage. It is important to remember that the Dominic Interactive focuses on both the most common internalized and externalized disorders in childhood and adolescence. RCADS and SCARED-R are more focused on the evaluation of the symptoms associated with anxiety disorders. It will be necessary to examine the criteria validity of RCADS and SCARED-R on clinical subjects consulting for emotional disorders. © 2012 Published by Elsevier Masson SAS on behalf of Association française de thérapie comportementale et cognitive.",2019,https://scholar.google.com.br/,no
1081,Preparing Transition-Age Students with High-Functioning Autism Spectrum Disorders for Meaningful Work,"This article provides an overview of promising essential elements for fostering vocational success among students with high-functioning autism spectrum disorders (HFASDs) by drawing literature from the fields of school-to-work transition for post-secondary students and vocational rehabilitation for individuals with disabilities. We highlight seven important elements of high-quality transition services, including (a) individualized, strengths-based transition services and supports, (b) positive career development and early work experiences, (c) meaningful collaboration and interagency involvement, (d) family supports and expectations, (e) fostering self-determination and independence, (f) social and employment-related skill instruction, and (g) establishing job-related supports. These elements provide a comprehensive, collaborative, and longitudinal framework for clinical and research interventions aimed at fostering successful employment for students with HFASDs. Clinical and research implications are discussed. © 2012 Wiley Periodicals, Inc.",2019,https://scholar.google.com.br/,no
1082,The dignity of the child in a psychiatric hospital [God no Udziecka w szpitalu psychiatrycznym],"The right to respect the dignity of children using medical services in psychiatric units is regulated among other by the Patients' Rights act and the Patients' Rights Ombudsman act, Physician and Dentist Professions Act and the Medical Ethics Code. Although since 1994 the Mental Health Protection Act has existed, some information appears about the violation of the dignity of the child in psychiatric hospitals. Material and methods: Analysis of the information obtained from different sources (the media, the Internet, from patients and or their legal guardians, or Psychiatric Hospital Patients' Ombudsman) allowed to draw up a list of repeated situations in psychiatric units for children and adolescents where the dignity of the juvenile minor patient maybe violated. Results: The most frequently reported issues are: reduction of the minor juvenile patients' access to ""privileges"" (such as direct contacts with colleagues), lack of privacy (such as controls in toilets and bathrooms), irregularities during the use of direct coercion, lack of regular access to a mobile phone, the Internet, stereo equipment, lack of juvenile minor patients' consent for treatment (including the double permission), engaging the patients to cleaning work, and medical staff's interventions of educational and corrective character (the patients perceive this as the use of penalties). Discussion: It was found out that the reaction of a minor juvenile psychiatric unit patient or her his carers to the detachment from her his surroundings, favourite activities or things, and educational interventions are related to precise determination of diagnostic and therapeutic procedures and rules prevalent in the group, privileges, consequences, and application of behavioural effects in the form of negative reinforcements (so-called penalties) and positive reinforcements (rewards). A strong response to infringement of the rules may be perceived by the patients as a violation of their rights. Particularly important in such situations is the way the dialogue with the patient is conducted, besides the patient has to be informed about the consequences of infringement of the norms and rules. This should be reflected in the rules of the psychiatric unit Furthermore, special importance within the respect for the dignity of the minor juvenile patient in the psychiatric unit is ascribed to the use of a long-term direct coercion in case of a patient with severe mental impairment and or autism, strongly agitated, aggressive or self-aggressive. The principle of the respect for the dignity of the patient requires notification of the patient, regardless of her his condition, about the planned activities, immobilization of the patient in the near presence of the other staff, personal analysis of the patient's health condition by the physician who ordered or prolonged the coercion (every 4 hours), by the nurse (control of the condition every 15 minutes). However, the use of direct coercion and adherence to the principle of ""the least disturbance"" do not reduce the patient's discomfort. Introduction of additional detailed executory rules does not eliminate the conflict between the respect for the dignity of the patient and the effectiveness of undertaken activities, the patient's safety, the other patients' comfort and multilateral staff encumbrance. © Psychiatr. Psychol. Klin. 2012.",2019,https://scholar.google.com.br/,no
1083,A participatory design workshop on accessible apps and games with students with learning differences,"This paper describes a Science-Technology-Engineering-Mathematics STEMoutreach workshop conducted with post-secondary students diagnosed with learning differences, including Learning Disabilities LD Attention Deficit / Hyperactivity Disorders AD/HD and/or Autism Spectrum Disorders ASD). In this workshop, students were actively involved in participatory design exercises such as data gathering, identifying accessible design requirements, and evaluating mobile applications and games targeted for diverse users. This hands-on experience broadened students' understanding of STEM areas, provided them with an opportunity to see themselves as computer scientists, and demonstrated how they might succeed in computing careers, especially in human-centered computing and interface design. Lessons learned from the workshop also offer useful insight on conducting participatory design with this unique population.",2019,https://scholar.google.com.br/,yes
1084,Detecting hunchback behavior in autistic children with smart phone assistive devices,"The research target in this case study was an autistic student at a special education school, who often unconsciously became hunchbacked during group activities or when not talking to people. We designed a system for hunchback detection using smart phone. Combined with an assistive T-shirt, the system could detect whether his/her back was hunched. Through this demonstration, we showcased the potential of using smart phones to develop simpler and more effective assistive devices for people with disabilities.",2019,https://scholar.google.com.br/,yes
1085,Effect of music on mealtime disruptions.,"People with learning disabilities can disrupt mealtimes with non-cooperative, aggressive and self-injurious behaviours that challenge other people to tolerate and manage them. These behaviours appear to arise because the proximity of other people, and the heightened activity and noise of a dining room, causes anxiety and agitation. To examine how delivering calming background music via headphones affected anxiety-driven behaviours that disrupted mealtimes. A sample of 30 adults with mild, moderate or severe learning disabilities were videotaped during mealtimes on two consecutive days. On the first day, half the group ate without any calming music while the other half sat opposite them wearing earphones and listening to calming music. On the second day, the non-music and music groups swapped around. Of the participants who tolerated the earphones, only three showed disruptive behaviour, all three had been sitting at the table waiting for their food. With so few examples, meaningful inferential analysis was not possible. However, there were signs that calming music had a positive effect on disruptive mealtime behaviours. It eliminated physical harm, complaining and verbal repetition in one person, and stopped another from shouting/swearing. It also reduced the incidence of shouting/swearing, restlessness and vocalising. Calming music and reduced waiting at tables for food may reduce disruptive behaviours.",2019,https://scholar.google.com.br/,no
1086,Development of skills in children with ASD using a robotic platform,"The interaction and communication skills are essential to live in society. However, individuals with autism spectrum disorders (ASD) have a gap in these abilities which affects their daily life. Previous studies suggest that children with ASD demonstrate some positive behaviors in presence of a robotic platform. This study intends to evaluate the effect of a robotic platform on children with ASD, checking if the platform can be a stimulating agent for children's interaction, as well as a skill learning promoter. So, it is used the robot Lego Mindstorms NXT as a mediator/reward to encourage children with ASD to interact with others and also to learn some cognitive skills. © 2012 IEEE.",2019,https://scholar.google.com.br/,no
1087,"Network, anatomical, and non-imaging measures for the prediction of ADHD diagnosis in individual subjects","Brain imaging methods have long held promise as diagnostic aids for neuropsychiatric conditions with complex behavioral phenotypes such as Attention-Deficit/Hyperactivity Disorder. This promise has largely been unrealized, at least partly due to the heterogeneity of clinical populations and the small sample size of many studies. A large, multi-center dataset provided by the ADHD-200 Consortium affords new opportunities to test methods for individual diagnosis based on MRI-observable structural brain attributes and functional interactions observable from resting state fMRI. In this study, we systematically calculated a large set of standard and new quantitative markers from individual subject datasets. These features (> 12,000 per subject) consisted of local anatomical attributes such as cortical thickness and structure volumes, and both local and global resting state network measures. Three methods were used to compute graphs representing interdependencies between activations in different brain areas, and a full set of network features was derived from each. Of these, features derived from the inverse of the time series covariance matrix, under an L1-norm regularization penalty, proved most powerful. Anatomical and network feature sets were used individually, and combined with non-imaging phenotypic features from each subject. Machine learning algorithms were used to rank attributes, and performance was assessed under cross-validation and on a separate test set of 168 subjects for a variety of feature set combinations. While non-imaging features gave highest performance in cross-validation, the addition of imaging features in sufficient numbers led to improved generalization to new data. Stratification by gender also proved to be a fruitful strategy to improve classifier performance. We describe the overall approach used, compare the predictive power of different classes of features, and describe the most impactful features in relation to the current literature. © 2012 Bohland, Saperstein, Pereira, Rapin and Grady.",2019,https://scholar.google.com.br/,no
1088,Embodiment and cognitive learning - Can a humanoid robot help children with autism to learn about tactile social behaviour?,"The work presented in this paper is part of our investigation in the ROBOSKIN project. The project aims to develop new robot capabilities based on the tactile feedback provided by novel robotic skin. The main objective of the project is to develop cognitive mechanisms to improve human-robot interaction capabilities. One application domain that is investigated in the project is robot-assisted play in the context of autism therapy. The article provides a case study evaluation of segments of trials where tactile interactions were observed between children with autism and the humanoid robot KASPAR which was equipped with the newly developed tactile sensing capabilities. A preliminary observational analysis was undertaken which applied, in abbreviated form, certain principles from ethnography and conversation analysis. The analysis first reports initial observations concerning range of tactile behaviours that children displayed towards KASPAR and the change in these across the trials. Subsequently the analysis examines in detail one sequence of interaction in which a child's tactile actions towards KASPAR are considered in terms of their responsiveness to the sequence of interaction in which they occur - and specifically to the intricate details of KASPAR's responses to the child's tactile behaviour. In this way the paper suggests that children appear to interact in a tactile manner quite spontaneously with KASPAR, that the child's tactile actions become modified through exposure to KASPAR and that children with an Autistic Spectrum Disorder (ASD) can demonstrate a marked responsiveness to the behaviours that KASPAR displays in sequences of tactile interaction. © 2012 Springer-Verlag.",2019,https://scholar.google.com.br/,no
1089,A user trial study to understand play behaviors of autistic children using a social robot,"Social robots have been a valuable tool for autistic children to learn about play and interaction. The study was carried out on children diagnosed with high-functioning autism. A 30 cm tall tele-operated robot named, ""Rofina"" was used to study the interaction between autistic children and robot. With a 2- DOF head on the body, Rofina displayed basic emotions and exhibited social pleasantries while playing a board game with the children. During the study, the autistic children were comfortable with the robot's presence. The children appreciated that Rofina addressed them by name and looked towards them. These children, who normally did not finish the game, managed to complete the game with enthusiasm. More user studies need to be done in order to support these findings and by using larger sample size in a real-life scenario. There is potential for Rofina to be used in a classroom setting for children with special needs. © 2012 Springer-Verlag.",2019,https://scholar.google.com.br/,no
1090,Effect of robotic-assisted three-dimensional repetitive motion to improve hand motor function and control in children with handwriting deficits: A nonrandomized phase 2 device trial,"OBJECTIVE. We explored the efficacy of robotic technology in improving handwriting in children with impaired motor skills. METHOD. Eighteen participants had impairments arising from cerebral palsy (CP), autism spectrum disorder (ASD), attention deficit disorder (ADD), attention deficit hyperactivity disorder (ADHD), or other disorders. The intervention was robotic-guided three-dimensional repetitive motion in 15-20 daily sessions of 25-30 min each over 4-8 wk. RESULTS. Fine motor control improved for the children with learning disabilities and those ages 9 or older but not for those with CP or under age 9. All children with ASD or ADHD referred for slow writing speed were able to increase speed while maintaining legibility. CONCLUSION. Three-dimensional, robot-assisted, repetitive motion training improved handwriting fluidity in children with mild to moderate fine motor deficits associated with ASD or ADHD within 10 hr of training. This dosage may not be sufficient for children with CP.",2019,https://scholar.google.com.br/,no
1091,Clinical practice pathways for evaluation and medication choice for attention-deficit/hyperactivity disorder symptoms in autism spectrum disorders,"BACKGROUND AND OBJECTIVE: Hyperactivity, impulsivity, and inattention (referred to as ""ADHD [attention-deficit/hyperactivity disorder] symptoms"") occur in 41% to 78% of children with autism spectrum disorders (ASDs). These symptoms often affect quality of life, interfering with learning or interventions that target primary ASD symptoms. This practice pathway describes the guidelines for evaluation and treatment of children and adolescents with ASD and comorbid ADHD symptoms. METHODS: Current research in this area is limited, and, therefore, these recommendations are based on a systematic literature review and expert consensus in the Autism Speaks Autism Treatment Network Psychopharmacology Committee. RESULTS: The recommended practice pathway includes the Symptom Evaluation Pathway for systematic assessment of ADHD symptoms across settings, examination for comorbid sleep, medical, or psychiatric comorbidities that may contribute to symptoms, and evaluation of behavioral interventions that may ameliorate these symptoms. For children for whom medication is being considered to target the ADHD symptoms, the medication choice pathway provides guidance on the selection of the appropriate agent based on a review of available research, assessment of specific advantages and disadvantages of each agent, and dosing considerations. CONCLUSIONS: These recommendations provide a framework for primary care providers treating children who have ASD and ADHD symptoms. Our systematic review of the current evidence indicates the need for more randomized controlled trials of the medications for ADHD symptoms in ASD. There will also be a need for studies of the effectiveness of these practice pathways in the future. Copyright © 2012 by the American Academy of Pediatrics.",2019,https://scholar.google.com.br/,no
1092,Using virtual reality environment to improve joint attention associated with pervasive developmental disorder,"The focus of this study is using data glove to practice Joint attention skill in virtual reality environment for people with pervasive developmental disorder (PDD). The virtual reality environment provides a safe environment for PDD people. Especially, when they made errors during practice in virtual reality environment, there is no suffering or dangerous consequences to deal with. Joint attention is a critical skill in the disorder characteristics of children with PDD. The absence of joint attention is a deficit frequently affects their social relationship in daily life. Therefore, this study designed the Joint Attention Skills Learning (JASL) systems with data glove tool to help children with PDD to practice joint attention behavior skills. The JASL specifically focus the skills of pointing, showing, sharing things and behavior interaction with other children with PDD. The system is designed in playroom-scene and presented in the first-person perspectives for users. The functions contain pointing and showing, moving virtual objects, 3D animation, text, speaking sounds, and feedback. The method was employed single subject multiple-probe design across subjects' designs, and analysis of visual inspection in this study. It took 3 months to finish the experimental section. Surprisingly, the experiment results reveal that the participants have further extension in improving the joint attention skills in their daily life after using the JASL system. The significant potential in this particular treatment of joint attention for each participant will be discussed in details in this paper. © 2012 Elsevier Ltd.",2019,https://scholar.google.com.br/,no
1093,Learning disabilities,"There are thousands of causes of learning disabilities, and often the cause is unknown despite comprehensive assessment. People with learning disabilities have very high rates of physical and mental ill-health, and co-morbidity is typical. Some associated conditions are related to the causes of a person's learning disability (e.g. 'behavioural phenotypes'), and benefit from treatment interventions. Autism, attention deficit hyperactivity disorder (ADHD), schizophrenia, mania, pica and problem behaviours are all more common than in the general population, as are gastro-oesophageal reflux disorder, epilepsy, constipation, sensory impairments, and injuries and falls. Choking and aspiration are frequent and can cause death. Problem behaviours are multi-factorial, and can also be a symptom of other mental or physical disorders or distress. Assessments take longer, and must involve paid carers and relatives as well as the person with learning disabilities. There are other considerations in addition to the standard assessment and standard treatment plans. A biopsychosocial-developmental approach to both is a useful framework to adopt. Care needs to be taken to avoid 'diagnostic overshadowing', where symptoms of medical conditions are attributed inadvertently to the person's learning disabilities and left untreated. People with learning disabilities face many barriers in accessing the healthcare they need, and more proactive approaches by health professionals are required. © 2012 Elsevier Ltd. All rights reserved.",2019,https://scholar.google.com.br/,no
1094,Effects of school-wide positive behavioral interventions and supports on child behavior problems,"OBJECTIVE: School-Wide Positive Behavioral Interventions and Supports (SWPBIS) is a universal prevention strategy currently implemented in >16 000 schools across the United States. SWPBIS intends to reduce students ' behavior problems by altering staff behaviors and developing systems and supports to meet children's behavioral needs. The current study reports intervention effects on child behaviors and adjustment from an effectiveness trial of SWPBIS. METHODS: The sample of 12 344 elementary school children was 52.9% male, 45.1% African American, and 46.1% Caucasian. Approximately 49% received free or reduced-priced meals, and 12.9% received special education services at baseline. The trial used a group randomized controlled effectiveness design implemented in 37 elementary schools. Multilevel analyses were conducted on teachers' ratings of children's behavior problems, concentration problems, social-emotional functioning, prosocial behavior, office discipline referrals, and suspensions at 5 time points over the course of 4 school years. RESULTS: The multilevel results indicated significant effects of SWPBIS on children's behavior problems, concentration problems, social-emotional functioning, and prosocial behavior. Children in SWPBIS schools also were 33% less likely to receive an office discipline referral than those in the comparison schools. The effects tended to be strongest among children who were first exposed to SWPBIS in kindergarten. CONCLUSIONS: These findings provide support for the hypothesized reduction in behavior problems and improvements in prosocial behavior and effective emotion regulation after training in SWPBIS. The SWPBIS framework appears to be a promising approach for reducing problems and promoting adjustment among elementary school children. Copyright © 2012 by the American Academy of Pediatrics.",2019,https://scholar.google.com.br/,no
1095,Black white zebra orange orange: How children with autism make use of computer-based voice output communication aids in their language and communication at school,"Purpose: This naturalistic study adapted exploratory school practice in order to support empirically-informed decision making in the provision of augmentative and alternative communication (AAC) technologies for children with autism. Design/methodology/approach: Research was conducted with three boys with autism and little speech, as part of a curricular literacy lesson. A mixed method approach, involving observational coding and staff diaries, identified how the boys used computer-based voice output communication aids (VOCAs), also called speech generating devices (SGDs) and how the technology impacted on their communication and language. The boys were observed in initial lessons (""baseline"" sessions), without the VOCA present and in sessions in which the VOCA was available (""intervention"" sessions). Findings: VOCAs were used for two main communicative purposes, naming and giving information, with aids being used primarily to support curricular, task-related communication. Existing modes of communication continued to be used when access to the VOCA was available. In addition, all three boys showed an increase in Mean Length of Utterance (MLU) after the VOCA was introduced. The findings suggest that computer-based VOCA technology can augment children's communicative participation in lesson activities. Specific patterns of change were also recorded in the boys' communication, suggesting individualised responses to this technology. Originality/value: This paper extends the empirical base for clinical decision making by reporting the use of high tech VOCAs by school age children with autism for additional forms of communication, beyond those described elsewhere. It adds to the evidence that interventions which include access to a computer VOCA can have a positive impact on the language complexity of children with autism. It describes the potential of VOCAs to provide an enabling and inclusive technology in a classroom setting. © Emerald Group Publishing Limited.",2019,https://scholar.google.com.br/,yes
1096,A comparative study: Completion of fine motor office related tasks by high school students with autism using video models on large and small screen sizes,"The purpose of this investigation was to compare fine motor task completion when using video models presented on a smaller screen size (Personal Digital Assistant) compared to a larger laptop screen size. The investigation included four high school students with autism spectrum disorders and mild to moderate intellectual disabilities and used an adapted alternating treatments design with baseline, extended baseline, comparison, and final treatment conditions. Results showed that although independent completion of fine motor office related tasks increased under both procedures, use of video models on the larger screen resulted in a higher percentage of correct responses across all four students. © 2012 Springer Science+Business Media, LLC.",2019,https://scholar.google.com.br/,no
1097,"A practice pathway for the identification, evaluation, and management of insomnia in children and adolescents with autism spectrum disorders","OBJECTIVE: This report describes the development of a practice pathway for the identification, evaluation, and management of insomnia in children and adolescents who have autism spectrum disorders (ASDs). METHODS: The Sleep Committee of the Autism Treatment Network (ATN) developed a practice pathway, based on expert consensus, to capture best practices for an overarching approach to insomnia by a general pediatrician, primary care provider, or autism medical specialist, including identification, evaluation, and management. A field test at 4 ATN sites was used to evaluate the pathway. In addition, a systematic literature review and grading of evidence provided data regarding treatments of insomnia in children who have neurodevelopmental disabilities. RESULTS: The literature review revealed that current treatments for insomnia in children who have ASD show promise for behavioral/educational interventions and melatonin trials. However, there is a paucity of evidence, supporting the need for additional research. Consensus among the ATN sleep medicine committee experts included: (1) all children who have ASD should be screened for insomnia, (2) screening should be done for potential contributing factors, including other medical problems, (3) the need for therapeutic intervention should be determined, (4) therapeutic interventions should begin with parent education in the use of behavioral approaches as a first-line approach, (5) pharmacologic therapy may be indicated in certain situations, and (6) there should be follow-up after any intervention to evaluate effectiveness and tolerance of the therapy. Field testing of the practice pathway by autism medical specialists allowed for refinement of the practice pathway. CONCLUSIONS: The insomnia practice pathway may help health care providers to identify and manage insomnia symptoms in children and adolescents who have ASD. It may also provide a framework to evaluate the impact of contributing factors on insomnia and to test the effectiveness of nonpharmacologic and pharmacologic treatment strategies for the nighttime symptoms and daytime functioning and quality of life in ASD. Copyright © 2012 by the American Academy of Pediatrics.",2019,https://scholar.google.com.br/,no
1098,Why we need cognitive explanations of autism,"In the 70 years since autism was described and named there have been huge changes in the conceptualization of this enigmatic condition. This review takes a personal perspective on the history of autism research. The origins of the first cognitive theories of autism, theory of mind and weak central coherence, are discussed and updated to inform future developments. Selected experimental findings are interpreted in the historical context of changes that have been brought about by advances in methodology. A three-level framework graphically illustrates a causal chain between brain, mind, and behaviour to facilitate the identification of phenotypes in neurodevelopmental disorders. Cognition is placed at the centre of the diagram to reveal that it can link together brain and behaviour, when there are complex multiple mappings between the different levels. © 2012 Copyright The Experimental Psychology Society.",2019,https://scholar.google.com.br/,no
1099,Theory of mind in a child with autism: How to train her? [Teoría de la mente en un caso de autismo: ¿Cómo entrenarla?],"Theory of Mind is a metacognitive skill that, in many cases, is deficient in autism. In this paper, we present a clinical study conducted with a child diagnosed with autism, which verifies the effectiveness of a training protocol testing false beliefs, which has been considered to measure the Theory of Mind. Basically, the protocol incorporates a number of verbal prompts (such as emphasizing the elements of the narratives that indicate situational or temporary changes), trains many examples, extending the tests incorporating some games with more familiar objects from the child's daily life, applies differential contingencies to discriminate right from wrong in each child's responses and provides descriptive feedback. The results show that the training protocol achieved the highest level of correct trials and the child generalizes the ability to take the perspective of her natural context. © 2012 Psicothema.",2019,https://scholar.google.com.br/,no
1100,A Brain-Computer Interface Based Attention Training Program for Treating Attention Deficit Hyperactivity Disorder,"Attention deficit hyperactivity disorder (ADHD) symptoms can be difficult to treat. We previously reported that a 20-session brain-computer interface (BCI) attention training programme improved ADHD symptoms. Here, we investigated a new more intensive BCI-based attention training game system on 20 unmedicated ADHD children (16 males, 4 females) with significant inattentive symptoms (combined and inattentive ADHD subtypes). This new system monitored attention through a head band with dry EEG sensors, which was used to drive a feed forward game. The system was calibrated for each user by measuring the EEG parameters during a Stroop task. Treatment consisted of an 8-week training comprising 24 sessions followed by 3 once-monthly booster training sessions. Following intervention, both parent-rated inattentive and hyperactive-impulsive symptoms on the ADHD Rating Scale showed significant improvement. At week 8, the mean improvement was -4.6 (5.9) and -4.7 (5.6) respectively for inattentive symptoms and hyperactive-impulsive symptoms (both p<0.01). Cohen's d effect size for inattentive symptoms was large at 0.78 at week 8 and 0.84 at week 24 (post-boosters). Further analysis showed that the change in the EEG based BCI ADHD severity measure correlated with the change ADHD Rating Scale scores. The BCI-based attention training game system is a potential new treatment for ADHD. Trial Registration: ClinicalTrials.gov NCT01344044. © 2012 Lim et al.",2019,https://scholar.google.com.br/,no
1101,Automatic assessment of problem behavior in individuals with developmental disabilities,"Severe behavior problems of children with developmental disabilities often require intervention by specialists. These specialists rely on direct observation of the behavior, usually in a controlled clinical environment. In this paper, we present a technique for using on-body accelerometers to assist in automated classification of problem behavior during such direct observation. Using simulated data of episodes of severe behavior acted out by trained specialists, we demonstrate how machine learning techniques can be used to segment relevant behavioral episodes from a continuous sensor stream and to classify them into distinct categories of severe behavior (aggression, disruption, and self-injury). We further validate our approach by demonstrating it produces no false positives when applied to a publicly accessible dataset of activities of daily living. Finally, we show promising classification results when our sensing and analysis system is applied to data from a real assessment session conducted with a child exhibiting problem behaviors. Copyright 2012 ACM.",2019,https://scholar.google.com.br/,no
1102,Information and communications technology: Applications in the field of autism spectrum disorders [Tecnologías de la información y la comunicación: Aplicaciones en el ámbito de los trastornos del espectro del autismo],"People with Autism Spectrum Disorders (ASD) need specific interventions in core areas of development. Information and Communications Technology (ICT) are tools which allow creating (designing) adapted devices and generating accessible contents and intervention processes. ICT support the specific learning processes of people with ASD, encouraging communication, socialization and imagination. ICT also have impact on other areas related to improve the quality of life of people with ASD. The aim of this paper is to analyze the current different ICT applications used in Spain on different fields related to ASD, as professional training, learning processes and planning and evaluation services. These ICT applications allow design (create) more accessible interventions, as well, are an effective resource in the field commented above. The experimental design and its implementation and validation of ICT applications were developed with support of people with ASD and organizations supporting them. All applications were designed based on previous research and following Good Practice Guidelines which establish the requirements and conditions of effective interventions in people with ASD.",2019,https://scholar.google.com.br/,yes
1103,The effects of applying game-based learning to webcam motion sensor games for autistic students' sensory integration training,"This study aims to explore the effects of applying game-based learning to webcam motion sensor games for autistic students' sensory integration training for autistic students. The research participants were three autistic students aged from six to ten. Webcam camera as the research tool wad connected internet games to engage in motion sensor games. Through the motion sensor games, the researchers were able to collect data from physiological monitoring, observation (including sensory integration observation and process observation), and interviews. The findings of the study reveal that: (1) the teacher and the participants possess positive attitude toward applying webcam motion sensor games to sensory integration training, (2) Webcam motion sensor games can enhance autistic students' learning interest, and (3) applying the game-based learning to webcam motion sensor games can improve the effect of autistic students' muscle training and endurance. © The Turkish Online Journal of Educational Technology.",2019,https://scholar.google.com.br/,yes
1104,Supervised brain segmentation and classification in diagnostic of attention-deficit/hyperactivity disorder,"This paper presents an automatic method for external and internal segmentation of the caudate nucleus in Magnetic Resonance Images (MRI) based on statistical and structural machine learning approaches. This method is applied in Attention-Deficit/Hyperactivity Disorder (ADHD) diagnosis. The external segmentation method adapts the Graph Cut energy-minimization model to make it suitable for segmenting small, low-contrast structures, such as the caudate nucleus. In particular, new energy function data and boundary potentials are defined and a supervised energy term based on contextual brain structures is added. Furthermore, the internal segmentation method learns a classifier based on shape features of the Region of Interest (ROI) in MRI slices. The results show accurate external and internal caudate segmentation in a real data set and similar performance of ADHD diagnostic test to manual annotation. © 2012 IEEE.",2019,https://scholar.google.com.br/,no
1105,Teaching caregivers to implement video modeling imitation training via iPad for their children with autism,"Children with autism fail to imitate from an early age and this lack of imitation is a salient diagnostic marker for the disorder. For children with Autism Spectrum Disorder (ASD), increased imitation skills appear to be related to increased skill development in a variety of areas. Video modeling was recently validated as a technique to support imitation acquisition in young children with autism. The purpose of this research was to determine if there is a functional relation between caregiver implemented Video Modeling Imitation Training (VMIT) via iPad and increased imitation skills in young children with autism. In addition, a secondary analysis of language development after exposure to VMIT was also conducted. A multiple baseline design across four caregivers and their children with autism was implemented. Results indicated that all four caregivers were able to successfully create video models on an iPad when provided with minimal training and implement VMIT with fidelity for their children. All four children made substantial gains in their imitation skills during caregiver implemented treatment. Imitation skills maintained post treatment and, to varying degrees, generalized to imitation of live models. Expressive language skills increased to varying degrees for all participants. © 2012 Elsevier Ltd. All rights reserved.",2019,https://scholar.google.com.br/,no
1106,Sketch express: A sketching interface for facial animation,"One of the most challenging tasks for an animator is to quickly create convincing facial expressions. Finding an effective control interface to manipulate facial geometry has traditionally required experienced users (usually technical directors), who create and place the necessary animation controls. Here we present our sketching interface control system, designed to reduce the time and effort necessary to create facial animations. Inspired in the way artists draw, where simple strokes define the shape of an object, our approach allows the user to sketch such strokes either directly on the 3D mesh or on two different types of canvas: a 2D fixed canvas or more flexible 2.5D dynamic screen-aligned billboards. In all cases, the strokes do not control the geometry of the face, but the underlying animation rig instead, allowing direct manipulation of the rig elements. Additionally, we show how the strokes can be easily reused in different characters, allowing retargeting of poses on several models. We illustrate our interactive approach using varied facial models of different styles showing that first time users typically create appealing 3D poses and animations in just a few minutes. We also present in this article the results of a user study. We deploy our method in an application for an artistic purpose. Our system has also been used in a pioneer serious game context, where the goal was to teach people with Autism Spectrum Disorders (ASD) to recognize facial emotions, using real time synthesis and automatic facial expression analysis. © 2012 Elsevier Ltd.",2019,https://scholar.google.com.br/,no
1107,An enriched writers workshop for beginning writers with developmental disabilities,"This article describes comprehensive, high-quality writing instruction for students with developmental disabilities. The Enriched Writers Workshop combines differentiated writing process instruction with social communication instruction and cognitive strategy instruction for students with complex writing needs across a wide range of ages. It draws on research-based writing practices for all students, with reference to the U.S. Common Core State Standards for writing but with modifications for students with developmental disabilities. Appropriate populations include students with autism spectrum disorders, intellectual developmental disabilities, and complex communication needs, requiring augmentative and alternative communication supports. This article describes the Enriched Writers Workshop framework of instruction, its tools, and the skills and strategies it targets. Illustrations are drawn from pilot implementation in special education classrooms team taught by special education teachers and speech-language pathologists. Case examples for 3 students show how the framework can be applied for beginning writers with varying profiles of abilities and needs, leading to measurable social communication and writing outcomes and other educational benefits for students with diverse developmental disabilities. © 2012 Wolters Kluwer Health | Lippincott Williams & Wilkins.",2019,https://scholar.google.com.br/,no
1108,"Social Cueing Elicits a Distinct Form of Visual Spatial Orienting: Evidence from Behavioral, Neuroimaging, and Developmental Research","Orienting attention in the direction of another person's gaze, head turn, or finger point may represent a unique behavior that is distinct from traditionally identified types of orienting (i.e., exogenous and endogenous). This chapter explores the question of whether the attention orienting response to social cues is unique by reviewing cognitive/behavioral findings. The chapter proposes that current taxonomies do not adequately capture the construct of social orienting and present an adapted framework that is more elaborate in classifying both the degree to which orienting is consciously controlled and the extent to which learning and experience play a role in the acquisition of the social orienting response. The chapter then reviews neuro-imaging and developmental findings (including specific examples of atypical development, autism and schizophrenia) in order to ascertain whether the proposed framework is supported by findings from these research disciplines. © 2012 by Jacob A. Burack, James T. Enns, and Nathan A. Fox. All rights reserved.",2019,https://scholar.google.com.br/,no
1109,"Functional Anatomy, Development, and Pathology of the Hippocampus","The hippocampal formation is comprised of a group of cortical regions, including the dentate gyrus, hippocampus, subiculum, presubiculum, parasubiculum, and entorhinal cortex. The hippocampal formation plays a central role in the brain network essential for memory function. Paradoxically, the hippocampus is also the brain structure most sensitive to hypoxic-ischaemic episodes. In addition, abnormalities in hippocampal structure and functions have been reported in a number of neuropathological and neurodevelopmental disorders. This chapter provides a basic description of the structural organization of the primate hippocampal formation. This chapter also discusses recent findings regarding its normal postnatal development, which provide an essential framework to consider the aetiologies of different neurodevelopmental disorders affecting hippocampal structure and function. In particular, a developmental decrease in astrocytic processes and functions may be the critical factor underlying the selective vulnerability of CA1 to hypoxic-ischaemic episodes in adulthood. It also provides an explanation for the relative resistance of this brain structure to hypoxia in the perinatal period, especially during the birth process. In contrast, a major benefit that derives from decreased astrocytic coverage is the regulation of synaptic efficacy leading to an increase in synaptic selectivity advantageous for learning. In addition, the relatively high astrocytic coverage of newborn synapses might also play a central role in the generation of febrile seizures. Finally different periods of postnatal development during which pathogenic factors might impact the structural and functional maturation of distinct hippocampal regions were identified, as is observed in autism, schizophrenia, epilepsy, and Down syndrome. © Oxford University Press, 2012. All rights reserved.",2019,https://scholar.google.com.br/,no
1110,Auditory Processing in High-Functioning Adolescents with Autism Spectrum Disorder,"Autism Spectrum Disorder (ASD) is a pervasive developmental disorder including abnormalities in perceptual processing. We measure perception in a battery of tests across speech (filtering, phoneme categorization, multisensory integration) and music (pitch memory, meter categorization, harmonic priming). We found that compared to controls, the ASD group showed poorer filtering, less audio-visual integration, less specialization for native phonemic and metrical categories, and a higher instance of absolute pitch. No group differences were found in harmonic priming. Our results are discussed in a developmental framework where culture-specific knowledge acquired early compared to late in development is most impaired, perhaps because of early-accelerated brain growth in ASD. These results suggest that early auditory remediation is needed for good communication and social functioning. © 2012 DePape et al.",2019,https://scholar.google.com.br/,no
1111,Stimulating capabilities: A proposal for learning and stimulation in Children with ADHD,"Children with ADHD (Attention Deficit Disorder and Hyperactivity) experience behavioral and learning problems at home, at school and a lack of self-control in their lives. We can take advantage of the evolution of new technologies to develop applications with the aim of enhancing and stimulating the learning process of children with ADHD. In addition these applications may help teachers and therapist to monitor and control the children improvements. In this paper we present a software system based on games to improve the memory and language abilities in children with ADHD. The collaborative games are developed in a Multi-Device Environment applying the Distributed User Interfaces (DUI) paradigm. The interaction with the system is very intuitive and simple. The user only has to bring physical objects, with RFID technology integrated inside closer to a mobile device. In this way children can play from anywhere in the room and interact with the games projected on the wall.",2019,https://scholar.google.com.br/,no
1112,Object and gesture recognition to assist children with autism during the discrimination training,"Teachers prompt children with autism to redirect their attention to the object discrimination training and reduce the time they spend ""off task"". In this paper, we describe MOBIS, a mobile augmented reality application enabling multi-modal interaction to provide guidance to students with autism during the object discrimination training. The system uses a vision-based object recognition algorithm to associate visual and verbal prompts to the object being discriminated (i.e., ""object of interest""). The results of a performance evaluation of the system show that the object recognition component achieves an accuracy of 90%, processing an image every 0.5 seconds. Accelerometers placed on objects of interest are used to detect interaction gestures with an accuracy of 87%. The performance of both algorithms is sufficient to support the object discrimination training in real-time. © 2012 Springer-Verlag.",2019,https://scholar.google.com.br/,no
1113,Classification of ADHD children through multimodal magnetic resonance imaging,"Attention deficit/hyperactivity disorder (ADHD) is one of the most common diseases in school-age children. To date, the diagnosis of ADHD is mainly subjective and studies of objective diagnostic method are of great importance. Although many efforts have been made recently to investigate the use of structural and functional brain images for the diagnosis purpose, few of them are related to ADHD. In this paper, we introduce an automatic classification framework based on brain imaging features of ADHD patients and present in detail the feature extraction, feature selection, and classifier training methods. The effects of using different features are compared against each other. In addition, we integrate multimodal image features using multi-kernel learning (MKL). The performance of our framework has been validated in the ADHD-200 Global Competition, which is a world-wide classification contest on the ADHD-200 datasets. In this competition, our classification framework using features of resting-state functional connectivity (FC) was ranked the 6th out of 21 participants under the competition scoring policy and performed the best in terms of sensitivity and J-statistic. © 2012 Dai, Wang, Hua and He.",2019,https://scholar.google.com.br/,no
1114,Can iDevices help teaching assistants support pupils with ASD?,"Purpose: Pupils with autism spectrum disorders (ASD) face many challenges to achieving their educational potential, including difficulties with social interaction, communication, flexibility of thought and anxiety management. Handheld interactive technologies such as iDevices (iPods, iPhones and iPads) could offer a non-stigmatising tool that could be used to complement or replace existing support strategies. This study aims to investigate how iDevices could be used by teaching assistants (TAs) to support pupils with ASD in a mainstream secondary school. Design/methodology/approach: The project used an action research approach. Six TAs used the iDevices and selected applications (apps) in their work with pupils with ASD. The TAs commented on how the iDevices supported their role and the usefulness of different apps and features by using daily diary sheets. The apps supported pupils in the following ways: curriculum support, visual structure, organisation, communication, social interaction, anxiety reduction, relaxation, reward, and motivation. Findings: A thematic analysis of the diary sheets showed that the most frequent uses of the iDevices were to develop communication, practise key skills, increase independence and to offer alternative activities. Quantitative analysis showed that TAs considered the iDevices to be very useful or useful on the overwhelming majority of occasions. Practical implications: Future considerations of implementing interactive technological interventions in schools include the provision of training, IT support and individual planning to ensure iDevices are best utilised to address individual pupil needs. Originality/value: The paper shows some of the ways that TAs can use this increasingly popular technology to support ASD pupils in mainstream schools. © Emerald Group Publishing Limited.",2019,https://scholar.google.com.br/,no
1115,Clinical evaluation of adults with autism and associated with an intellectual deficiency: The need for a personalised accompaniment [L'évaluation clinique des adultes avec autisme et déficience intellectuelle associée: Une nécessité en faveur d'un accompagnement personnalisé],"The recognition of specific needs for adults with autism and other pervasive developmental disorders regarding diagnostics and functional evaluations have allowed the High Authority on Health care (HAS), in July 2011, to establish recommendations on good professional practices. These recommendations legitimise the importance of regular evaluations. Consequently, patient's accompaniment and life projects can be thought out realistically according to their actual resources in terms of autonomy, communication, participation in social and community life. However, when autism is associated to an intellectual deficiency, particularly in severe cases, these patients need pluridisciplinary teams to adjust the evaluation framework. Thus, it also implies new thoughts on which tools and tests should be used to significantly link evaluation conclusions with the use of coordinated interventions with these patients. To obtain a rigorous framework in which to pass psychological tests, the diagnostic approach must be completed by the evaluation of a patient's functioning's. These tested patients must be able to put into perspective their strengths and specificities. In this endeavour, the recourse to adapted tools that help a situational or functional evaluation is necessary for pragmatic reasons as well as for the individualization of a educational and therapeutical support in their every day life. Several specific tools, adapted for adults with autism and covering different expertise's can be used during an evaluation. At the same time, tests concerning behavioural problems, when present and with pervasive components, can be conducted by using two descriptive and functional approaches. These approaches have a complementarity that is useful for a subtle exploration of problems encountered. It can also be an important element to help define and develop a support program for behaviours. © 2012 Elsevier Masson SAS.",2019,https://scholar.google.com.br/,no
1116,A Framework for Solving Behavior Problems,"Applied behavior analysis uses the understanding of behavioral mechanisms to manipulate the environment and effect behavior change. Functional assessments identify reinforcers maintaining problem behavior using direct and indirect data collection strategies. After the function(s) of problem behavior have been confirmed or hypotheses have been made, interventions are designed and implemented. Behavior change strategies include antecedent interventions and training alternative behaviors that serve the same function as the problem behavior. Data are collected before, during, and after intervention, and all changes in treatment are based on these data. © 2012 Elsevier Inc.",2019,https://scholar.google.com.br/,no
1117,Awareness and knowledge of autism among pharmacists,"Background: In the past few decades, the prevalence of autism has increased tremendously in the United States. The prevalence of autism is now higher than the combined prevalence of juvenile diabetes, pediatric cancer, and pediatric AIDS. As health care professionals with a high visibility in a community, pharmacists are likely to encounter more and more families having a child affected by this disorder. Objectives: The purpose of this study was to assess pharmacists' awareness and knowledge of autism. The study aimed to assess pharmacists' familiarity with autism symptoms, treatment medications, and community resources devoted to this disorder. Further, pharmacists' knowledge of common myths associated with autism, etiology, prognosis, and treatment were assessed. Methods: Using a cross-sectional design, an online survey of pharmacists registered in the state of Mississippi (MS) was conducted, using the Qualtrics software program. Descriptive analysis of study items was conducted. Results: A total of 147 usable responses (5.8%) were received. The results indicated gaps in pharmacists' awareness and knowledge of autism. Approximately, 23% of pharmacists did not know that autism is a developmental disorder, and 32% did not believe that genetics has a major role in autism etiology. More than 18% believed that vaccines can cause autism. Most (>90%) felt that they could benefit from autism continuing education (CE). Conclusion: Policy makers and autism agencies should consider providing educational interventions or CE programs to increase pharmacists' awareness and knowledge of autism. © 2012 Elsevier Inc.",2019,https://scholar.google.com.br/,no
1118,The latent classes of subclinical ADHD symptoms: Convergences of multiple informant reports,"The purpose of the present study was to conduct latent class analysis on the Hyperactivity scale of the Strengths and Difficulties Questionnaire in order to identify distinct subgroups of subclinical ADHD in a multi-informant framework. We hypothesized a similar structure between teachers and parents, and differences in symptom severity across latent classes. Data was collected from a non-referred sample of children aged 8-13 years. We performed latent class analyses on parent (n= 383) and teacher (n= 391) ratings of the Hyperactivity scale items from both versions of the questionnaire. Those children who had ratings from both informants (n= 272) were included in the cross-informant analyses, in which the similar or equivalent classes across raters were determined. A three-class solution for parent report and a five-class solution for teacher report emerged in the subsample of boys. For girls, a three-class structure for parents and a four-class structure for teachers were optimal. Besides non-symptomatic groups, mild and severe combined classes, mild inattentive-impulsive classes, and among boys, a mild hyperactive-impulsive class was obtained. The cross-informant analyses demonstrated that quite similar subgroups were detached regardless of informant, however, the teacher classes were somewhat more elaborated. The results are in line with the previous latent class analytic studies, and support the combination of dimensional and categorical approaches. The importance of milder symptoms and sub-threshold ADHD categories are emphasized for the fields of neuropsychology, neuroscience, and education, as well as for diagnosis and personalized treatment. © 2012 Elsevier Ltd.",2019,https://scholar.google.com.br/,no
1119,Implementing technology to evaluate social-cognitive skills of children with Down syndrome,"There is a growing interest in the measurement of social adaptive functioning of children with Down syndrome, but valid instruments to measure this construct are lacking. Although often described as temperamentally ""easy"" and sociable, children with Down syndrome also exhibit behavior problems. Given the social difficulties of children with Down syndrome, this study represents a systematic attempt to construct digital educational software for social skills and interpersonal interaction. The study aimed to develop a user-friendly learning environment using interactive video social interactions with real life scenarios - social stories in order to detect social and emotional competence and behavioral problems. For this purpose 80 children were examined, 30 of them were typically developing children, 30 were children with intellectual disabilities (non-Down syndrome) and 20 were children with Down syndrome. The participants were matched on the basis of overall mental age (the mean mental age was 6 y, 7 m) as revealed by the intelligence test WISC-III-GR (Georgas et al, 1997) and sex. All children with intellectual disabilities and Down syndrome had mild intellectual disability (IQ: 55-70), were receiving special education and none were living in institutional settings. The application was constructed through the use of the design programs Adobe Director 11, Corel Draw X4 and Photoshop CS4. It was created a code in a language Lingo to extract useful information from the performance of children. The results showed statistically significant positive Pearson correlations ranged from .39 to .63 between scores of children with intellectual disabilities and Down syndrome in the categories of psychosocial adaptation of the software and the responses of teachers in the Psychosocial Adjustment Scale (Chatzichristou, Polychronis, Bezevegki, and Mylonas, 2008). Additionally, all categories of the application were sufficiently reliable, using the reliability coefficient alpha of Cronbach for children with Down syndrome (a=0.71), for typically developing children (a=0.78) and for children with intellectual disabilities (a=0.89). Furthermore, significant positive correlations were found between cognitive abilities (e.g. verbal and performance abilities as assessed by the WISC-III) and the children's performance on application. A Multiple Regression Analysis showed that the subscales of arithmetic, similarities and vocabulary are strong predictors of children's performance in the tasks of social and emotional competence and behavioral problems. These findings are discussed in terms of the specificity of the etiology-related cognitive profiles of intellectual disabilities groups, considering the educational inclusion practices. The contribution of cognitive and social factors that emerged are particularly important for designing appropriate targeted interventions in the field of social skills evaluation and training for individuals with Down syndrome. The results also indicated that the use of technology can be used to enhance social skills for individuals with intellectual disabilities in order to make creative life experiences. © 2012 Nova Science Publishers, Inc. All rights reserved.",2019,https://scholar.google.com.br/,no
1120,Le risque de décrochage scolaire et la participation à des activités parascolaires à l'école secondaire: Effets médiateurs des symptômes dépressifs et des problèmes de comportement extériorisés,"The goal of this study is to examine if depressive symptoms and behaviour problems are linked to students' degree of participation in extracurricular activities and their risk of dropping out of high school. the degree to which students participate in extracurricular activities is measured by the number of hours they spend in these activities. the risk of school dropout is measured by the level of parental commitment in the activities regarding school, the attitudes of the youth toward the school, their perception of their level of success at school, their school aspirations and the level of parental supervision. during two consecutive years, 2,094 youth (53% of girls) from the first to the third grades of secondary school (grades 7 to 9 in usa) completed a survey with a school dropout screening software (logiciel de dépistage du décrochage scolaire - fortin & potvin, 2007), which provided the data for the present study. in the tested models, the results indicate that neither the depressive symptoms, nor the behaviour problems act as mediators on the relation between participation in extracurricular activities and school dropout. yet, the results demonstrate that the intensity of participation in extracurricular activities predicts a decrease of the risk of school dropout for the following year. these results differ, however, according to the activity type and youth's gender. © 2011 Canadian Society for the Study of Education.",2019,https://scholar.google.com.br/,no
1121,Development and evaluation of a computer game for teaching vocabulary to children with autism,"Autism is a global development disorder that affects children's ability to communicate, to establish relationships and to respond appropriately to the environment. Within Computer Science, the area of Human-Computer Interaction (HCI) can assist in building high quality tools that can help the development of children with autism. This work aims to analyze the impact of a computer game developed exclusively to help children with autism in vocabulary acquisition. The results obtained so far show that children were able to effectively learn new words. Evidence of generalization and retention has been shown.",2019,https://scholar.google.com.br/,no
1122,"Speaking and understanding morse language, speech technology and autism","The language nature of morse is discussed, showing similarities and differences with spoken language. The radio amateur club working at the Laboratory of Speech Technology for Rehabilitation was used to educate and investigate behavior of a stuttering autistic boy. Morse codes' (phonemes') perception accuracy was measured changing the speed of the phonemes. A hypothesis is described that the language elements have to be fixed at different speeds for quick recognition. Experiments with a non-speaking autistic girl using tablet PC are also described. © 2012 Springer-Verlag.",2019,https://scholar.google.com.br/,no
1123,A communication system on smart phones and tablets for non-verbal children with autism,"We designed, developed and evaluated an Augmentative and Alternative Communication (AAC) system, AutVisComm, for children with autism that can run on smart phones and tablets. An iterative design and development process was followed, where the prototypes were developed in close collaboration with the user group, and the usability testing was gradually expanded to larger groups. In the last evaluation stage described here, twenty-four children with autism used AutVisComm to learn to request the desired object. We measured their learning rates and correlated them with their behavior traits (as observed by their teachers) like joint attention, symbolic processing and imitation. We found that their ability for symbolic processing did not correlate with the learning rate, but their ability for joint attention did. This suggests that this system (and this class of AACs) helps to compensate for a lack of symbolic processing, but not for a lack of joint-attention mechanism. © 2012 Springer-Verlag.",2019,https://scholar.google.com.br/,yes
1124,Multimodal guidance system for improving manual skills in disabled people,"The paper describes a multimodal guidance system whose aim is to improve manual skills of people with specific disorders, such as Down syndrome, mental retardation, blind, autistic, etc. The multimodal guidance system provides assistance in the execution of 2D tasks as for example: sketching, hatching and cutting operations through haptic and sound interactions. The haptic technology provides the virtual path of 2D shapes through the point-based approach, while sound technology provides some audio feedback inputs about his or her actions while performing a manual task as for example: start and/or finish an sketch, some alarms related to the hand's velocity while sketching and filling or cutting operations. Unskilled people use these interfaces in their educational environment. © 2012 Springer-Verlag.",2019,https://scholar.google.com.br/,no
1125,Developing persuasive technology for ASD challenged teenagers,The HANDS project suggests the use of Mobile Persuasion in order to support teenagers with an autism diagnosis and normal or high IQ. The paper offers a description of the HANDS toolset and its potential. The HANDS toolset has been evaluated at four schools for teenagers with autism over a period of 7 months. The paper presents the main conclusions from this evaluation and some perspectives of the use of systems like HANDS are discussed. © 2012 Springer-Verlag.,2019,https://scholar.google.com.br/,no
1126,Adaptive gaze-sensitive virtual reality based human-computer interaction for adolescents with ASD,"Deficits in social communication related skills are thought to be associated with children with Autism Spectrum Disorder (ASD). Several assistive technologies, particularly Virtual Reality (VR) based human-computer interaction, have been investigated to promote social interactions in this population in recent years. Deficit in social communication skills has been partially attributed to the atypical viewing patterns demonstrated by these children during social interactions. Thus monitoring eye-gaze can be valuable to design intervention strategies. However, presently available VRbased systems are designed to chain learning via aspects of one's performance only permitting limited degree of individualization. Given the spectrum nature of autism, high degree of individualization is critical. Thus with the promise of VR-based social interaction and the usefulness of monitoring eye-gaze in real-time, a novel VR-based Gaze-sensitive system is developed in this work. The uniqueness of the developed system lies in its intelligent adaptive capability thereby offering a high degree of individualization. The developed system was tested through a small usability study with three adolescents with ASD. The results indicate the potential of such humancomputer system to promote improved social task performance along with socially-appropriate mechanisms during VR-based social conversation tasks. system to promote improved social task performance along with socially-appropriate mechanisms during VR-based social conversation tasks.",2019,https://scholar.google.com.br/,no
1127,An association study of sequence variants in the forkhead box P2 (FOXP2) gene and adulthood attention-deficit/hyperactivity disorder in two European samples,"Objectives: Attention-deficit/hyperactivity disorder (ADHD) is a common psychiatric disorder manifesting as symptoms of inattention, hyperactivity, and/or impulsivity. Learning disabilities co-occur with ADHD in 20-30% of cases and this high co-occurrence raises the possibility of a common etiological background. Forkhead box P2 (FOXP2) encodes a transcription factor involved in speech and language impairment and in the control of the corticobasal ganglia circuits known to be relevant in ADHD, suggesting a possible role of FOXP2 in ADHD. Our aim was to carry out an association study between FOXP2 and adulthood ADHD. Methods: We carried out a case-control association study in 643 adult ADHD patients and 619 controls from Germany and in 361 adult ADHD patients and 442 controls from Spain with 12 tagging single nucleotide polymorphisms covering the FOXP2 gene. Results: The single-marker and multiple-marker analyses showed an association between FOXP2 and combined ADHD in the German cohort [rs12533005: P=0.0033, odds ratio=1.30 (1.09-1.56), rs12533005/rs1229761: P=4.1e-04, odds ratio=1.38 (1.15-1.66)]. These positive results, however, were not confirmed in the Spanish sample. Conclusion: Although these preliminary findings provide a tentative evidence for the contribution of FOXP2 to ADHD and suggest common genetic factors for this psychiatric disorder and learning disabilities, they should be interpreted with caution. Further studies in larger samples are needed to clarify the role of this transcription factor in ADHD. © 2012 Wolters Kluwer Health | Lippincott Williams & Wilkins.",2019,https://scholar.google.com.br/,no
1128,Teaching Board Games to Two Children with an Autism Spectrum Disorder,"Children with an autism spectrum disorder (ASD) often have reduced play skills, interfering with their ability to interact with same-age peers. One way that children interact is to play structured games, thus, teaching children with ASD to play structured games may give them additional opportunities to interact with peers. The purpose of this study was to teach 2 children diagnosed with ASD 3 different age-appropriate structured board and card games. The teaching procedure was implemented in a group instructional format and participants' behavior was measured in naturalistic probes implemented with the researcher. Utilizing a multiple probe design across behaviors and replicated across participants, results indicated that both participants were able to learn all three games during these naturalistic probes. Furthermore, participants were able to generalize game play to a second teacher in less structured generalization probes. © 2012 Springer Science+Business Media, LLC.",2019,https://scholar.google.com.br/,no
1129,Using an iPad-based video modelling package to teach numeracy skills to a child with an autism spectrum disorder,"Purpose: To evaluate the effectiveness of a video modelling package to teach a 5 year-old boy diagnosed with an autism spectrum disorder (ASD) basic numeracy skills. The treatment package consisted of iPad-based video modelling, gradual fading of video prompts, reinforcement, in vivo prompting and forward chaining. Methods: A single subject multiple baseline across numerals design with generalization and maintenance observational measures. Results: Clear gains were evident in the participant's ability to identify and write the Arabic numerals 17 and comprehend the quantity each numeral represents in association with the lagged intervention. Generalization and maintenance data demonstrated the robustness of the treatment effects. Conclusions: IPad-based video modelling, when used in a package, can be an effective technique for teaching numeracy skills to children with an ASD. Systematic replication of this study with different participants is warranted. © 2012 Informa UK Ltd All rights reserved: reproduction in whole or part not permitted.",2019,https://scholar.google.com.br/,no
1130,Prevalence and correlates of screen-based media use among youths with autism spectrum disorders,"Anecdotal reports indicate that individuals with autism spectrum disorders (ASD) are often preoccupied with television, computers, and video games (screen-based media). However, few studies have examined this issue. The current study examined screen-based media use among a large, nationally representative sample of youths participating in the National Longitudinal Transition Study - 2 (NLTS2). The majority of youths with ASD (64.2%) spent most of their free time using non-social media (television, video games), while only 13.2% spent time on social media (email, internet chatting). Compared with other disability groups (speech/language impairments, learning disabilities, intellectual disabilities), rates of non-social media use were higher among the ASD group, and rates of social media use were lower. Demographic and symptom-specific correlates were also examined. © Springer Science+Business Media, LLC 2011.",2019,https://scholar.google.com.br/,no
1131,Strengths and difficulties in children with cochlear implants - Comparing self-reports with reports from parents and teachers,"Objective: The aim was to explore and compare how children with cochlear implants, their parents, and their teachers perceive the children's mental health in terms of emotional and behavioral strengths and difficulties. Methods: The self-report, parents', and teachers' versions of the Strengths and Difficulties Questionnaire (SDQ) were used to assess the mental health of 22 children with cochlear implants. The children's assessments were then compared to the parents' and 17 teachers' assessments. The data were analyzed using the SPSS software package. Results: Total difficulties (. p=.000), emotional symptoms (. p=.000), and conduct problems (. p=.007) were greater according to the children than according to parents and teachers. Younger children (9 years, n=. 12) reported more emotional symptoms than older children (12 and 15 years, n=. 10). Almost a quarter of the children rated themselves in a way indicating mental ill-health. Parents and teachers each indicated mental ill-health for one child. Conclusions: Children with cochlear implants express greater concerns about their mental health than their parents and teachers do. This is important knowledge for adults in families, schools, and health care in order to support these children and offer treatment when needed. © 2012 Elsevier Ireland Ltd.",2019,https://scholar.google.com.br/,no
1132,A serious game for android devices to help educate individuals with autism on basic first aid,"Within the group of individuals with autism, we can find a certain number of people who interact well with mobile devices and other types of technology. To improve their knowledge on first aid, the main aim was to create an application composed of a set of Serious Games oriented towards first aid education: i.e. how to handle specific situations, basic knowledge about healthcare or medical specialties... all employing the use of current technologies such as Smartphones or Tablets, specifically running the Android operating system. Not only technological results have been investigated, but also feedback was taken from opinions and experiences by both users and specialists taking part in the practical validation and testing of the application. © 2012 Springer-Verlag.",2019,https://scholar.google.com.br/,no
1133,Social 'wanting' dysfunction in autism: Neurobiological underpinnings and treatment implications,"Most behavioral training regimens in autism spectrum disorders (ASD) rely on reward-based reinforcement strategies. Although proven to significantly increase both cognitive and social outcomes and successfully reduce aberrant behaviors, this approach fails to benefit a substantial number of affected individuals. Given the enormous amount of clinical and financial resources devoted to behavioral interventions, there is a surprisingly large gap in our knowledge of the basic reward mechanisms of learning in ASD. Understanding the mechanisms for reward responsiveness and reinforcement-based learning is urgently needed to better inform modifications that might improve current treatments. The fundamental goal of this review is to present a fine-grained literature analysis of reward function in ASD with reference to a validated neurobiological model of reward: the 'wanting'/'liking' framework. Despite some inconsistencies within the available literature, the evaluation across three converging sets of neurobiological data (neuroimaging, electrophysiological recordings, and neurochemical measures) reveals good evidence for disrupted reward-seeking tendencies in ASD, particularly in social contexts. This is most likely caused by dysfunction of the dopaminergic-oxytocinergic 'wanting' circuitry, including the ventral striatum, amygdala, and ventromedial prefrontal cortex. Such a conclusion is consistent with predictions derived from diagnostic criteria concerning the core social phenotype of ASD, which emphasize difficulties with spontaneous self-initiated seeking of social encounters (that is, social motivation). Existing studies suggest that social 'wanting' tendencies vary considerably between individuals with ASD, and that the degree of social motivation is both malleable and predictive of intervention response. Although the topic of reward responsiveness in ASD is very new, with much research still needed, the current data clearly point towards problems with incentive-based motivation and learning, with clear and important implications for treatment. Given the reliance of behavioral interventions on reinforcement-based learning principles, we believe that a systematic focus on the integrity of the reward system in ASD promises to yield many important clues, both to the underlying mechanisms causing ASD and to enhancing the efficacy of existing and new interventions. © 2012 Kohls et al.",2019,https://scholar.google.com.br/,no
1134,Preserved reward outcome processing in ASD as revealed by event-related potentials,"Background Problems with reward system function have been posited as a primary difficulty in autism spectrum disorders. The current study examined an electrophysiological marker of feedback monitoring, the feedback-related negativity (FRN), during a monetary reward task. The study advanced prior understanding by focusing exclusively on a developmental sample, applying rigorous diagnostic characterization and introducing an experimental paradigm providing more subtly different feedback valence (reward versus non-reward instead of reward versus loss). Methods Twenty-six children with autism spectrum disorder and 28 typically developing peers matched on age and full-scale IQ played a guessing game resulting in monetary gain (""win"") or neutral outcome (""draw""). ERP components marking early visual processing (N1, P2) and feedback appraisal (FRN) were contrasted between groups in each condition, and their relationship to behavioral measures of social function and dysfunction, social anxiety, and autism symptomatology were explored. Results FRN was observed on draw trials relative to win trials. Consistent with prior research, children with ASD exhibited a FRN to suboptimal outcomes that was comparable to typical peers. ERP parameters were unrelated to behavioral measures. Conclusions Results of the current study indicate typical patterns of feedback monitoring in the context of monetary reward in ASD. The study extends prior findings of normative feedback monitoring to a sample composed exclusively of children and demonstrates that, as in typical development, individuals with autism exhibit a FRN to suboptimal outcomes, irrespective of neutral or negative valence. Results do not support a pervasive problem with reward system function in ASD, instead suggesting any dysfunction lies in more specific domains, such as social perception, or in response to particular feedback-monitoring contexts, such as selfevaluation of one's errors. © 2012 McPartland et al.",2019,https://scholar.google.com.br/,no
1135,Production and perception rules underlying visual patterns: Effects of symmetry and hierarchy,"Formal language theory has been extended to two-dimensional patterns, but little is known about two-dimensional pattern perception. We first examined spontaneous two-dimensional visual pattern production by humans, gathered using a novel touch screen approach. Both spontaneous creative production and subsequent aesthetic ratings show that humans prefer ordered, symmetrical patterns over random patterns.We then further explored pattern-parsing abilities in different human groups, and compared them with pigeons. We generated visual plane patterns based on rules varying in complexity. All human groups tested, including children and individuals diagnosed with autism spectrum disorder (ASD), were able to detect violations of all production rules tested. Our ASD participants detected pattern violations with the same speed and accuracy as matched controls. Children's ability to detect violations of a relatively complex rotational rule correlated with age, whereas their ability to detect violations of a simple translational rule did not. By contrast, even with extensive training, pigeons were unable to detect orientation-based structural violations, suggesting that, unlike humans, they did not learn the underlying structural rules. Visual two-dimensional patterns offer a promising new formally-grounded way to investigate pattern production and perception in general, widely applicable across species and age groups. © 2012 The Royal Society.",2019,https://scholar.google.com.br/,no
1136,Understanding interpersonal function in psychiatric illness through multiplayer economic games,"Interpersonal factors play significant roles in the onset, maintenance, and remission of psychiatric conditions. In the current major diagnostic classification systems for psychiatric disorders, some conditions are defined by the presence of impairments in social interaction or maintaining interpersonal relationships, these include autism, social phobia, and the personality disorders. Other psychopathologies confer significant difficulties in the social domain, including major depression, posttraumatic stress disorder, and psychotic disorders. Still other mental health conditions, including substance abuse and eating disorders, seem to be exacerbated or triggered in part by the influence of social peers. For each of these and other psychiatric conditions, the extent and quality of social support is a strong determinant of outcome such that high social support predicts symptom improvement and remission. Despite the central role of interpersonal factors in psychiatric illness, the neurobiology of social impairments remains largely unexplored, in part due to difficulties eliciting and quantifying interpersonal processes in a parametric manner. Recent advances in functional neuroimaging, combined with multiplayer exchange games drawn from behavioral economics, and computational/quantitative approaches more generally, provide a fitting paradigm within which to study interpersonal function and dysfunction in psychiatric conditions. In this review, we outline the importance of interpersonal factors in psychiatric illness and discuss ways in which neuroeconomics provides a tractable framework within which to examine the neurobiology of social dysfunction. © 2012 Society of Biological Psychiatry.",2019,https://scholar.google.com.br/,no
1137,"Substance abuse disorders in the parents of ADHD children, and parents of normal children","The objective of the study was to compare the attention-deficit/ hyperactivity, and substance abuse disorders background in the parents of children with attention-deficit/ hyperactivity disorder (ADHD), and the parents of normal children. The available sampling method was used to choose 400 parents of children (200 parents of children with ADHD and 200 parents of normal children), the ages of children were 6-18 years old. The data were collected through the Schedule for Affective Disorders and Schizophrenia (SADS) for parents and the Kiddy Schedule for Affective Disorders and Schizophrenia for School-Age Children-Present and Lifetime version (K-SADS-PL), Connors Adult ADHD Rating Scale (CAARS) and the Wender Utah Rating Scale (WURS) for adult ADHD. The results were analyzed by using SPSS-17 software, based on two-variable Chi-Square and t-tests.and P value in all disorders were equals to P<0.05. The results indicated that substance abuse in parents of children with ADHD is 21% more prevalent, and parents of children with ADHD compared to parents of normal children have 2% ADHD, 9% attention deficit disorder, and 1% hyperactivity disorder more in their background. Therefore, we conclude that there exists a significant difference between the above mentioned disorders in the parents of children with ADHD, and parents of normal children. The high prevalence rate of disorders and background of ADHD in families of individuals with ADHD shows the probability of effect of inheritance in the disorder. Also, it shows that parents of children with ADHD have more substance abuse and history of ADHD in their background. © 2012 Tehran University of Medical Sciences. All rights reserved.",2019,https://scholar.google.com.br/,no
1138,Epidemiologic feature of attention deficit and hyperactivity disorder (ADHD) in elementary school children,"Attention Deficit Hyperactivity Disorder (ADHD) is a prevalent psychiatric disorders starting from childhood that has afflicted 3-5% of school children. ADHD has destructive effects on people's social, educational, personality, and behaviuoral relationships in childhood and adulthood. This cross-sectional school based study included all the students studying in grades one to five at elementary schools in Khorramabad (N=945), Iran. Eight girls and 8 boys schools were selected using a cluster, multi-stage sampling method. The Child Symptom Inventories-4 (CSI4) standardised questionnaire was used to collect the data. The questionnaires were completed by teachers and parents in separate meetings. The cases that showed ADHD underwent clinical examinations by psychiatrists. The results were analysed via descriptive statistics and X 2 tests using the SPSS software. Out of 945 children, 50.7% and 49.3% were girls and boys respectively. Among the people studied, 3.17% suffered from ADHD including 40% from attention deficit, 33.3% from hyperactivity, and 26.6% from the combined type. ADHD was more prevalent in boys than in girls (4.9% vs. 1.5%). There was a significant relationship between children's gender and ADHD (p&lt,0.005). The students in grade 5 showed the lowest, and those in grades 2 and 3 showed the highest ADHD rates. However, no significant relationships were found between parents' age, educational level, occupation, income, grade, and psychiatric problems in family. Identifying behavioral disorders including ADHD in school children and adolescents, due to their high prevalence, seems to be necessary. Therefore, this study was conducted to investigate ADHD prevalence in elementary school students of Khorramabad.",2019,https://scholar.google.com.br/,no
1139,Handwriting performance and underlying factors in children with Attention Deficit Hyperactivity Disorder,"Preliminary evidence suggests that handwriting difficulties are common to children with Attention Deficit Hyperactivity Disorder (ADHD). However, the nature of the task-specific impairments is needed to be clarified. The aim of this study was to describe handwriting capacity in ADHD children without DCD and identify underlying factors of performance by use of outcome-oriented assessments and a digitizing tablet. Twenty-one children with ADHD (8.59. ±. 1.25 years) and 21 match controls (8.5. ±. 1.08 years) were recruited. Children with ADHD scored lower than controls on Tseng Handwriting Problem Checklist and writing composite of Basic Reading and Writing Test, indicating the ADHD group wrote less legibly. The ADHD group spent more on-paper time to copy 50 Chinese characters and exhibited more writing time during the writing process. The ADHD group scored significantly lower on tasks demanding upper limb and eye-hand coordination and visual-motor integration compared with controls. Furthermore, motor skill and visual-motor integration were positively correlated with the legibility. Motor skill was negatively correlated with writing time, in-air time, and in-air trajectory. © 2012 Elsevier Ltd.",2019,https://scholar.google.com.br/,no
1140,Behavioural treatment increases activity in the cognitive neuronal networks in children with attention deficit/hyperactivity disorder,"Response cost and token approach (RCT) within the scope of a summer camp training is an effective treatment program for attention deficit hyperactivity disorder (ADHD). It is likely that intensive RCT training influences networks responsible for ADHD symptoms. Functional magnetic resonance imaging (fMRI) was carried out in 12 children with ADHD before and after the RCT program and in 12 healthy control children twice. For fMRI, a Go/No-go paradigm was used to investigate the influence of RCT training on attention and impulsivity. The No-go condition revealed only weak activation in the dorsal part of the anterior cingulate cortex (ACC), parietal and dorsolateral prefrontal cortex (DLPFC) before the training in children with ADHD compared to healthy children. However, this activation in these brain regions was significantly more pronounced after the training. This increase in hemodynamic response cannot be attributed merely to repetition of the measurement since the effect was not observed in healthy children. The increase in hemodynamic response in the ACC and right DLPFC was significantly associated with a reduction in response time variability and clinical symptoms in ADHD patients. After the RCT training, the children with ADHD demonstrated more pronounced activation of cortical structures which are typically related to response monitoring and self-control. It seems likely that children with ADHD learned more cognitive control in a continuous performance task as was revealed by both neuropsychological outcome and fMRI. © Springer Science+Business Media, LLC 2012.",2019,https://scholar.google.com.br/,no
1141,Teaching picture naming to two adolescents with autism spectrum disorders using systematic instruction and speech-generating devices,"We evaluated an intervention aimed at teaching two adolescents with autism spectrum disorders (ASDs) to name pictures using speech-generating devices (SGDs). The effects of intervention were evaluated in two studies using multiple-probe across participants designs. Intervention - consisting of time delay, least-to-most prompting, and differential reinforcement - was implemented to teach the participants to select icons from the SGD that corresponded to images they were shown and asked to name. Intervention was associated with an increase in correct picture naming for both students. Students learned to name 12 pictures in response to both open-ended (What do you see?) and closed-ended (What is this?) questions in Study 1 and learned to name another set of 18 pictures in Study 2. These results suggest that use of systematic instructional procedures and SGD technology may enable students with limited speech to participate in, and benefit from, this common educational activity. © 2012 Elsevier Ltd. All rights reserved.",2019,https://scholar.google.com.br/,no
1142,"Pharmacophore modeling, virtual screening and docking studies to identify novel HNMT inhibitors","Histamine N-methyltransferase (HNMT) is the key enzyme responsible for inactivating histamine in bronchus, kidney, and the central nervous system of mammals. The inhibition of HNMT has therapeutically potential roles in neurodegenerative disease, memory and learning deficits and attention-deficit hyperactivity disorder. For better understanding the essential chemical features for HNMT inhibition and identifying novel inhibitors, a three-dimensional (3D) chemical-feature-based QSAR pharmacophore model for HNMT inhibitors was first time developed using Discovery Studio 2.5. The best model (Hypo1), which has the highest correlation coefficient (0.96), the highest cost difference (74.51) and the lowest RMS (0.73. Å), consists two hydrophobic, one hydrophobic aromatic, one hydrogen bond acceptor and one hydrogen bond acceptor lipid. The reliability of Hypo1 was further validated using external test set, cost analysis, Fischer's randomization method and decoy data set. The validated Hypo1 was then used as a 3D search query for virtual screening to retrieve potential inhibitors from NCI database. Subsequently, the hit compounds were subjected to molecular docking studies with the crystal structure of HNMT. Finally, 10 hits were suggested as potential leads, which exhibited good estimated activities, favorable binding interactions, and high consensus scores. The obtained novel chemotype from this study may facilitate to discover a new scaffold for developing novel HNMT inhibitors. © 2012 Taiwan Institute of Chemical Engineers.",2019,https://scholar.google.com.br/,no
1143,"Contentment in ""songs of the gorilla nation: My journey through autism"": A humanbecoming hermeneutic study","This article is an example of the use of narrative in the form of a memoir to explore the humanly lived experience of contentment. The humanbecoming school of thought provided a philosophical foundation and theoretical framework for this hermeneutic interpretation of Dawn Prince-Hughes' published memoir, ""Songs of the Gorilla Nation: My Journey through Autism."" The findings-contentment is enduring serenity unfolding with inspiring unburdening as cherished convictions arise amid disharmony answer the research question: what is contentment as humanly lived? This study enhances knowledge about contentment as quality of life. © 2012 Wolters Kluwer Health | Lippincott Williams & Wilkins.",2019,https://scholar.google.com.br/,no
1144,Enhancing the application and evaluation of a discrete trial intervention package for eliciting first words in preverbal preschoolers with ASD,"This study evaluates the effectiveness of an intervention package including a discrete trial program (Rapid Motor Imitation Antecedent Training (Tsiouri and Greer, J Behav Educat 12:185-206, 2003) combined with parent education for eliciting first words in children with ASD who had little or no spoken language. Evaluation of the approach includes specific intervention targets and functional spoken language outcomes (Tager-Flusberg et al., J Speech Lang Hear Res 52:643-652, 2009). Results suggest that RMIA, with parent training, catalyzes development of verbal imitation and production for some children. Three of five participants acquired word production within the DTT framework and achieved milestones of early functional spoken language use (Tager-Flusberg et al., J Speech Lang Hear Res 52:643-652, 2009). The implications of these findings for understanding the role of discrete trial approaches to language intervention are discussed. © Springer Science+Business Media LLC 2011.",2019,https://scholar.google.com.br/,no
1145,Acquisition of social abilities through musical tangible user interface: Children with autism spectrum condition and the reactable,"This study assesses the potential of the Reactable, a musical tangible user interface, to help in the acquisition of social interaction abilities in children with Autistic Spectrum Condition (ASC). With this purpose, nine children with ASC participated in the research, the sample being its own control group, and a simple subject design was developed. The type of design was ABA (Basic Withdrawal). In addition to the statistical analysis, this study used qualitative methodological tools for analysis of outlier subjects and detection of atypical behavior for future research. The results show an increase in social interaction during the sessions, even for the non-verbal subjects. © 2012 ACM.",2019,https://scholar.google.com.br/,no
1146,Towards an ITS for improving social problem solving skills of ADHD children,"The major problem of ADHD (Attention Deficit Hyperactivity Disorder) is the lack of social skill and personal relationships, which leads to peer rejection and society isolation. As the result, they often develop depression and other mental disorders. Effective educational software for ADHD children is of great societal importance as evidenced by the high proportion of this disability in the population (8% to 10% [5]). The main aim of this research is to develop an ITS for ADHD children to teach them social problem-solving skills. The proposed system will enable children to solve everyday problems, which leads to a better life in which there is no peer rejection as well as a strong foundation for their adulthood. © 2012 Springer-Verlag.",2019,https://scholar.google.com.br/,no
1147,Design and implementation of blocks-based educational courseware for children with learning disabilities,"Customized education is now being seriously considered for children with learning disability such as autism who have serious impairments with social, emotional and communication skills. One of the approaches for providing this type of education is by using highly personalized educational courseware. The aim of this study is to describe the design and implementation of blocks for developing educational courseware for autistic children with learning disability. The availability of these blocks enables end-users (such as parents or teachers) to build personalized educational courseware within the block-based software development environment. The process of designing and implementing programming blocks involves four main activities: blocks identification process, blocks design, blocks implementation and evaluation. In order to prepare the autistic child to learn to read, four blocks that are required in the pre-reading stage: apart from these three blocks, there are three types of blocks that need to be provided so that application programs can be properly developed. The suitability of the blocks have been shown by using simple case studies. © Medwell Journals, 2012.",2019,https://scholar.google.com.br/,no
1148,Applying technology to visually support language and communication in individuals with autism spectrum disorders,"The burgeoning role of technology in society has provided opportunities for the development of new means of communication for individuals with Autism Spectrum Disorders (ASD). This paper offers an organizational framework for describing traditional and emerging augmentative and alternative communication (AAC) technology, and highlights how tools within this framework can support a visual approach to everyday communication and improve language instruction. The growing adoption of handheld media devices along with applications acquired via a consumer-oriented delivery model suggests a potential paradigm shift in AAC for people with ASD. © Springer Science+Business Media, LLC 2011.",2019,https://scholar.google.com.br/,yes
1149,Parenting behavior and conduct problems in children with and without attention-deficit/hyperactivity disorder (ADHD): Moderation by callous-unemotional traits,"There is evidence that negative parenting positively predicts oppositional defiant disorder (ODD) and conduct disorder (CD) and that children's callous-unemotional (CU) traits may moderate this association. However, it is largely unknown if CU traits show similar interactive effects with positive parenting for ODD/CD. 208 ethnically diverse (56% Caucasian) 6-9 year-old children with and without attention-deficit/hyperactivity disorder (ADHD) were ascertained using multiple methods and informants for ODD, CD, and CU traits. CU traits, corporal punishment, positive parenting, and each of their interactions with CU traits were unrelated to parent- and teacher-rated ODD. Corporal punishment and CU traits were similarly unrelated to parent- and teacher-rated CD. However, positive parenting inversely predicted parent-reported CD symptoms and it was significantly moderated by CU traits. Positive parenting was negatively associated with CD at low to moderate levels of CU traits, but it was unrelated to CD at high levels of CU traits. Children with elevated levels of CU traits exhibited significantly higher levels of CD symptoms that were largely independent of positive parenting behavior. We discuss these findings within a developmental psychopathology framework to provide further perspectives on reciprocal influences between parenting behavior and CU traits in the development of ODD and CD. © Springer Science+Business Media, LLC 2011.",2019,https://scholar.google.com.br/,no
1150,Signing recognition and Cloud bring advances for inclusion,"Purpose: The paper's aim is to focus on: two projects that investigated innovative assistive technology solutions for people who sign (uKinect) and people with print impairments (MyDocStore), and a second phase that aims to create working prototypes for commercialisation. Design/methodology/approach: The approach was, in part, determined by the funding stages. In proof of concept phase, the organisations explored possibilities, identified barriers and, through user testing and feedback, refined processes. Trials are set to continue in Phase 2, when both projects will extend and improve functionality. uKinect applies gesture recognition and Microsoft's Kinect to the communication needs of Makaton sign language users. MyDocStore uses Cloud, desktop and mobile-based file management to facilitate transfer of text files, converted into the user's preferred format, between devices. Both employ user-centred development. Findings: uKinect helped signing learners to improve the clarity of their signing, while its linking of signing with computer games encouraged non-signing students to decide to learn. MyDocStore demonstrated the possibility of automatic conversions and identified the benefits of such a system. Practical implications: uKinect will accommodate varying levels of signing ability. MyDocStore will enable educational establishments to provide a variety of alternative formats simultaneously. Social implications: uKinect aims to aid the transition into independent living and employment for Makaton users with learning difficulties and autism. MyDocStore's emphasis on mobile technology, automated conversions and multi-platforms will make print-impaired learners more independent and productive. Originality/value: The paper shows that both systems use easily available, existing technology to provide accessible solutions for the target communities. © Emerald Group Publishing Limited.",2019,https://scholar.google.com.br/,no
1151,An autoethnographic approach to understanding Asperger's syndrome: A personal exploration of self-identity through reflexive narratives,"This article makes use of autoethnography in which I, as researcher, explore my own awareness of Asperger's syndrome and how this, in turn, has helped me deal with many day to day situations I have encountered. The work illustrates how actively engaging with one's own life story narratives can help the Asperger's learner come to terms with his or her Asperger's self. The work makes use of symbolic interactionism to construct an outward image of the self and then use this projection to play out and engage with the social situations one encounters. The article begins with a brief biographic picture of stages of my school and college journey. This places the work in context. It then discusses the autoethnography approach I use to examine aspects of myself, and how symbolic interactionism provides a framework with which to explore social action in the learning context. Examples from personal journals are used to illustrate aspects of my quest to understand the nature and essence of my Asperger's self. © 2012 Blackwell Publishing Ltd.",2019,https://scholar.google.com.br/,no
1152,Autism and pediatric practice: Toward a medical home,"The pediatrician sees a child for 11 well child visits by their third birthday. The provision of continuous primary care supports development of trust with parents, provides opportunity for screening and surveillance of autism spectrum disorders (ASD), allows monitoring the progress of children requiring therapy, and a framework to support and educate families. Families of children with ASD are less likely to report that they receive care in a Medical Home, a practice providing coordinated, accessible, continuous, culturally competent care. They report less access to specialty and family focused care compared to other children with special health care needs. It is a major challenge to identify and effect the solutions necessary to bring Medical Home care to all children with ASD. © Springer Science+Business Media, LLC 2012.",2019,https://scholar.google.com.br/,no
1153,A Global Public Health Strategy for Autism Spectrum Disorders,"In recent years, there has been increasing awareness about autism spectrum disorders (ASD) around the world, including in low and middle income countries. Unlike countries in Western Europe and North America where infrastructure and capacity are available to help meet some of the needs of individuals with ASD, little expertise or capacity exists in most of the developing world. In 2008 Autism Speaks launched the Global Autism Public Health (GAPH) Initiative to facilitate the development of systematic and sustainable solutions for enhancing global autism awareness, research, training and service delivery. In the last 3 years Autism Speaks has established collaboration with stakeholders from over 20 countries who are working alongside dedicated local and international stakeholders to effect change. In this article, the GAPH framework is described, along with a few brief case examples that illustrate how the framework for implementation of the model can occur. GAPH is still in its infancy but has the potential to have significant impact through inclusive collaboration with local and international stakeholders to develop effective and sustainable public health solutions for disseminating best practices and delivering tangible benefits to individuals with ASD and their families. © 2012 International Society for Autism Research, Wiley Periodicals, Inc.",2019,https://scholar.google.com.br/,no
1154,Video Self-Prompting and Mobile Technology to Increase Daily Living and Vocational Independence for Students with Autism Spectrum Disorders,"Three male high school students with autism spectrum disorders participated in this study. Vocational and daily living skills were taught using video prompting via an iPhone. Specifically, using a washing machine, making noodles, and using a copy machine were taught. A multiple probe design across behaviors replicated across participants was used to evaluate the effectiveness of the intervention. Results indicate that the three participants increased performance across all behaviors by increasing the percent of steps performed independently. This study introduces a novel approach to using instructional video, in that two of the three students were able to learn how to self-prompt with the iPhone and ultimately teach themselves the target skills. Maintenance probes were also conducted and the iPhone had to be returned to all three participants for two out of three behaviors for a return to criterion levels. In addition to study limitations, implications for practice for video self-prompting are discussed. © 2012 Springer Science+Business Media, LLC.",2019,https://scholar.google.com.br/,no
1155,The application of persuasive technology to educational settings,"Persuasive technology is a sub-discipline of Human-Computer Interaction that has emerged within the last 10 years, and which has generated increasing interest in the application of persuasion to systems design. Most applications have to date been developed in commercial contexts, as well in the domain of health promotion. We present a mainly theoretical consideration of how persuasive technology could be used in educational contexts, particularly in school settings. We consider how persuasive technology design may need to be modified to meet the needs of complex educational settings. We propose four design principles for the use of persuasive technology in instructional design, including credibility and Kairos. We derive these from theoretical considerations, as well as from our experience with the HANDS project, which has developed a mobile persuasive application for positive behaviour change in young people with Autistic Spectrum Disorders. We conclude that persuasive technology has the potential to be used effectively to bring about positive behavior and attitude change in school settings. © 2012 Association for Educational Communications and Technology.",2019,https://scholar.google.com.br/,yes
1156,When the powerfulness isnt so helpful: Callum's relationship with autism,"Diagnoses of autism continue to be a focus of educational psychologists' work. Discourses surrounding autism can, unfortunately, present limited views and ways of working with these young people when individual assessment and reliance on checklists is organised so deviance from 'normality' can be identified. This often impacts on the complexities of disclosure for the young people themselves and the relationships they have with the professionals that should support them. There is a wealth of autobiographical accounts from individuals who have been given a diagnosis of autism. A narrative approach, which views young people as the experts on their lives and the collaborators in our future understanding of their relationship with problems, is one way of privileging 'insiderknowledges' and guiding professionals towards constructing a different understanding of autism. This paper documents a piece of educational psychology casework that explores one young person's relationship with autism from a social constructionist perspective. The paper considers the implications of viewing such 'problems' within a structuralist versus post-structuralist framework. In challenging global truths and the 'medical model' of autism, it provides an example of how a young person's preferred identity can be constructed through a narrative framework. The paper concludes by considering alternative ways for professionals to practice in which there is a move away from limitations and impairments towards reconstructing views about problems and understanding individual experience.",2019,https://scholar.google.com.br/,no
1157,"Adaptations to the coping power program's structure, delivery settings, and clinician training","This article describes the conceptual framework for the Coping Power program that has focused on proximal risk factors that can actively alter preadolescent children's aggressive behavior. The results of initial controlled efficacy trials are summarized. However, consistent with the theme of this special section, some clinicians and workshop participants have indicated barriers to the implementation of the Coping Power program in their service settings. In response to these types of concerns, three key areas of programmatic adaptation of the program that serve to address these concerns are then described in the article. First, existing and in-process studies of variations in how the program can be delivered are presented. Existing findings indicate how the child component fares when delivered by itself without the parent component, how simple monthly boosters affect intervention effects, and whether the program can be reduced by a third of its length and still be effective. Research planned or in progress on program variations examines whether group versus individual delivery of the program affects outcomes, whether the program can be adapted for early adolescents, whether the program can be delivered in an adaptive manner with the use of the Family Check Up, and whether a brief, efficient version of the program in conjunction with Internet programming can be developed and be effective. Second, the program has been and is being developed for use in different settings, other than the school-based delivery in the efficacy trials. Research has examined its use with aggressive deaf youth in a residential setting, with Oppositional Defiant Disorder and Conduct Disorder children in outpatient clinics, and in after-school programs. Third, the article reports how variations in training clinicians affect their ability to effectively use the program. © 2012 American Psychological Association.",2019,https://scholar.google.com.br/,no
1158,Taking back the brain: Could neurofeedback training be effective for relieving distressing auditory verbal hallucinations in patients with schizophrenia?,"Progress in identifying the neural correlates of auditory verbal hallucinations (AVHs) experienced by patients with schizophrenia has not fulfilled its promise to lead to new methods of treatments. Given the existence of a large number of such patients who have AVHs that are refractory to traditional treatments, there is the urgent need for the development of new effective interventions. This article proposes that the technique of neurofeedback may be an appropriate method to allow the translation of pure research findings from AVH-research into a clinical intervention. Neurofeedback is a method through which individuals can self-regulate their neural activity in specific neural regions/frequencies, following operant conditioning of their intentional manipulation of visually presented real-time feedback of their neural activity. Four empirically testable hypotheses are proposed as to how neurofeedback may be employed to therapeutic effect in patients with AVHs. © 2012 The Author.",2019,https://scholar.google.com.br/,no
1159,Treatment of maladaptive aggression in youth: CERT guidelines II. Treatments and ongoing management,"OBJECTIVE: To develop guidelines for management and treatment of maladaptive aggression in youth in the areas of psychosocial interventions, medication treatments, and side-effect management. METHODS: Evidence was assembled and evaluated in a multistep process, including systematic reviews of published literature, an expert survey of recommended practices, a consensus conference of researchers, policymakers, clinicians, and family advocates, and review by the steering committee of successive drafts of the recommendations. The Center for Education and Research on Mental Health Therapeutics Treatment of Maladaptive Aggression in Youth guidelines reflect a synthesis of the available evidence, based on this multistep process. RESULTS: This article describes the content, rationale, and evidence for 11 recommendations. Key treatment principles include considering psychosocial interventions, such as evidence-based parent and child skills training as the first line of treatment, targeting the underlying disorder first following evidence-based guidelines, considering individual psychosocial and medical factors, including cardiovascular risk in the selection of agents if medication treatment (ideally with the best evidence base) is initiated, avoiding the use of multiple psychotropic medications simultaneously, and careful monitoring of treatment response, by using structured rating scales, as well as close medical monitoring for side effects, including metabolic changes. CONCLUSIONS: Treatment of children with maladaptive aggression is a ""moving target"" requiring ongoing assimilation of new evidence as it emerges. Based on the existing evidence, the Treatment of Maladaptive Aggression in Youth guidelines provide a framework for management of maladaptive aggression in youth, appropriate for use by primary care clinicians and mental health providers. Copyright © 2012 by the American Academy of Pediatrics.",2019,https://scholar.google.com.br/,no
1160,MOSOCO: A mobile assistive tool to support children with autism practicing social skills in real-life situations,"MOSOCO is a mobile assistive application that uses augmented reality and the visual supports of a validated curriculum, the Social Compass, to help children with autism practice social skills in real-life situations. In this paper, we present the results of a seven-week deployment study of MOSOCO in a public school in Southern California with both students with autism and neurotypical students. The results of our study demonstrate that MOSOCO facilitates practicing and learning social skills, increases both quantity and quality of social interactions, reduces social and behavioral missteps, and enables the integration of children with autism in social groups of neurotypical children. The findings from this study reveal emergent practices of the uses of mobile assistive technologies in real-life situations. Copyright 2012 ACM.",2019,https://scholar.google.com.br/,no
1161,Developing IDEAS: Supporting children with Autism within a participatory design team,"IDEAS (Interface Design Experience for the Autistic Spectrum) is a method for involving children with Autism Spectrum Disorders (ASD) in the technology design process. This paper extends the IDEAS method to enable use with a design team, providing specific added support for communication and collaboration difficulties that may arise. A study to trial this extended method was conducted with two design teams, each involving three children with ASD, in a series of six, weekly design sessions focused on designing a math game. The findings from this study reveal that the children were able to successfully participate in the sessions and collaborate with other children. The findings also highlight the positive experience that involvement in such a process can offer this population. Copyright 2012 ACM.",2019,https://scholar.google.com.br/,yes
1162,Scenarios of robot-assisted play for children with cognitive and physical disabilities,"This article presents a novel set of ten play scenarios for robot-assisted play for children with special needs. This set of scenarios is one of the key outcomes of the IROMEC project that investigated how robotic toys can become social mediators, encouraging children with special needs to discover a range of play styles, from solitary to collaborative play (with peers, carers/teachers, parents etc.). The target user groups in the project were children with Mild Mental Retardation,1 children with Severe Motor Impairment and children with Autism. The play scenarios were developed against specific educational and therapeutic objectives that were discussed with panels of experts (teachers, therapists, parents) in various countries, during several user panel meetings for each of the above mentioned target user groups. These objectives were classified with reference to the ICF-CY, the International Classification of Functioning - version for Children and Youth. The article presents a detailed description of the play scenarios, each with its relevant educational and therapeutic objectives in five key developmental areas (i.e. sensory development, communication and interaction, cognitive development, motor development and social and emotional development). While the play scenarios described in this paper originally were developed for and tested with the above user groups and with the IROMEC robot, the play scenarios can potentially be applied to other user groups and to a wide range of other applications involving human-robot interaction using different robotic toys. © 2012 John Benjamins Publishing Company.",2019,https://scholar.google.com.br/,no
1163,Educational cognitive neuroscience: Designing autism-friendly methods to teach emotion recognition,"Children and adults with autism spectrum conditions (ASC) have difficulties with empathy, but have intact or even above average development of 'systemizing', that is, the drive to analyse or build a system. This chapter reviews the evidence for both the empathy deficits and the systemizing strengths, and present two examples of educational software designed to help people with ASC improve in empathy by playing to their strengths in systemizing. These are the Mind Reading and The Transporters DVDs, respectively. Treatment trials of both are summarized which confirm that even after relatively shortterm intervention with these programmes, improvements in empathy (specifically the cognitive element of emotion recognition) are seen. The chapter concludes that if interventions use the knowledge from cognitive neuroscience to design autism-friendly formats for teaching, then even complex aspects of social cognition can be improved. © Oxford University Press 2012. All rights reserved.",2019,https://scholar.google.com.br/,no
1164,ABCD SW: Autistic behavior & computer-based didactic software,"In this demo we show an open source software (SW) program designed to facilitate the execution of Applied Behavior Analysis (ABA) intervention with low-functioning autistic children. The SW is based on Augmentative and Alternative Communication (AAC) and Discrete Trial Training (DTT). The SW automatically records data extractable from the session (times, success/error, etc.), while the tutor inserts subjective data such as type and level of prompt provided to a child, along with comments. The SW adapts the trial to the child's abilities (receptive/verbal) to make it accessible (comprehensible and operable). To offer the child a simple and accessible interaction environment, the tutor and child user interfaces are kept separate and offered on mobile devices. Using a laptop, the tutor sets the exercise that appears on the child's tablet. Synchronization between devices offers the tutor a real-time summary of actions performed by child, freeing up his/her cognitive resources needed to memorize this information and possibly favoring the decision-making process for the ABA intervention. © 2012 Authors.",2019,https://scholar.google.com.br/,yes
1165,Association of comorbid anxiety with social functioning in school-age children with and without attention-deficit/hyperactivity disorder (ADHD),"Although attention-deficit/hyperactivity disorder (ADHD) is frequently comorbid with disruptive behavior disorders, less is known about ADHD and comorbid anxiety. To improve understanding about the association of anxiety and social functioning, we studied 223 6 to 9. year-old ethnically diverse boys and girls (. M=. 7.4. years) with and without ADHD. According to parents, children with ADHD and anxiety (. n=. 46) and ADHD only (. n=. 71) were consistently less socially competent than comparison children (i.e., no anxiety and ADHD: n=. 80) and children with anxiety only (. n=. 26), who did not differ from one another. A similar pattern emerged for teacher ratings where youth with ADHD only and ADHD with anxiety exhibited the most social problems, but they did not differ from each other. These data suggest that comorbid anxiety does not exacerbate social dysfunction among 6 to 9. year-old children with ADHD. We consider findings within a developmental psychopathology framework to further understand social development in children with ADHD and anxiety. © 2012.",2019,https://scholar.google.com.br/,no
1166,A situated game for autistic children learning activities of daily living,"Daily living skills are difficult for autistic children to learn because they have low motivation in learning new things. Some research has developed virtual environment to assist parents and teachers teaching autistic children daily living skills, educators still need to spend a lot of time in preparing personalized and more realistic tasks for children to practice. This research designs an activity generation mechanism by measuring activity's weight with fuzzy theory and rough sets help. Based on the activity generation mechanism and weight measurement, a Flash-based situated game is developed for providing autistic children personalized and non-repeated practices of activities of daily living. An evaluation plan of the pilot for verifying the effectiveness of the game and gathering the users' (include teachers, parents, and the autistic children) perceptions toward the game and the game-play is designed. © 2012 IEEE.",2019,https://scholar.google.com.br/,yes
1167,Factors associated with attention deficit/hyperactivity disorder among US children: Results from a national survey,"Background: The purpose of this study was to investigate the association between Attention Deficit/Hyperactivity Disorder (ADHD) and various factors using a representative sample of US children in a comprehensive manner. This includes variables that have not been previously studied such as watching TV/playing video games, computer usage, family member's smoking, and participation in sports.Methods: This was a cross-sectional study of 68,634 children, 5-17 years old, from the National Survey of Children's Health (NSCH, 2007-2008). We performed bivariate and multivariate logistic regression analyses with ADHD classification as the response variable and the following explanatory variables: sex, race, depression, anxiety, body mass index, healthcare coverage, family structure, socio-economic status, family members' smoking status, education, computer usage, watching television (TV)/playing video games, participation in sports, and participation in clubs/organizations.Results: Approximately 10% of the sample was classified as having ADHD. We found depression, anxiety, healthcare coverage, and male sex of child to have increased odds of being diagnosed with ADHD. One of the salient features of this study was observing a significant association between ADHD and variables such as TV usage, participation in sports, two-parent family structure, and family members' smoking status. Obesity was not found to be significantly associated with ADHD, contrary to some previous studies.Conclusions: The current study uncovered several factors associated with ADHD at the national level, including some that have not been studied earlier in such a setting. However, we caution that due to the cross-sectional and observational nature of the data, a cause and effect relationship between ADHD and the associated factors can not be deduced from this study. Future research on ADHD should take into consideration these factors, preferably through a longitudinal study design. © 2012 Lingineni et al., licensee BioMed Central Ltd.",2019,https://scholar.google.com.br/,no
1168,Development and validation of a liquid chromatography-tandem mass spectrometry assay for hair analysis of atomoxetine and its metabolites: Application in clinical practice,"Atomoxetine (ATX) is a potent inhibitor of the noradrenaline reuptake transporter approved since 2002 for the treatment of attention-deficit/hyperactivity disorder (ADHD) in children, adolescents, and adults as alternative treatment to methylphenidate. A procedure based on liquid chromatography-tandem mass spectrometry (LC-MS/MS) has been developed for the determination of ATX and its main metabolites (4-hydroxyatomoxetine - 4 hydroxyATX - and N-desmethylatomoxetine - des-methylATX) in hair of one treated child and five treated adolescents. Since hair samples can be easily collected without the need for specials skills and exposing a patient to discomfort, hair testing of ATX and eventually of its metabolites should be useful, especially in case of pediatric patients, to check compliance in a wider time-window. After addition of duloxetine as internal standard, hair samples were overnight digested with 2. ml 1. M NaOH at 45 °C. Then, analytes were extracted from alkaline solution with two different 2. ml aliquots of tert-butyl methyl ether. Chromatographic separation was achieved at ambient temperature using a reverse-phase column and a mobile phase of 40% of water-60% 5. mM ammonium acetate, 50. mM formic acid, 4. mM trifluoroacetic acid in acetonitrile-water (85:15, v/v). The mass spectrometer was operated in positive ion mode using multiple reaction monitoring. The method was linear over the concentration range 0.2-50. ng/mg hair for the all analytes under investigation, with an intra- and inter-assay imprecision and inaccuracy always less than 20% and an analytical recovery between 33.1% and 76.1%, depending on the considered analyte. Only ATX and 4-hydroxyATX were detected in hair samples with concentrations varying from 0.2 to 2.0. ng/mg hair and from 0.3 to 1.0. ng/mg, respectively. Notwithstanding the absence of any dose-hair concentration relationship, hair monitoring of ATX and concomitant medications commonly administrated in ADHD children and adolescents can be crucial in verifying long-term compliance to prescribed medication in individuals displaying a non negligible tendency to refuse drugs and to lie on the adherence to therapy as a specific symptom of the disease. © 2011 Elsevier Ireland Ltd.",2019,https://scholar.google.com.br/,no
1169,Providing augmented reality based education for students with attention deficit hyperactive disorder via cloud computing: Its advantages,"Providing education for students with attention deficit hyperactive disorder (ADHD) is a challenge. These students need a special approach compared to normal students. They are known to have limited attention span and easily distracted. One way information sharing where an instructor is the source of information is not suitable for them. A learning module that can simulate their interest and catch their attention is needed to ensure an effective learning session. Research shows that usage of augmented reality (AR) in education receives positive feedback from students and teachers. Students are excited on the interactive aspect of AR and the freedom for them to explore the subject of study within a safe environment. On the other hand positive responses are received from educators on the effectiveness of AR based module in supporting learning sessions. AR allows the virtual object and real world to coexist, allowing the object of study such as atomic structure to be brought to life, thus, breaking the boundary of space and time. This enhances the students understanding and memory. Cloud computing technology enables a location independent computing where the computing resources, software, and data are stored in the cloud. This provides more efficient information sharing among global internet users. Our project aims to provide AR based courseware for ADHD students so that a better education can be provided for them. We would also like to explore the possibility of providing this courseware via cloud computing, thus allowing it to be reach by wider target group and solving the issue of storage capacity. Hence this paper is looking into this issue. © 2012 GIRI.",2019,https://scholar.google.com.br/,no
1170,Abnormal intracellular accumulation and extracellular A? deposition in idiopathic and Dup15q11.2-q13 autism spectrum disorders,"Background: It has been shown that amyloid ß (A?), a product of proteolytic cleavage of the amyloid ? precursor protein (APP), accumulates in neuronal cytoplasm in non-affected individuals in a cell type-specific amount. Methodology/Principal Findings: In the present study, we found that the percentage of amyloid-positive neurons increases in subjects diagnosed with idiopathic autism and subjects diagnosed with duplication 15q11.2-q13 (dup15) and autism spectrum disorder (ASD). In spite of interindividual differences within each examined group, levels of intraneuronal A? load were significantly greater in the dup(15) autism group than in either the control or the idiopathic autism group in 11 of 12 examined regions (p&lt,0.0001 for all comparisons, Kruskall-Wallis test). In eight regions, intraneuronal A? load differed significantly between idiopathic autism and control groups (p&lt,0.0001). The intraneuronal A? was mainly N-terminally truncated. Increased intraneuronal accumulation of A?17-40/42 in children and adults suggests a life-long enhancement of APP processing with ?-secretase in autistic subjects. A? accumulation in neuronal endosomes, autophagic vacuoles, Lamp1-positive lysosomes and lipofuscin, as revealed by confocal microscopy, indicates that products of enhanced ?-secretase processing accumulate in organelles involved in proteolysis and storage of metabolic remnants. Diffuse plaques containing A?1-40/42 detected in three subjects with ASD, 39 to 52 years of age, suggest that there is an age-associated risk of alterations of APP processing with an intraneuronal accumulation of a short form of A? and an extracellular deposition of full-length A? in nonfibrillar plaques. Conclusions/Significance: The higher prevalence of excessive A? accumulation in neurons in individuals with early onset of intractable seizures, and with a high risk of sudden unexpected death in epilepsy in autistic subjects with dup(15) compared to subjects with idiopathic ASD, supports the concept of mechanistic and functional links between autism, epilepsy and alterations of APP processing leading to neuronal and astrocytic A? accumulation and diffuse plaque formation. © 2012 Wegiel et al.",2019,https://scholar.google.com.br/,no
1171,A Breakthrough for Josh: How Use of an iPad Facilitated Reading Improvement,"As part of a diagnosis and tutoring project in an elementary education reading course, a pre-service teacher was encouraged to use an iPad as the vehicle for intervention strategies with a fifth grade struggling reader with Attention Deficit Hyperactivity Disorder. The device not only helped the student focus attention, it facilitated his becoming much more metacognitive in his reading. Comparisons of pre- and post-assessments showed that the student had gained one year's growth in reading within a sixweeks time period. The student also gained in confidence and sense of being in control of his learning. While generalizations to other struggling readers with Attention Deficit Hyperactivity Disorder cannot be made, the success this student experienced suggests that the use of this device is worth serious consideration and research in similar contexts. © 2012 Springer Science+Business Media, LLC.",2019,https://scholar.google.com.br/,no
1172,Teaching oral skills to Spanish students of EFL affected by ADHD (attention-deficit hyperactivity disorder): Six case studies,"The Attention-Deficit Hyperactivity Disorder (hence ADHD2) is one of the commonest disorders among school children, affecting between 2 and 12 of every 100 students. Children affected by this disorder frequently display disruptive behaviors and may have slower cognitive processing speeds. If the disorder is not diagnosed in time, ADHD kids are at risk of falling behind their partners and this may result inschool failure. Given the fact that ADHD is often unabated due to lack of diagnosis, an early identification at school may be paramount in the life of students. This paper proposes a basic and easy neurolinguistic construct to help teachers to understand the disorder, together with an useful class game which may serve as a tool to identify ADHD kids in the English (or foreign) language class. Some case studies are described and remedial strategies are proposed too. © 2012 Nova Science Publishers, Inc. All rights reserved.",2019,https://scholar.google.com.br/,no
1173,Behavior Breakthroughs™: Future Teachers Reflect on a Focused Game Designed to Teach ABA Techniques,"This article examines the use of a focused educational game. The game, Behavior Breakthroughs™, was created to teach people that work with children with autism, appropriate behavior management techniques. A group of undergraduate, teacher education students played the game and provided feedback on their experiences. © 2012 Springer Science+Business Media, LLC.",2019,https://scholar.google.com.br/,no
1174,Child Sex Moderates the Association between Negative Parenting and Childhood Conduct Problems,"Although multiple dimensions of negative parenting behavior are associated with childhood conduct problems (CP), there is relatively little research on whether the association is equally robust in boys and girls. To improve the specificity of current models of negative parenting and offspring CP, we explored the potential moderating role of child sex in a sample of 179 5- to 10-year-old ethnically diverse boys and girls with and without attention-deficit/hyperactivity disorder (ADHD) who were assessed using multiple methods (i.e., rating scales, semistructured interviews) and informants (i.e., parents, teachers). Controlling for children's age, race-ethnicity, and ADHD diagnostic status (i.e., ADHD vs. non-ADHD), inconsistent discipline was positively associated with offspring aggression and rule-breaking behavior, whereas harsh punishment was positively associated with aggression, rule-breaking behavior, and oppositional defiant disorder symptoms. Furthermore, child sex significantly moderated the association of inconsistent discipline and aggression and rule-breaking behavior, such that inconsistent discipline was positively associated with CP for boys, but not for girls. Given the centrality of negative parenting to theories of and efficacious interventions for aggression and CP, we discuss these findings within a developmental psychopathology framework and consider their implications for intervention. © 2012 Wiley Periodicals, Inc.",2019,https://scholar.google.com.br/,no
1175,"The SociaBillyQuizz game: A mediation for social skills training in children and adolescents [SociaBillyQuizz, un jeu pour l'entraînement aux habiletés sociales chez l'enfant et l'adolescent : Étude exploratoire]","Background: The SociaBillyQuizz is a therapeutic game designed for social skills training groups with children and adolescents. Using an entertaining method, this media requests several dimensions: exposure, cognition, communication skills, imagination, emotional expression and sign decoding. In this preliminary study, the setting includes two groups of six adolescents, one with social anxiety disorder and the other with Asperger syndrome. Objective: To evaluate, in an exploratory study, the effects of a therapeutic device involving this game for these two clinically different groups of adolescents. Methods: During 26 of 1 hour weekly sessions, two adolescents groups participate to a program including the SociaBillyQuizz and cognitive behavioral therapies. The groups are moderated by two therapists. The SociaBillyQuizz is a board game for two to six players, its goal is to collect points by answering instructions from the different thematic cards. There are four thematic cards: action cards (players have to do something), brainstorming cards (players have to use their imagination and demonstrate cognitive flexibility), interview cards (players have to express themselves about what they think or feel) and mystery cards (unexpected instructions). According to the groups' clinical characteristics, some aims are specifically highlighted. In the anxiety disorder group, the cognitive dimension is privileged and in the Asperger syndrome group, we emphasise the pretend, cognitive flexibility and theory of mind. The effects are measured by the Rathus Assertiveness Schedule and the Fear Avoidance Hierarchy (FAH) for the social anxiety disorder group and by the Faux Pas Recognition Test and the Social Responsiveness Scale (parent version) for the Asperger group. Results: These assessment tools indicate, for both groups, a significant increase of the scores corroborating the observed clinical effects. For eleven of the twelve adolescents, a clinical interview 6 months after the retest shows a continuity of therapeutic benefit. Discussion: These early results suggest that a social skills training device featuring the SociaBillyQuizz produces clinical improvements in these two groups of adolescents. In future researches, with control group and more complete follow-up, nature and effectiveness of its contribution should be specified. Conclusion: In this preliminary study, the SociaBillyQuizz appears to be an interesting therapeutic tool that can increase implication, motivation, participation and cohesiveness of the group. It also makes easier the cognitive-behavioural-strategies learning. © 2012 Elsevier Masson SAS.",2019,https://scholar.google.com.br/,no
1176,The summer treatment program meets the south side of Chicago: Bridging science and service in urban after-school programs,"Background: This paper describes efforts to apply the principles and strategies of an empirically-supported treatment for children with disruptive behaviour problems to a park after-school program serving children in urban poverty. Method: Collaboration with staff proceeded in stages: (1) relationship building, needs assessment, and resource mapping, (2) intervention adaptation and implementation, and (3) implementation support, problem-solving, and sustainability. Results: Four tools capitalised on inherent strengths of the parks, accommodated child and staff needs, and emerged as feasible and effective: Group Discussion, Good Behaviour Game, Peers as Leaders, and Good News Notes. Conclusions: Recreational settings offer opportunities for mental health promotion for children in urban poverty. © 2011 Association for Child and Adolescent Mental Health.",2019,https://scholar.google.com.br/,no
1177,Adult neuropsychological performance following prenatal and early postnatal exposure to tetrachloroethylene (PCE)-contaminated drinking water,"This population-based retrospective cohort study examined adult performance on a battery of neuropsychological tests in relation to prenatal and early postnatal exposure to tetrachloroethylene (PCE)-contaminated drinking water on Cape Cod, Massachusetts. Subjects were identified through birth records from 1969 through 1983. Exposure was modeled using pipe network information from town water departments, a PCE leaching and transport algorithm, EPANet water flow modeling software, and a Geographic Information System (GIS). Results of crude and multivariate analyses among 35 exposed and 28 unexposed subjects showed no association between prenatal and early postnatal exposure and decrements on tests that assess abilities in the domains of omnibus intelligence, academic achievement or language. The results were suggestive of an association between prenatal and early postnatal PCE exposure and diminished performance on tests that assessed abilities in the domains of visuospatial functioning, learning and memory, motor, attention and mood. Because the sample size was small, most findings were not statistically significant. Future studies with larger sample sizes should be conducted to further define the neuropsychological consequences of early developmental PCE exposure. © 2012.",2019,https://scholar.google.com.br/,no
1178,Use of machine learning to shorten observation-based screening and diagnosis of autism,"The Autism Diagnostic Observation Schedule-Generic (ADOS) is one of the most widely used instruments for behavioral evaluation of autism spectrum disorders. It is composed of four modules, each tailored for a specific group of individuals based on their language and developmental level. On average, a module takes between 30 and 60 min to deliver. We used a series of machine-learning algorithms to study the complete set of scores from Module 1 of the ADOS available at the Autism Genetic Resource Exchange (AGRE) for 612 individuals with a classification of autism and 15 non-spectrum individuals from both AGRE and the Boston Autism Consortium (AC). Our analysis indicated that 8 of the 29 items contained in Module 1 of the ADOS were sufficient to classify autism with 100% accuracy. We further validated the accuracy of this eight-item classifier against complete sets of scores from two independent sources, a collection of 110 individuals with autism from AC and a collection of 336 individuals with autism from the Simons Foundation. In both cases, our classifier performed with nearly 100% sensitivity, correctly classifying all but two of the individuals from these two resources with a diagnosis of autism, and with 94% specificity on a collection of observed and simulated non-spectrum controls. The classifier contained several elements found in the ADOS algorithm, demonstrating high test validity, and also resulted in a quantitative score that measures classification confidence and extremeness of the phenotype. With incidence rates rising, the ability to classify autism effectively and quickly requires careful design of assessment and diagnostic tools. Given the brevity, accuracy and quantitative nature of the classifier, results from this study may prove valuable in the development of mobile tools for preliminary evaluation and clinical prioritization-in particular those focused on assessment of short home videos of children-that speed the pace of initial evaluation and broaden the reach to a significantly larger percentage of the population at risk. © 2012 Macmillan Publishers Limited All rights reserved.",2019,https://scholar.google.com.br/,no
1179,The interference of local over global information processing in children with attention deficit hyperactivity disorder of the inattentive type,"A classic finding in perception of compound patterns is normal individuals cannot skip global analysis in local-oriented processing, but they can successfully resist local analysis in global-oriented processing-the so-called global interference [1]. Recently, studies examining the role of brain hemisphere activity in the Navon task have indicated that the processing of global and local information can be, respectively, attributed to the right and left hemispheres. Moreover, many neuroimaging researches have revealed that certain core symptoms of attention deficit hyperactivity disorder (ADHD) are related to dysfunction of right hemisphere. These findings imply that global interference will be substantially less evident, and possibly even replaced by local interference in ADHD. The present study compared the performance of children with and without attention deficit hyperactivity disorder of the inattentive type (ADHD-I) in the processing of global and local information to examine the local interference hypothesis in ADHD. An ADHD-I group (n=15) and a paired control group (n=19) completed tasks using two versions of the Navon task, one requiring divided attention, in which no information was given to participants regarding the level at which a target would appear, and the other requiring selective attention, in which participants were instructed to attend to either the local or the global level. The results showed that children with ADHD-I exhibited local interference, regardless of which attention procedure was used. These results support the weak right hemisphere hypothesis in ADHD, and provide evidence against the deficit hypotheses for ADHD in the DSM-IV criteria [29], which postulates that inattention symptoms may manifest as a failure to provide close attention to details. © 2011 The Japanese Society of Child Neurology.",2019,https://scholar.google.com.br/,no
1180,A description of a mother's play guidance for her child with autism in the process of playing by the rules,"The purpose of this study is to describe the strategies used by a mother with a child with autism during games activities with peers to provide the child with social skills. The research method of this study is 'a qualitative single-subject case study'. The participants in this research are a mother and her 9-year-old child with autism, one brother and three typically developing peers. The research data were collected through field notes, interviews, audio and videotape recordings during natural interactions between the mother and her child. The strategies the mother used were analysed using video records during games activities in a natural park. The interactions of the mother with her child were examined in the context of a hide-and-seek game. Micro-ethnographic-analysis techniques were used in the analysis of the video records. According to the research data, it was found that the mother with a child with autism made extensive use of 13 different verbal strategies and seven different non-verbal strategies. It was observed that the mother guided her child and the group during the hide-and-seek game, arranged the environment of the games, carried out routine activities both at the beginning and at the end of the games and arranged the games in accordance with the abilities and preferences of the child. These applications bear a resemblance to the model of integrated game groups. As a result, the data from the present research reveal that a mother having a child with autism acts as a guide during the games and uses verbal and non-verbal interaction strategies in this guidance process and by doing so contributes to the process of participation in the games by the child with autism and in the child's social interaction with his peers. © 2011 The Authors. Journal of Research in Special Educational Needs © 2011 NASEN.",2019,https://scholar.google.com.br/,no
1181,Computer-based interventions to improve social and emotional skills in individuals with autism spectrum disorders: A systematic review,"Objective: To review studies involving the use of computer-based interventions (CBI) to improve the social and emotional skills (e.g. emotional recognition) of individuals with autism spectrum disorders (ASD). Methods: The use of computer-based intervention (CBI) in the treatment of autism spectrum disorders (ASD) may offer some advantages to traditional one-to-one or group instruction including easier differentiation of instruction, decreased distractions and the incorporation of an individual's relative visual learning strengths. However, the results of past research suggest varying outcomes for CBI with individuals with ASD. This review provides a systematic analysis of studies investigating CBI to improve social and emotional skills (e.g. emotion recognition) of individuals with ASD. Electronic database searches and ancestral searches were used to identify studies that met pre-determined inclusion criteria. The included studies were then summarized in terms of: (a) participant characteristics, (b) social and emotional skills targeted, (c) details of the CBI, (d) results, and (e) certainty of evidence. Results: The results of these studies indicated that CBI's effect on social and emotional skills was mixed, with the majority of studies reporting unacceptable outcomes following intervention. Conclusions: Overall, this review suggests that the use of CBI to improve the social and emotional skills of individuals with ASD is a promising practice. A comparison of CBI plus tutoring and face-to-face social skills training suggests that CBI can be as effective as face-to-face instruction. Practitioners should carefully consider the preferences and existing abilities of individuals with ASD and the customizability of the software when deciding to use CBI and selecting a software program.",2019,https://scholar.google.com.br/,no
1182,Evolutionary game theory and social learning can determine how vaccine scares unfold,"Immunization programs have often been impeded by vaccine scares, as evidenced by the measles-mumps-rubella (MMR) autism vaccine scare in Britain. A ""free rider"" effect may be partly responsible: vaccine-generated herd immunity can reduce disease incidence to such low levels that real or imagined vaccine risks appear large in comparison, causing individuals to cease vaccinating. This implies a feedback loop between disease prevalence and strategic individual vaccinating behavior. Here, we analyze a model based on evolutionary game theory that captures this feedback in the context of vaccine scares, and that also includes social learning. Vaccine risk perception evolves over time according to an exogenously imposed curve. We test the model against vaccine coverage data and disease incidence data from two vaccine scares in England & Wales: the whole cell pertussis vaccine scare and the MMR vaccine scare. The model fits vaccine coverage data from both vaccine scares relatively well. Moreover, the model can explain the vaccine coverage data more parsimoniously than most competing models without social learning and/or feedback (hence, adding social learning and feedback to a vaccine scare model improves model fit with little or no parsimony penalty). Under some circumstances, the model can predict future vaccine coverage and disease incidence-up to 10 years in advance in the case of pertussis-including specific qualitative features of the dynamics, such as future incidence peaks and undulations in vaccine coverage due to the population's response to changing disease incidence. Vaccine scares could become more common as eradication goals are approached for more vaccine-preventable diseases. Such models could help us predict how vaccine scares might unfold and assist mitigation efforts. © 2012 Bauch, Bhattacharyya.",2019,https://scholar.google.com.br/,no
1183,Neurofeedback training to improve neuronal regulation in add: A case report,"This report details the use of Neurofeedback training (NFT) on a 15 years old girl with Attention Deficit Disorder. The child's mother reported a history of hyperactivity, inability to self-regulate/focus attention, impulsivity, self injury and behaviorally disinhibition. The goal was to enable the child to achieve a better brain regulation, leading to improvements in attention, mood, and social behavior. The sensors were placed on the scalp and connected to the computer software that detects specific neuronal activity. The subject showed an improvement in emotional reaction, a reduction in self injuries and oppositional behavior, and a better social relationship. © 2011 Published by Elsevier Ltd.",2019,https://scholar.google.com.br/,no
1184,Psychology as Reconstituted by Education and Law: The Case of Children with Autism,"This chapter examines the way that legal decisions concerning the education of children with autism (and other special educational needs) are able to overcome any shortfalls in existing psychological understanding by giving the impression that these decisions are underpinned by a sound body of knowledge. This enables courts and tribunals to claim that they are doing justice, while at the same time conveying the impression that the right educational decision has been made for the child. By applying a theoretical approach that concentrates on the interfaces between different social systems, the chapter raises difficult questions concerning both law's claim to 'do justice' for children with autism and their parents, and the assertion that courts and tribunals are capable of meeting the educational needs of these children. © Oxford University Press, 2006. All rights reserved.",2019,https://scholar.google.com.br/,no
1185,Testing speed and control: The assessment of attentional impairments,"This chapter argues that it is fruitful to look at attentional impairments, their assessment and their remediation within a simple theoretical framework: the distinction between speed of processing and attentional control. Although this distinction is not absolute, it has two major advantages: it is empirically based in factor analyses of performance on attention tests by normal control subjects and patients, and it brings some order in the enormous collection of attention tests available to clinicians and investigators. Last but not least, the approach chosen here suggests a need in the clinical assessment of attention: as increased mental fatiguability and loss of concentration are frequent complaints in braindamaged patients, assessment should focus on tests of sustained attention that demand a greater cognitive effort from the patient. This chapter argues that it is fruitful to look at attentional impairments, their assessment and their remediation within a simple theoretical framework: the distinction between speed of processing and attentional control (the executive aspects of attention). Although this distinction is not absolute, it has two major advantages: it is empirically based in factor analyses of performance on attention tests by normal control subjects and patients, and it brings some order in the enormous collection of attention tests available to clinicians and investigators. Last but not least, the approach chosen here signals a need in the clinical assessment of attention: as increased mental fatiguability and loss of concentration are frequent complaints in brain-damaged patients, assessment should focus on tests of sustained attention that demand a greater cognitive effort from the patient and that consist of timeblocks enabling the assessment of abnormal time-on-task effects. Finally, for cognitive rehabilitation the distinction between speed and control suggests that psychologists might try to reduce time pressure and improve structure in tasks that patients have to face. In addition, strategy training might focus on time pressure management and dealing with poorly structured task situations. © Oxford University Press, 2005. All rights reserved.",2019,https://scholar.google.com.br/,no
1186,Neuroconstructivism,"What are the processes, from conception to adulthood, that enable a single cell to grow into a sentient adult? The processes that occur along the way are so complex that any attempt to understand development necessitates a multi-disciplinary approach, integrating data from cognitive studies, computational work, and neuroimaging - an approach till now seldom taken in the study of child development. This book seeks to redress this balance, presenting an integrative new framework for considering development. Computer and robotic models provide concrete tools for investigating the processes and mechanisms involved in learning and development. This book illustrates the principles of neuroconstructivist development, with contributions from nine different labs across the world. Each of the contributions illustrates how models play a central role in understanding development. The models presented include standard connectionist neural network models as well as multi-agent models. Also included are robotic models emphasizing the need to take embodiment and brain-system interactions seriously. A model of autism and one of specific language impairment also illustrate how atypical development can be understood in terms of the typical processes of development but operating under restricted conditions. © Oxford University Press 2007. All rights reserved.",2019,https://scholar.google.com.br/,no
1187,On-line social interactions and executive functions,"A successful social interaction requires fast, on-line, and active construction of an ever-changing mental-model of another's person beliefs, expectations, emotions, and desires. It also requires the ability to inhibit inappropriate behaviors, problem-solve, take-turns, and pursue goals in a distraction-rich environment. All these tasks rely on executive functions (EF)-working memory, attention/cognitive control, and inhibition. Executive functioning has long been viewed as relatively static. However, starting with recent reports of successful cognitive interventions, this view is changing and now EFs are seen as much more open to both short and long term ""training,"" ""warm-up,"" and ""exhaustion"" effects. Some of the most intriguing evidence comes from research showing how social interaction enhances performance on standard EF tests. Interestingly, the latest research indicates these EF benefits are selectively conferred by certain on-line, dynamic social interactions, which require participants to engage with another person and actively construct the model of their mind. We review this literature and highlight its connection with evolutionary and cultural theories emphasizing links between intelligence and social life. © 2012 Ybarra.",2019,https://scholar.google.com.br/,no
1188,A computer activity to encourage facial expression recognition for children with autism spectrum disorders,"Children with Autism Spectrum Disorders (ASD) do not recognize emotions in context as quickly as children without ASD. This research explores the use of Information and Communication Technology (ICT) in the area of social skills education. The project presents a computer activity that encourages children with ASD to match facial expressions with an emotion based on a story snippet. The activity provides context to children with ASD, facilitates discussion between the child and a teacher or parent, supports various input modes (touch on a mobile device and mouse on a laptop), and uses an imaginative approach to an emotion recognition game. This computer activity represents a step toward an activity that can encourage individuals with ASD to see and better analyze emotion in facial expressions. © 2012 Authors.",2019,https://scholar.google.com.br/,no
1189,Distinguishing and Improving Mouse Behavior With Educational Computer Games in Young Children With Autistic Spectrum Disorder or Attention Deficit/Hyperactivity Disorder: An Executive Function-Based Interpretation,"In this exploratory multiple case study, it is examined how a computer game focused on improving ineffective learning behavior can be used as a tool to assess, improve, and study real-time mouse behavior (MB) in different types of children: 18 children (3.8-6.3 years) with Autistic Spectrum Disorder (ASD), Attention Deficit/Hyperactivity Disorder (ADHD), or comorbid ASD and ADHD, and 5 effectively learning (EL) children (3.5-3.8 years). The children's MB processes, for example ""Errors"" and ""Reaction times,"" were interpreted in terms of executive functions (EFs). Trajectories of averaged MB were compared among the groups of ASD, ADHD, comorbid, and EL children. Clinical groups showed differences in their MB, which were similar to the expected differences based on EF tests. In addition, a case study of a typical ASD, ADHD, and EL child was included in order to demonstrate typical individual MB patterns across time. MB processes might therefore provide a window into the processes of EF (dys)functioning. © 2012 The Authors. Journal Compilation © 2012 International Mind, Brain, and Education Society and Blackwell Publishing, Inc.",2019,https://scholar.google.com.br/,no
1190,Orbitofrontal reward sensitivity and impulsivity in adult attention deficit hyperactivity disorder,"Impulsivity symptoms of adult attention deficit hyperactivity disorder (ADHD) such as increased risk taking have been linked with impaired reward processing. Previous studies have focused on reward anticipation or on rewarded executive functioning tasks and have described a striatal hyporesponsiveness and orbitofrontal alterations in adult and adolescent ADHD. Passive reward delivery and its link to behavioral impulsivity are less well understood. To study this crucial aspect of reward processing we used functional magnetic resonance imaging (fMRI) combined with electrodermal assessment in male and female adult ADHD patients (N = 28) and matched healthy control participants (N = 28) during delivery of monetary and non-monetary rewards. Further, two behavioral tasks assessed risky decision making (game of dice task) and delay discounting. Results indicated that both groups activated ventral and dorsal striatum and the medial orbitofrontal cortex (mOFC) in response to high-incentive (i.e. monetary) rewards. A similar, albeit less strong activation pattern was found for low-incentive (i.e. non-monetary) rewards. Group differences emerged when comparing high and low incentive rewards directly: activation in the mOFC coded for the motivational change in reward delivery in healthy controls, but not ADHD patients. Additionally, this dysfunctional mOFC activity in patients correlated with risky decision making and delay discounting and was paralleled by physiological arousal. Together, these results suggest that the mOFC codes reward value and type in healthy individuals whereas this function is deficient in ADHD. The brain-behavior correlations suggest that this deficit might be related to behavioral impulsivity. Reward value processing difficulties in ADHD should be considered when assessing reward anticipation and emotional learning in research and applied settings. © 2011 Elsevier Inc.",2019,https://scholar.google.com.br/,no
1191,Dimensional brain-behavior relationships in children with attention-deficit/hyperactivity disorder,"Background: Emerging neuroscientific and genetic findings emphasize the dimensional rather than the categorical aspects of psychiatric disorders. However, the integration of dimensional approaches within the current categorical diagnostic framework remains unclear. Here, we used resting state functional magnetic resonance imaging to examine whether dimensional measures of psychiatric symptomatology capture brain-behavior relationships unaccounted for by categorical diagnoses. Additionally, we examined whether dimensional brain-behavior relationships are modified by the presence of a categorically defined illness, attention-deficit/hyperactivity disorder (ADHD). Methods: Resting state functional magnetic resonance imaging scans were collected from 37 typically developing children (aged 10.2 ± 2, 21 female subjects) and 37 children meeting DSM-IV Text Revision criteria for ADHD (9.7 ± 2, 11 female subjects). Parent-rated Child Behavior Checklist Externalizing and Internalizing scores served as dimensional measures in our analyses of default network (DN) resting state functional connectivity (RSFC). Results: Regardless of diagnosis, we observed several significant relationships between DN RSFC and both internalizing and externalizing scores. Increased internalizing scores were associated with stronger positive intra-DN RSFC, while increased externalizing scores were associated with reduced negative RSFC between DN and task-positive regions such as dorsal anterior cingulate cortex. Several of these brain-behavior relationships differed depending on the categorical presence of ADHD. Conclusions: Our findings suggest that while categorical diagnostic boundaries provide an inadequate basis for understanding the pathophysiology of psychiatric disorders, psychiatric illness cannot be viewed simply as an extreme of typical neural or behavioral function. Efforts to understand the neural underpinnings of psychiatric illness should incorporate both categorical and dimensional clinical assessments. © 2012 Society of Biological Psychiatry.",2019,https://scholar.google.com.br/,no
1192,Developing methods for understanding social behavior in a 3D virtual learning environment,"This paper presents a case study of developing and implementing methods to capture, code and comprehend reciprocal social interactions in a three-dimensional virtual learning environment (3D VLE). The environment, iSocial, is being developed to help youth with autism spectrum disorders (ASD) develop social competencies. The approach to identifying, classifying and coding behavior in the 3D VLE uses an adaptation of reciprocal interaction coding methods traditionally used in single-subject research with individuals with ASD. These adaptations consider the unique characteristics of the 3D VLE technology and the nature and context of learning in this type of environment. A description of the coding methods employed is provided. Selected results are presented to illustrate how this methodology can offer detailed descriptions of learning and social interaction behavior in context. Such results demonstrate the potential of this approach for building new knowledge about how learning takes place and progresses in a 3D VLE and for making data-driven design decisions for improving the learning experience in the online social context. © 2011 Elsevier Ltd. All rights reserved.",2019,https://scholar.google.com.br/,no
1193,Intrafamilial physical victimization and externalizing behavior problems: Who remain the 'forgotten' children?,"Over the past few decades, researchers have documented positive associations between direct child maltreatment and exposure to interpersonal violence (including intimate partner violence, community violence, school violence, and media violence) and children's externalizing behavior problems. However, current family violence literature largely ignores the effects of child abuse on other children in the family. A handful of studies have focused on exposure to child abuse and documented the behavioral effects on siblings, and these studies lend support for broadening scholarship focused on this type of family violence. This article presents empirical research and theories that focus on the relationships between child physical abuse and exposure to intimate partner violence and children's externalizing behavior problems. Using this literature as a foundation, an argument is made for the need to focus on children's exposure to child physical abuse. This article presents information from the few studies that have focused on children who were exposed to the physical abuse of a sibling and offers theoretical frameworks, including social learning theory and psychological proximity, as a foundation for future research. The article concludes with a discussion of services that may be necessary for children who have been exposed to the physical abuse of a sibling, including services focused on safety and mental health. © 2011 Elsevier Ltd.",2019,https://scholar.google.com.br/,no
1194,"The National Alliance for Medical Image Computing, a roadmap initiative to build a free and open source software infrastructure for translational research in medical image analysis","The National Alliance for Medical Image Computing (NA-MIC), is a multi-institutional, interdisciplinary community of researchers, who share the recognition that modern health care demands improved technologies to ease suffering and prolong productive life. Organized under the National Centers for Biomedical Computing 7 years ago, the mission of NA-MIC is to implement a robust and flexible open-source infrastructure for developing and applying advanced imaging technologies across a range of important biomedical research disciplines. A measure of its success, NA-MIC is now applying this technology to diseases that have immense impact on the duration and quality of life: cancer, heart disease, trauma, and degenerative genetic diseases. The targets of this technology range from group comparisons to subject-specific analysis.",2019,https://scholar.google.com.br/,no
1195,High-functioning autism and Asperger's disorder: Utility and meaning for families,"We used framework analysis to investigate the utility of pervasive developmental disorder diagnoses, interviewing young people (aged 9-16 years) with high-functioning autistic disorder (AD) and Asperger's disorder (AsD), and their parents. Twenty two participants from ten families described both gains and costs resulting from diagnosis. Perceived advantages of AD and AsD diagnosis were increased understanding and practical support, and parental empowerment. Disadvantages included the effects of stigma and concerns about validity. Participants tended to consider AsD and AD as interchangeable terms. Findings suggest that the utility of AD and AsD depends upon both their validity and how these diagnoses are received in their cultural, economic and legislative context. Improvement of post-diagnostic services will improve the utility of AD and AsD. © Springer Science+Business Media, LLC 2011.",2019,https://scholar.google.com.br/,no
1196,Detecting stereotypical motor movements in the classroom using accelerometry and pattern recognition algorithms,"Individuals with Autism Spectrum Disorders (ASD) frequently engage in stereotyped and repetitive motor movements. Automatically detecting these movements using comfortable, miniature wireless sensors could advance autism research and enable new intervention tools for the classroom that help children and their caregivers monitor, understand, and cope with this potentially problematic class of behavior. We present activity recognition results for stereotypical hand flapping and body rocking using accelerometer data collected wirelessly from six children with ASD repeatedly observed by experts in real classroom settings. An overall recognition accuracy of 88.6% (TP: 0.85, FP: 0.08) was achieved using three sensors. We also present pilot work in which non-experts use software on mobile phones to annotate stereotypical motor movements for classifier training. Preliminary results indicate that non-expert annotations for training can be as effective as expert annotations. Challenges encountered when applying machine learning to this domain, as well as implications for the development of real-time classroom interventions and research tools are discussed. © 2010 Elsevier B.V. All rights reserved.",2019,https://scholar.google.com.br/,no
1197,Using tangible user interfaces in computer-based training systems for low-functioning autistic children,"In this paper, the design of a computer-based training (CBT) system for low-functioning autistic children is addressed. The emphasis is on ease-of-use and learning efficiency of CBT systems with different interaction styles, namely the WIMP (Window Icon Menu Pointing Device) and TUI (Tangible User Interface) interaction styles. Two WIMP-based CBT systems with different pointing devices were involved in the study. The first system applied a standard computer mouse as a pointing device, while the second one employed a touch screen instead. For the TUI-based CBT system, a tabletop setting was adopted. Based on the known characteristics of TUI and children with autism, as well as related cognitive and learning theories, the benefits of TUI for low-functioning autistic children have been investigated. Elementary skill teaching was chosen as a case study for performance evaluation of these CBT systems. Empirical results show that the touch-based and TUI-based systems offered much better ease-of-use performance than that of the mouse-based system. Regarding learning efficacy, experimental results show that the TUI-based system achieved higher skill improvement, as compared with the WIMP-based system and a non-computer training method. Some guidelines and suggestions for the design of a TUI-based system for children with autism are summarized. © 2011 Springer-Verlag London Limited.",2019,https://scholar.google.com.br/,no
1198,Adolescent risk behaviors: Studying typical and atypical individuals viamultidimensional scaling profile analysis,"Within the framework of problem behavior theory, the purpose of this study was to examine risk behavior profiles of typical and atypical adolescents and the differential outcomes of well-beings for these individuals in the United States. Based on the data from the survey of Health Behavior of School-Aged Children by World Health Organization, multidimensional scaling profile analysis was used to identify prototypical risk behavior profiles and atypical adolescents. Analyses suggested prototypicality of risk behavior patterns rather than a risk behavior syndrome. The regression analysis was then conducted to investigate the effects of atypical individuals vs. prototypical risk groups on well-being outcomes. The results indicated that those adolescents who were identified as more atypical than typical reported less positive psychological outcomes. © 2011 The Foundation for Professionals in Services for Adolescents.",2019,https://scholar.google.com.br/,no
1199,From interprofessional education to interprofessional practice: exploring the implementation gap,"Research repeatedly suggests that a lack of autism awareness, plus poor interprofessional working, is undermining the development of effective autism provision across Scottish services. In response, the University of Aberdeen developed an interprofessional education (IPE) programme in Autism and Learning designed to address these problems. This paper critically examines an evaluative research study of the effectiveness and impact of the programme. An adapted version of the Kirkpatrick-Barr et al. Framework of Outcomes is used as an analytical tool to explore the facilitating and inhibiting factors that influence the 'implementation gap', that is, translation of policy into effective interprofessional practice. Key barriers to implementation are explored in detail. It is concluded that effective interprofessional practice and positive outcomes for service users can only be assured by a commitment to ongoing IPE and service evaluation, followed by concerted, joint action to address barriers to implementation. © 2012 Copyright International Professional Development Association (IPDA).",2019,https://scholar.google.com.br/,no
1200,Autonomous detection and classification of congenital heart disease using an auscultation vest,"In this paper, a diagnostic system based on a wearable auscultation vest and a quantitative analysis method with a multi-support vector machine (multi-SVM) technique was proposed for autonomous detection of the congenital heart disease. The multichannel heart sound signals were acquired by the auscultation vest with four electronic stethoscopes embedded. During the quantitative analysis, a frequency alterable homomorphic filtering (FAHF) based on the autoregressive power spectral density (AR-PSD) was investigated, and the energy distribution of the heart sound was also introduced as the main diagnostic parameter for the classification with multi-SVM. The 270 heart sound signals with 104 normal and 166 abnormal sound cases were used to test the whole system. The results show that the system was able to classify between normal and certain abnormal heart sound, with the accuracy of 99.04%, 100% and 97.30% for normal, atrial septal defect (ASD) and ventricular septal defect (VSD) respectively. Though the number of the training and testing samples presented are limited, the system demonstrates a great potential of such an auscultation vest along with diagnostic software, which could be used as a fast and cost-effective screening tool for heart pathologies. 1553-9105/Copyright © 2012 Binary Information Press.",2019,https://scholar.google.com.br/,no
1201,Developmental maturation of dynamic causal control signals in higher-order cognition: A neurocognitive network model,"Cognitive skills undergo protracted developmental changes resulting in proficiencies that are a hallmark of human cognition. One skill that develops over time is the ability to problem solve, which in turn relies on cognitive control and attention abilities. Here we use a novel multimodal neurocognitive network-based approach combining task-related fMRI, resting-state fMRI and diffusion tensor imaging (DTI) to investigate the maturation of control processes underlying problem solving skills in 7-9 year-old children. Our analysis focused on two key neurocognitive networks implicated in a wide range of cognitive tasks including control: the insula-cingulate salience network, anchored in anterior insula (AI), ventrolateral prefrontal cortex and anterior cingulate cortex, and the fronto-parietal central executive network, anchored in dorsolateral prefrontal cortex and posterior parietal cortex (PPC). We found that, by age 9, the AI node of the salience network is a major causal hub initiating control signals during problem solving. Critically, despite stronger AI activation, the strength of causal regulatory influences from AI to the PPC node of the central executive network was significantly weaker and contributed to lower levels of behavioral performance in children compared to adults. These results were validated using two different analytic methods for estimating causal interactions in fMRI data. In parallel, DTI-based tractography revealed weaker AI-PPC structural connectivity in children. Our findings point to a crucial role of AI connectivity, and its causal cross-network influences, in the maturation of dynamic top-down control signals underlying cognitive development. Overall, our study demonstrates how a unified neurocognitive network model when combined with multimodal imaging enhances our ability to generalize beyond individual task-activated foci and provides a common framework for elucidating key features of brain and cognitive development. The quantitative approach developed is likely to be useful in investigating neurodevelopmental disorders, in which control processes are impaired, such as autism and ADHD. © 2012 Supekar, Menon.",2019,https://scholar.google.com.br/,no
1202,Slow feature analysis for human action recognition,"Slow Feature Analysis (SFA) extracts slowly varying features from a quickly varying input signal [1]. It has been successfully applied to modeling the visual receptive fields of the cortical neurons. Sufficient experimental results in neuroscience suggest that the temporal slowness principle is a general learning principle in visual perception. In this paper, we introduce the SFA framework to the problem of human action recognition by incorporating the discriminative information with SFA learning and considering the spatial relationship of body parts. In particular, we consider four kinds of SFA learning strategies, including the original unsupervised SFA (U-SFA), the supervised SFA (S-SFA), the discriminative SFA (D-SFA), and the spatial discriminative SFA (SD-SFA), to extract slow feature functions from a large amount of training cuboids which are obtained by random sampling in motion boundaries. Afterward, to represent action sequences, the squared first order temporal derivatives are accumulated over all transformed cuboids into one feature vector, which is termed the Accumulated Squared Derivative (ASD) feature. The ASD feature encodes the statistical distribution of slow features in an action sequence. Finally, a linear support vector machine (SVM) is trained to classify actions represented by ASD features. We conduct extensive experiments, including two sets of control experiments, two sets of large scale experiments on the KTH and Weizmann databases, and two sets of experiments on the CASIA and UT-interaction databases, to demonstrate the effectiveness of SFA for human action recognition. Experimental results suggest that the SFA-based approach 1) is able to extract useful motion patterns and improves the recognition performance, 2) requires less intermediate processing steps but achieves comparable or even better performance, and 3) has good potential to recognize complex multiperson activities. © 2012 IEEE.",2019,https://scholar.google.com.br/,no
1203,Smart 3D collaborative virtual learning environments: A preliminary framework,"With increases in access to powerful computing and high-speed networks, 3D virtual learning environments are being envisioned and developed as places for collaborative learning. These new environments for collaborative learning have promise for great authenticity in experience, great presence with others, and the monitoring/sensing of broad ranges of human cognition and behavior inferred from the actions of avatars. In the process of designing and building such an environment, iSocial, to develop social competency for youth with Autism Spectrum Disorder the authors have explored the potential for developing a smart system. The paper provides a framework for conceptualizing and implementing a smart 3D collaborative virtual learning environments based on 3 key constructs: environmental scaffolds, social affordances and coaching. The framework and constructs are illustrated using experiences and functionality developed for the iSocial system. © 2012 -IOS Press and the authors. All rights reserved.",2019,https://scholar.google.com.br/,no
1204,Evidence-Based Practice in Infant and Early Childhood Psychology,"An authoritative guide to evidence-based treatment of infants and young children. Evidence-Based Practice in Infant and Early Childhood Psychology is the first handbook of its kind to consider the complete psychological needs of infants and young children, from birth to early childhood. With a focus on evidence-based practice, the book provides a balanced perspective of diverse and ethical practice with research and educational recommendations interwoven throughout. Comprehensive in scope, Evidence-Based Practice in Infant and Early Childhood Psychology is divided into four sections: Foundations provides the framework for considering psychological and educational service provisions for young children and their families. Assessment and Intervention includes chapters on assessing infants, toddlers, preschoolers, parents and families, and bilingual and multicultural children. Evidence-Based Practice addresses evidence-based treatmentsfor particular issues such as autism, ADHD, health impairments, and more. Contemporary Issues examines current perspectives on issues such as childcare, neuropsychology, Response to Intervention (RTI) and violence prevention. © 2009 John Wiley & Sons, Inc. All rights reserved.",2019,https://scholar.google.com.br/,no
1205,"Early Intervention Games: Fun, Joyful Ways to Develop Social and Motor Skills in Children with Autism Spectrum or Sensory Processing Disorders","A resource of fun games for parents or teachers to help young children learn social and motor skills. Barbara Sher, an expert occupational therapist and teacher, has written a handy resource filled with games to play with young children who have Autistic Spectrum Disorder (ASD) or other sensory processing disorders (SPD). The games are designed to help children feel comfortable in social situations and teach other basic lessons including beginning and end, spatial relationships, hand-eye coordination, and more. Games can also be used in regular classrooms to encourage inclusion. A collection of fun, simple games that can improve the lives of children with ASD or other SPDs. Games can be played by parents or teachers and with individual children or groups. Games are designed to make children more comfortable in social situations and to develop motor and language skills. Also included are a variety of interactive games to play in water, whether in a backyard kiddie pool, community swimming pool, or lake. All the games are easy-to-do, utilizing common, inexpensive materials, and include several variations and modifications. © 2009 Barbara Sher.",2019,https://scholar.google.com.br/,no
1206,Potential for providing augmented reality elements in special education via cloud computing,"Technology has definitely enhanced the learning process. This is not only true for the main stream education programmes but also in education programmes for students with special needs. This paper observes two technological trends, namely cloud computing and augmented reality within the context of the Malaysian special education delivery. It is recognised that augmented reality offers significant benefits to the learning process. It is also true that the Malaysian government has embarked the establishment of cloud computing sector in the country. This paper draws attention to the synergistic possibility of providing AR enhanced education for the special needs students in Malaysia via cloud computing. © 2012 The Authors.",2019,https://scholar.google.com.br/,no
1207,Brain games as a potential nonpharmaceutical alternative for the treatment of ADHD,"Attention deficit hyperactivity disorder (ADHD) is the most commonly diagnosed childhood neurohehavioral disorder, affecting approximately 5.5 million children, of which approximately 66% take ADHD medication daily. This study investigated a potential nonpharmaceutical alternative to address the academic engagement of 5th through 11th grade students (n = 10) diagnosed with ADHD. Participants were asked to play ""brain games"" for a minimum of 20 minutes each morning before school for 5 weeks. Engagement was measured at three points in time using electroencephalogram, parent and teacher reports, researcher observations, and participant self-reports. An analysis of the data supports the hypothesis that daily use of brain games can help strengthen focusing ability and executive functioning in adolescents with ADHD. The results provide hope for those searching for an alternative or supplement to medication as a means of helping students with ADHD engage in the classroom.",2019,https://scholar.google.com.br/,no
1208,Ecological approaches to transition planning for students with autism and asperger's syndrome,"This article presents a compelling case for the increased role of social workers in work with individuals with autism and Asperger's syndrome in secondary school settings, specifically in transition planning for postsecondary educational pursuits. Social work education prepares social workers to address micro, mezzo, and macro levels of practice while utilizing the ecological perspective. Students with autism and Asperger's syndrome transitioning from high school to college have unique needs that require the specialized training and assistance social workers can provide. This article calls for school social workers to play an integral role in transition planning to assist students with skills and resource acquisitions. It outlines the changing expectations that high school students face in college, discusses characteristics and unique challenges for students with autism, identifies changing legal protections, resources, and roles of college students, highlights academic and social demands of college, and discusses transition preparation and interventions needed. Concepts from ecological systems theory (social environment, person-in-environment, transactions, energy, input, output, interface, adaptations, coping, and interdependence) are linked to potential social work interventions to identify ways that ecological approaches can inform social work advocacy on behalf of students. © 2012 National Association of Social Workers.",2019,https://scholar.google.com.br/,no
1209,"Linking ADHD, impulsivity, and drug abuse: A neuropsychological perspective","In this chapter, we consider the relevance of impulsivity as both a psychological construct and endophenotype underlying attention-deficit/hyperactivity disorder (ADHD) and drug addiction. The case for executive dysfunction in ADHD and drug addiction is critically reviewed in the context of dissociable cognitive control processes mediated by the dorsolateral prefrontal cortex (DLPFC), the orbital and ventral medial prefrontal cortex (VMPFC). We argue that such neuroanatomical divisions within the prefrontal cortex are likely to account for the multidimensional basis of impulsivity conceptually categorized in terms of “motoric” and “choice” impulsivity. The relevance of this distinction for the etiology of ADHD and drug addiction is integrated within a novel theoretical framework. This scheme embraces animal learning theory to help explain the heterogeneity of impulse control disorders, which are exemplified by ADHD as a vulnerability disorder for drug addiction. © Springer?Verlag Berlin Heidelberg 2011.",2019,https://scholar.google.com.br/,no
1210,The clinical use of robots for individuals with Autism Spectrum Disorders: A critical review,"We examined peer-reviewed studies in order to understand the current status of empirically based evidence on the clinical applications of robots in the diagnosis and treatment of Autism Spectrum Disorders (ASD). Studies are organized into four broad categories: (a) the response of individuals with ASD to robots or robot-like behavior in comparison to human behavior, (b) the use of robots to elicit behaviors, (c) the use of robots to model, teach, and/or practice a skill, and (d) the use of robots to provide feedback on performance. A critical review of the literature revealed that most of the findings are exploratory and have methodological limitations that make it difficult to draw firm conclusions about the clinical utility of robots. Finally, we outline the research needed to determine the incremental validity of this technique. © 2011 Elsevier Ltd.",2019,https://scholar.google.com.br/,no
1211,"Language against the odds, or rather not: The weak central coherence hypothesis and language","EV is a child with a talent for learning language combined with Asperger syndrome. EV's talent is evident in the unusual circumstances of her acquisition of both her first (Bulgarian) and second (German) languages and the unique patterns of both receptive and expressive language (in both the L1 and L2), in which she shows subtle dissociations in competence and performance consistent with an uneven cognitive profile of skills and abilities. We argue that this case provides support for theories of language learning and usage that require more general underlying cognitive mechanisms and skills. One such account, the Weak Central Coherence (WCC) hypothesis of autism, provides a plausible framework for the interpretation of the simultaneous co-occurrence of EV's particular pattern of cognitive strengths and weaknesses. Furthermore, we show that specific features of the uneven cognitive profile of Asperger syndrome can help explain the observed language talent displayed by EV. Thus, rather than demonstrating a case where language learning takes place despite the presence of deficits, EV's case illustrates how a pattern of strengths within this profile can specifically promote language learning. © 2011 Elsevier Ltd.",2019,https://scholar.google.com.br/,no
1212,LeFCA: Learning framework for children with autism,"Teaching children with autism requires special set of tools and methods, due to decreased level of attention towards stimuli presented and lessened capability to learn in the ways typical children do, which is manifested within this population. It has been previously shown that computer-assisted intervention is not only an effective method for developing various skills, allowing both learning with teachers and practicing on their own time without the teacher's direct attention, but it nonetheless increases the motivation and results in faster acquisition of these skills. In this paper we present the first step in developing the LeFCA framework, that will be used for teaching children with autism basic skills and concepts. Within the pilot project, we produced four games for developing matching, pointing out (based on visual and auditory stimuli) and labeling skills, which are considered to be primary skills needed for learning. The results of our preliminary study showed that the created software in native language is completely clear and user friendly for kids with Autism and other special needs, and that is systematically and developmentally appropriately sequenced for learning. Additionally, we found that children were able to generalize learned skills, through a transfer to a new medium or environment without any needed training (i.e. computer). All four participants mastered all programs without any instructional tactic needed. © 2012 The Authors. Published by Elsevier B.V.",2019,https://scholar.google.com.br/,yes
1213,Key factors mediating the use of a mobile technology tool designed to develop social and life skills in children with Autistic Spectrum Disorders,"Of late there has been growing interest in the potential of technology to support children with Autistic Spectrum Disorders (ASD) with social and life skills. There has also been a burgeoning interest in the potential use of mobile technology in the classroom and in the use of such technology to support children with ASD. Building on these developments, the HANDS project has developed a mobile cognitive support application for smartphones, based on the principles of persuasive technology design, which supports children with ASD with social and life skills functioning - areas of ability which tend to be impaired in this population. The software application has been piloted in four special schools for children with ASD. This paper reports on a qualitative interpretivist evaluation, which explores which factors may mediate how the software application is incorporated in to existing practice and what influence it has on practice. Kairos is identified as a key factor, which is associated with the teachers' view of the software application as extending their reach beyond the classroom. Design guidelines are proposed for future implementations of similarly purposed technology tools. © 2011 Elsevier Ltd. All rights reserved.",2019,https://scholar.google.com.br/,yes
1214,"Use of videogames and computer games: Influences on attention, memory, academic achievement and problems behavior [Consumo de videojuegos y juegos para computador: Influencias sobre la atención, memoria, rendimiento académico y problemas de conducta]","This study was designed to identify the relationship between video and computer games use on attention, memory, academic performance and problems behavior in school children in Bogotá. Memory and attention were assessed using a set of different scales of ENI Battery (Matute, Rosselli, Ardila, & Os-trosky-Solís, 2007). For Academic performance, school newsletters were used. Behavioral problems were assessed through the CBCL/6 -18 questionnaire (Child Behavior Checklist) of (Achenbach & Edelbrock, 1983). 123 children and 99 parents were enrolled in 2 factorial design experimental studies. The results did not support the hypothesis of a signifcant change in memory tests, or intra-subject selective visual and hearing attention. However, these variables showed significant differences among children exposed to habitual videogames consumption. No differences were found between the level of regular video games consumption in school children and academic performance variables or behavioral problems.",2019,https://scholar.google.com.br/,no
1215,Multitouch tabletop technology for people with autism spectrum disorder: A review of the literature,"Autism Spectrum Disorder (ASD) is a set of developmental disorders involving impairments in languages, cognitive, and social functions. Computer technologies such as affective computing, virtual reality, robotics and multitouch interfaces have been developed to support people with ASD. These innovative technologies, alone or in conjunction, can be used beneficially in a number of critical areas affecting individuals with autism, their families and professional who support them. This paper considers and reflects on existing researches on multitouch tabletop technology for ASD and identifies opportunities and challenges with designing and applying multitouch tabletop applications for people with ASD.",2019,https://scholar.google.com.br/,no
1216,Parenting practices and behavior problems in preschool children within an intercultural framework [Prácticas de crianza y problemas de conducta en niños de educación infantil dentro de un marco intercultural],"One issue of concern today is the social adjustment of children to their family and school environment. During the last decades, research on educational practices of parents and their influence on the development of children, have increased. This study was designed to examine the effects of migrant origin on parenting and analyse their relationship with behaviour problems amongst preschool children. The sample included 176 preschool children aged between 4 and 5 years, and their parents, divided into two groups according to their origin (Spanish and immigrants). The results showed differences in parenting practices and a greater presence of emotional problems and difficulties in peers' relationships in preschoolers from immigrant families. It has also highlighted the influence of coercive parenting practices and lower expectations on the presence of children problems, and the role of sociodemographic factors, such as age or educational level, in this relationship.",2019,https://scholar.google.com.br/,no
1217,An exploration of Irish teachers' perceptions of the inclusion of children with Autistic spectrum disorders in mainstream primary schools,"All of us do not have equal talent, but all of us should have an equal opportunity to develop our talent (Kennedy, 1963, p. 233). Almost half a century later, the words of John F. Kennedy illustrate that equality of opportunity and inclusion are intrinsically linked. Inclusive education has increasingly become a focus of debate in discussions about the development of educational policy and practice around the world. In Ireland the Education for Persons with Special Educational Needs Act (EPSEN) (Government of Ireland, 2004) provides a legislative framework for inclusive education, while also providing for the right of a child to an assessment, to an individual education plan (IEP) and to an independent appeals process. Children with Autistic Spectrum Disorder (ASD) are asserting this right by accessing education in mainstream primary schools. © 2012 by the Peter Lang. All rights reserved.",2019,https://scholar.google.com.br/,no
1218,Associations between syntax and the lexicon among children with or without ASD and language impairment,"Five groups of children defined by presence or absence of syntactic deficits and autism spectrum disorders (ASD) took vocabulary tests and provided sentences, definitions, and word associations. Children with ASD who were free of syntactic deficits demonstrated age-appropriate word knowledge. Children with ASD plus concomitant syntactic language impairments (ASDLI) performed similarly to peers with specific language impairment (SLI) and both demonstrated sparse lexicons characterized by partial word knowledge and immature knowledge of word-to-word relationships. This behavioral overlap speaks to the robustness of the syntax-lexicon interface and points to a similarity in the ASDLI and SLI phenotypes. © Springer Science+Business Media, LLC 2011.",2019,https://scholar.google.com.br/,no
1219,Cogmed working memory training: Does the evidence support the claims?,"Cogmed working memory training is sold as a tool for improving cognitive abilities, such as attention and reasoning. At present, this program is marketed to schools as a means of improving underperforming students' scholastic performance, and is also available at clinical practices as a treatment for ADHD. We review research conducted with Cogmed software and highlight several concerns regarding methodology and replicability of findings. We conclude that the claims made by Cogmed are largely unsubstantiated, and recommend that future research place greater emphasis on developing theoretically motivated accounts of working memory training. © 2012 Society of Applied Research in Memory and Cognition.",2019,https://scholar.google.com.br/,no
1220,Computational psychiatry,"Computational ideas pervade many areas of science and have an integrative explanatory role in neuroscience and cognitive science. However, computational depictions of cognitive function have had surprisingly little impact on the way we assess mental illness because diseases of the mind have not been systematically conceptualized in computational terms. Here, we outline goals and nascent efforts in the new field of computational psychiatry, which seeks to characterize mental dysfunction in terms of aberrant computations over multiple scales. We highlight early efforts in this area that employ reinforcement learning and game theoretic frameworks to elucidate decision-making in health and disease. Looking forwards, we emphasize a need for theory development and large-scale computational phenotyping in human subjects. © 2011 Elsevier Ltd.",2019,https://scholar.google.com.br/,no
1221,Sequential meta-analysis to determine the sufficiency of cumulative knowledge: The case of early intensive behavioral intervention for children with autism spectrum disorders,"Meta-analysis has become a popular tool to statistically integrate results across studies in order to formulate more general conclusions on treatment effectiveness. Unfortunately, traditional meta-analytic applications fail to answer the question whether enough cumulative knowledge is available to draw convincing statistical conclusions. Leaving questions regarding the sufficiency of cumulative knowledge unaddressed may lead to inefficient use of limited resources or to the dissemination of spurious treatment benefit. Sequential meta-analysis or SMA provides a statistical framework to determine the sufficiency of cumulative knowledge in a meta-analysis, but is relatively unknown in mental health or disability fields. In this article, we introduce SMA and demonstrate its application by resynthesizing research findings on the effectiveness of early intensive behavioral intervention (EIBI) for children with autism reported in five published meta-analyses. The results illustrate the additional information that can be gained by including a sequential approach in research synthesis. SMA may serve as a valuable tool to systematically build and interpret a cumulative knowledge base on treatment effectiveness in the field of developmental disabilities. © 2011 Elsevier Ltd.",2019,https://scholar.google.com.br/,no
1222,Litigating health rights in Canada: A white knight for equity?,"Canada is often held up as exemplifying the “single-payer” model of health care financing. The label is somewhat misleading, because government is by no means the only “payer” for health care in Canada: roughly 30 percent of health care spending is privately financed, which puts Canada below the OECD average in its ratio of public-to-private financing. Close to 65 percent of Canadians hold private insurance for a wide swath of medical goods and services not covered by the public system, notably for prescription drugs taken outside of hospitals, and care deemed not medically necessary, such as routine dental care. Canadian Medicare provides first-dollar public funding for all “medically necessary” hospital care and “medically required” physician services. Surprisingly, however, there is no legal definition or clearly established criteria for deciding what counts as medically necessary. Decisions as to what treatments are included in the Medicare basket are left to the provinces and territories (“provinces”), and are normally the by-product of annual fee negotiations between provincial Medical Associations and the relevant provincial Ministries of Health. These negotiations tend to focus mainly on whether the coming year's fees for the established basket of services will be raised or lowered relative to the year past, year to year, there is no systematic reassessment of which services should be included in the basket. This creates a bias toward preserving the status quo, leading to concerns about whether the funding tracks the most effective treatments for the most pressing medical needs. As we shall see, the framework legislation for Canadian public health care, the Canada Health Act, focuses coverage on physician/hospital services. This focus is to the exclusion of, for example, autism therapies delivered in schools, to say nothing of the whole range of goods and services linked to social determinants of health, such as access to clean water, income, housing, employment status, and working conditions. © Cambridge University Press 2014.",2019,https://scholar.google.com.br/,no
1223,"Amygdalar, hippocampal, and thalamic volumes in youth at high risk for development of bipolar disorder","Children of parents with bipolar disorder (BD), especially those with attention deficit hyperactivity disorder (ADHD) and symptoms of depression or mania, are at significantly high risk for developing BD. As we have previously shown amygdalar reductions in pediatric BD, the current study examined amygdalar volumes in offspring of parents (BD offspring) who have not yet developed a full manic episode. Youth participating in the study included 22 BD offspring and 22 healthy controls of comparable age, gender, handedness, and IQ. Subjects had no history of a manic episode, but met criteria for ADHD and moderate mood symptoms. MRI was performed on a 3. T GE scanner, using a 3D volumetric spoiled gradient echo series. Amygdalae were manually traced using BrainImage Java software on positionally normalized brain stacks. Bipolar offspring had similar amygdalar volumes compared to the control group. Exploratory analyses yielded no differences in hippocampal or thalamic volumes. Bipolar offspring do not show decreased amygdalar volume, possibly because these abnormalities occur after more prolonged illness rather than as a preexisting risk factor. Longitudinal studies are needed to determine whether amygdalar volumes change during and after the development of BD. © 2011 Elsevier Ireland Ltd.",2019,https://scholar.google.com.br/,no
1224,Cognitive intervention in autism using multimedia stimulus,"We demonstrate an open multimedia-based system for delivering early intervention therapy for autism. Using exible multi-touch interfaces together with principled ways to access rich content and tasks, we show how a syllabus can be translated into stimulus sets for early intervention. Media stimuli are able to be presented agnostic to language and media modality due to a semantic network of concepts and relations that are fundamental to language and cognitive development, which enable stimulus complexity to be adjusted to child performance. Being open, the system is able to assemble enough media stimuli to avoid children over-learning, and is able to be customised to a specific child which aids with engagement. Computer-based delivery enables automation of session logging and reporting, a fundamental and time-consuming part of therapy. Copyright 2011 ACM.",2019,https://scholar.google.com.br/,no
1225,'Make it move': Playing cause and effect games with a robot companion for children with cognitive disabilities,"Play is one of the most important activities in child development. Children with special needs are often excluded from play activities due to the nature of their impairments. This paper describes the use of two types of robots with very different configurations, one humanoid robot (KASPAR) and one mobile robotic platform (IROMEC), in a six month long-term study with children with different levels of cognitive and social disabilities. In this study we tested the effectiveness of KASPAR and IROMEC. IROMEC was designed for children with special needs in order to encourage them to be engaged in play activities. KASPAR was developed to facilitate social interaction, including applications designed to help children with autism. We examined whether these two robots can support the achievement of fundamental therapeutic and educational objectives for the cognitive and social development of these children. We performed similar play scenarios with both robots and monitored their effects on the behaviour of the children. In this paper we focus on the cause and effect game called Make it move. A preliminary analysis of the data shows very encouraging results. The interaction with the robots seemed to have in general positive influence on the development of the children's social skills. The level of success achieving the different objectives varied from child to child depending on the level and nature of their disability. © 2011 ACM.",2019,https://scholar.google.com.br/,no
1226,Development and evaluation of a social robot platform for therapy in autism,People with ASD (Autism Spectrum Disorders) have difficulty in managing interpersonal relationships and common life social situations. A modular platform for Human Robot Interaction and Human Machine Interaction studies has been developed to manage and analyze therapeutic sessions in which subjects are driven by a psychologist through simulated social scenarios. This innovative therapeutic approach uses a humanoid robot called FACE capable of expressing and conveying emotions and empathy. Using FACE as a social interlocutor the psychologist can emulate real life scenarios where the emotional state of the interlocutor is adaptively adjusted through a semi closed loop control algorithm which uses the ASD subject's inferred affective state as input. Preliminary results demonstrate that the platform is well accepted by ASDs and can be consequently used as novel therapy for social skills training. © 2011 IEEE.,2019,https://scholar.google.com.br/,no
1227,Facilitating the iterative design of informatics tools to advance the science of autism,"This paper describes a usability evaluation study of an innovative first generation system (Data Dig) designed to retrieve phenotypic data from the large SFARI data set of 2700 families each of which has one child affected with autism spectrum disorder. The usability methods included a cognitive walkthrough and usability testing. Although the subjects were able to learn to use the system, more than 50 usability problems of varying severity were noted. The problems with the greatest frequency resulted from users being unable to understand meanings of variables, filter categories correctly, use the Boolean filter, and correctly interpret the feedback provided by the system. Subjects had difficulty forming a mental model of the organizational system underlying the database. This precluded them from making informed navigation choices while formulating queries. Clinical research informatics is a new and immensely promising discipline. However in its nascent stage, it lacks a stable interaction paradigm to support a range of users on pertinent tasks. This presents great opportunity for researchers to further this science by harnessing the powers of user-centered iterative design. © 2011 European Federation for Medical Informatics. All rights reserved.",2019,https://scholar.google.com.br/,no
1228,Developing the concept of money by interactive computer games for autistic children,"Autism is a general term used to describe a group of complex developmental brain disorders known as Pervasive Developmental Disorders (PDD). It is a life-long disability that prevents people from understanding what they see, hear, and sense. This results in severe problems with social relationships, communications, and behavior. Autism is typically diagnosed between the ages of two and six, although variations of ASD (Autism Spectrum Disorders) can sometimes be diagnosed earlier or later [1]. Children with learning disability such as autism who have serious impairments with social, emotional and communication skills require high degree of personalization in using the educational software developed for them. In this paper we present a personalized game based on digital story-telling concept that helps the children of age ranging from 9 to 14 years old with autism to understand the use of money. It also teaches the autistic children the social behavior appropriate while shopping. The game is developed on BYOB (Build Your Own Block, an advanced offshoot of the game engine Scratch). © 2011 IEEE.",2019,https://scholar.google.com.br/,no
1229,EEG biofeedback,"EEG biofeedback is an up to date therapeutic system able to cure low concentration ability, attention deficit hyperactivity disorder (ADHD), learning disability or depressions. Biofeedback systems based on EDG, ECG, EMG or EEG are used in numerous rehabilitation and therapeutic centers. Designed EEG biofeedback acquires EEG signal with a use of BIOPAC Acquisition unit. The signal is amplified, filtered and digitized. The software part of the system is designed in LabVIEW, it handles system control, data processing and data and feedback visualization. Two simple graphical games are included. The games are designed to increase the patient's efficiency of mind concentration or body and mind relaxation. © 2011 ACM.",2019,https://scholar.google.com.br/,no
1230,Twice exceptional - Gifted students with Asperger syndrome,Confusion surrounds the twice-exceptional nature of gifted children with Asperger syndrome. Teachers are likely to view such children and young people as being either learning disabled or gifted and fail to recognise and provide appropriate learning environments for the unique needs of this group of twiceexceptional learners. This article reviews the literature in relation to gifted learners and learners with Asperger syndrome with a view to clarifying the issues for teachers of mainstream classes. A conceptual framework is proposed for understanding this group of learners in light of the autism spectrum and the characteristics of gifted learners as described in the literature.,2019,https://scholar.google.com.br/,no
1231,Asperger syndrome and Sexuality: Intervention issues in a case of an Adolescent with Asperger syndrome in a context of a special educational setting,"Up to today the main orientation in the intervention approach of issues of sexuality in the cases of children and adolescents with Asperger syndrome was mainly behavioral. Under that view sexuality issues remained unexplored from a psychodynamic perspective (Jacobs, 1996) We attempted to study a case of an adolescent with diagnosis of Asperger syndrome, who attended a special educational unit, so as to handle his sexuality issues (physical changes, self-image,) but also to deal with his emotional difficulties (fear of growing up, self-esteem, withdrawal, isolation). Our research emphasizes the role of the structured and supportive relationship framework (Clarkson, 1995) but also the emotions and feelings and their work. © 2011 Published by Elsevier Ltd.",2019,https://scholar.google.com.br/,no
1232,Play preference of children with ADHD and typically developing children in Brazil: A pilot study,"Background/aim: Children with attention deficit hyperactivity disorder (ADHD) have been reported to have play deficits, which can cause problems in occupational development. The aim of this paper was to report research findings on children with ADHD and typically developing children in relation to preference of play partners, play places, toys and type of play. Methods: Thirty-two school aged children from low socioeconomic status were divided into two groups. One group of 16 children with ADHD were matched with 16 typically developing children. Results and conclusion: There were no significant differences between the two groups in relation to play partners, with classmates being the most frequent play partner for both groups. There were significant differences between the two groups in preferred place to play. Children with ADHD preferred to play in school and typically developing children preferred to play on the street. There were significant differences in relation to toys and type of play engaged in with children with ADHD preferring educational materials and typically developing children preferring electronic games. These findings add to knowledge of Brazilian children with ADHD and their play preferences. Comparisons are made with research with Australian children with and without ADHD. © 2011 The Authors. Australian Occupational Therapy Journal © 2011 Occupational Therapy Australia.",2019,https://scholar.google.com.br/,no
1233,Effects of using a handheld device in blended learning environments: Focus on studying Kanji characters in special needs education at Japanese elementary school,"This paper describes the effects of using a handheld device (a Nintendo DS) for training students in the use of Kanji characters (the Chinese characters used in Japan) in a blended learning environment. The main emphasis is on its effects on students in special needs education at a Japanese elementary school. In face-to-face lessons lasting about five months, six students affected by ADHD (attention-deficit hyperactivity disorder) studied the reading, writing, stroke count, and stroke order of Kanji characters using a Nintendo DS, on which Kanji software was installed. Consequently, the academic performance of all the students improved. However, it was noted that some students became rather obsessive about their own levels of performance. © 2011 IADIS.",2019,https://scholar.google.com.br/,no
1234,"The effects of L-theanine (Suntheanine®) on objective sleep quality in boys with attention deficit hyperactivity disorder (ADHD): A randomized, double-blind, placebo-controlled clinical trial","INTRODUCTION: The purpose of this study was to investigate the efficacy and safety of L-theanine as an aid to the improvement of objectively measured sleep quality in a population of 98 male children formally diagnosed with attention-deficit/hyperactivity disorder (ADHD). METHODS: A randomized, double-blind, placebo-controlled trial was conducted involving boys, ages 8-12 years, who had been previously diagnosed with ADHD. An experienced physician confirmed the diagnosis of ADHD in each subject. Randomization was stratified based upon current use of stimulant medication to ensure an equal distribution of stimulant/non-stimulant treated subjects into active and placebo treated groups. Participants consumed two chewable tablets twice daily (at breakfast and after school), with each tablet containing 100 mg of L-theanine (total 400 mg daily Suntheanine®, Taiyo Kagaku, Yokkaichi, Japan) or identical tasting chewable placebo for six weeks. Subjects were evaluated for five consecutive nights using wrist actigraphy at baseline, and again at the end of the six-week treatment period. The Pediatric Sleep Questionnaire (PSQ) was completed by parents at baseline and at the end of the treatment period. RESULTS: Actigraph watch data findings indicated that boys who consumed L-theanine obtained significantly higher sleep percentage and sleep efficiency scores, along with a non-significant trend for less activity during sleep (defined as less time awake after sleep onset) compared to those in the placebo group. Sleep latency and other sleep parameters were unchanged. The PSQ data did not correlate significantly to the objective data gathered from actigraphy, suggesting that parents were not particularly aware of their children's sleep quality. L-theanine at relatively high doses was well tolerated with no significant adverse events. CONCLUSIONS: This study demonstrates that 400 mg daily of L-theanine is safe andeffective in improving some aspects of sleep quality in boys diagnosed with ADHD. Since sleep problems are a common co-morbidity associated with ADHD, and because disturbed sleep may be linked etiologically to this disorder, L-theanine may represent a safe and important adjunctive therapy in childhood ADHD. Larger, long-term studies looking at the wider therapeutic role of this agent in this population are warranted. Copyright © 2011 Alternative Medicine Review, LLC. All Rights Reserved.",2019,https://scholar.google.com.br/,no
1235,Virtual game approach for rehabilitation in autistic children,"With the changes in diagnostic procedures and public awareness, the number of individuals diagnosed with autism are rising dramatically in recent years. This project presents virtual games developed as an augmentative aid to engage autistic students in rehabilitative and academic training. It is an attempt to show the cost effectiveness, safety and time-efficiency of building a platform for pilot study, using virtual agent and robot without any hardware. Following an iterative and incremental model for software development life cycle, an interactive quiz programme which employs virtual avatar to pose academic related questions to autistic students is developed. Additionally, drawing on a Sumo wrestling game using robotics agent iRobot Create to hone motor skill is evaluated. Experiments conducted at a Singapore-based autistic school with a sample of nine students had garnered a mixed result. The degree of assistance required to guide them through the game can range from minimal to gesture and contact guidance. Experimental results showed that the deployment of virtual games hold great potential in motivating and exciting the children in their learning process, as well as providing valuable insights to related rehabilitative industries. © 2011 IEEE.",2019,https://scholar.google.com.br/,no
1236,Investigation on requirements of robotic platforms to teach social skills to individuals with autism,"This paper reports on some of the robotic platforms used in the project AUROSO which investigates the use of robots as educationally useful interventions to improve social interactions for individuals with Autism Spectrum Disorders (ASD). Our approach to treatment uses an educational intervention based on Socially Assistive Robotics (SAR), the DIR/Floortime intervention model and social script/stories. Requirements are established and a variety of robotic models/platforms were investigated as to the feasibility of an economical, practical and efficient means of helping teach social skills to individuals with ASD for use by teachers, families, service providers and other community organizations. © ICST Institute for Computer Science, Social Informatics and Telecommunications Engineering 2011.",2019,https://scholar.google.com.br/,no
1237,A SUNNY DAY: Ann and Ron's world an iPad application for children with autism,"As autism becomes a more widely-understood medical field, so do therapeutic implications. With the recent development of these methodologies in mind, ""A SUNNY DAY"" aids the therapeutic treatment of children with autism by providing simple and structured tasks while awarding children with praise in the form of an electronic iPad application. Every task in the game takes into consideration the emotional, social, and sensory disabilities autistic children struggle with and utilizes new teaching methods to remedy them. This paper includes the research prior to developing the application and the design and objectives of the application. © 2011 Springer-Verlag.",2019,https://scholar.google.com.br/,no
1238,First experiences with eBlocks as an assistive technology for individuals with autistic spectrum condition,"The integration of technology into autistic classrooms has shown promising results, including an increase in attention span, creativity, and social skills. We have introduced a low-cost learning technology composed by electronic modules called eBlocks to an autistic middle-school classroom. The participants of this study had the opportunity to learn concepts in the design and implementation of electronic systems by using the eBlocks. Our initial findings show that the integration of hands-on real world based projects, centered on the design of systems for a Smart House estimulated peer-to-peer interaction and teamwork, while promoting spontaneous creative thinking. We present our experiences with six students, including summaries of our overall experiences, teacher's pre-and post-surveys, and the examination of students' work. © 2011 IEEE.",2019,https://scholar.google.com.br/,yes
1239,Social skills training for Attention Deficit Hyperactivity Disorder (ADHD) in children aged 5 to 18 years.,"Attention Deficit Hyperactivity Disorder (ADHD) in children is associated with hyperactivity and impulsitivity, attention problems, and difficulties with social interactions. Pharmacological treatment may alleviate symptoms of ADHD but seldom solves difficulties with social interactions. Social skills training may benefit ADHD children in their social interactions. We examined the effects of social skills training on children's social competences, general behaviour, ADHD symptoms, and performance in school. To assess the effects of social skills training in children and adolescents with ADHD. We searched the following electronic databases: CENTRAL (2011, Issue1), MEDLINE (1948 to March 2011), EMBASE (1980 to March 2011), ERIC (1966 to March 2011 ), AMED (1985 to June 2011), PsycINFO (1806 to March 2011), CINAHL (1980 to March 2011), and Sociological Abstracts (1952 to March 2011). We also searched the metaRegister of Controlled Trials on 15 October 2010. We did not apply any language or date restrictions to the searches. We searched online conference abstracts and contacted 176 experts in the field for possible information about unpublished or ongoing RCTs. Randomised trials investigating social skills training for children with ADHD as a stand alone treatment or as an adjunct to pharmacological treatment. We conducted the review according to the Cochrane Handbook for Systematic Reviews of Intervention. Two authors (OJS, MS) extracted data independently using an appropriate data collection form. We performed the analyses using Review Manager 5 software. We included 11 randomised trials described in 26 records (all full text articles) in the review. The trials included a total of 747 participants. All participants were between five and 12 years of age. No trials assessed adolescents. In 10 of the trials the participants suffered from different comorbidities.The duration of the interventions ranged from eight to 10 weeks (eight trials) up to two years. The types of social skills interventions were named social skills training, cognitive behavioural intervention, multimodal behavioural/psychosocial therapy, behavioural therapy/treatment, behavioural and social skills treatment, and psychosocial treatment. The content of the social skills interventions were comparable and based on a cognitive behavioural model. Most of the trials compared child social skills training and parent training plus medication versus medication alone. Some of the experimental interventions also included teacher consultations.More than half of the trials were at high risk of bias regarding generation of the allocation sequence and allocation concealment. No trial reported blinding of participants and personnel and most of the trials had no reports regarding differences between groups in collateral medication for comorbid disorders. Overall, the trials had high risk of bias due to systematic errors. Even so, as recommended by the Cochrane Handbook of Systematic Reviews of Interventions, we used all eligible trials in the meta-analysis, but the results are downgraded to low quality evidence.There were no statistically significant treatment effects either on social skills competences (positive value = better for the intervention group) (SMD 0.16, 95% CI -0.04 to 0.36, 5 trials, n = 392), on the teacher-rated general behaviour (negative value = better for the intervention group) (SMD 0.00, 95% CI -0.21 to 0.21, 3 trials, n = 358), or on the ADHD symptoms (negative value = better for the intervention group) (SMD -0.02, 95% CI -0.19 to 0.16, 6 trials, n = 515).No serious or non-serious adverse events were reported. The review suggests that there is little evidence to support or refute social skills training for adolescents with ADHD. There is need for more trials, with low risk of bias and with a sufficient number of participants, investigating the efficacy of social skills training versus no training for both children and adolescents.",2019,https://scholar.google.com.br/,no
1240,Development of training games of physical posture for people with developmental disorders,"This paper describes two prototypes of training games of physical posture adaptive for people with developmental disorders. Two types of games are developed and their prototypes are produced. One is a game for exercise user's body posture control. The other is a simulator of holding some object horizontally. Though it is said that ASD people generally have resistance against new, inexperienced items, all of the ASD subjects are interested in the games without refusal. This fact is considered to be an effective utilization of attraction and diffusing potential that games have. © 2011 IEEE.",2019,https://scholar.google.com.br/,no
1241,Robots for social training of autistic children,"We apply a participatory co-creation process to empower health researchers/practitioners with robot assistants or mediators in behavioral therapies for children with autism. This process combines (a) a user centered design of a platform to support therapists to create and share behavioral training scenarios with robots and (b) acquisition of domain specific knowledge from the therapists in order to design robot-child interaction scenarios that accomplish specific learning goals. These two aspects of the process are mutually dependant and therefore require an iterative design of a technological platform that will make gradual steps towards creating optimal affordances for therapists to create robot-mediated scenarios to the best of the technical capabilities of the robot, i.e. through co-creation. For this purpose an end-user programming environment augmented with learning by demonstration tool and textual commands is being developed. The initial tests showed that this tool can be used by the therapists to create own training scenarios with existing behavioral components. We conclude that this platform comply with the needs of the contemporary practices that focus on personalization of the training programs for every child. In addition, the proposed framework makes possible to include extensions to the platform for future developments. © 2011 IEEE.",2019,https://scholar.google.com.br/,no
1242,Developing and evaluating educational programs for students with autism,"Recent years have witnessed a marked increase both in the number of children diagnosed with autism spectrum disorders (ASDs) and those placed alongside their typically developing peers in general education classrooms. These events bring with them a plethora of challenges, particularly in the areas of program design and educational practices. Developing and Evaluating Educational Programs for Students with Autism offers systematic, evidence-based guidelines-as well as tools, checklists, and other resources-for creating effective learning environments for students across the autism spectrum and the grade span. Planning, development, implementation, and continuous evaluation are examined in detail in this practical volume, which features: An overview of the ASDs, with an emphasis on effective educational practice. In-depth discussion of the ASD Program Development and Evaluation Protocol. A staff training model for personnel working with students with ASD. A detailed framework for student support teams and family-school collaboration. Specific guidelines for conducting needs assessments and student evaluations. Case examples of applications of the protocol on the program, school, and regional levels. Developing and Evaluating Educational Programs for Students with Autism is a uniquely rigorous and thorough reference benefiting school psychologists and special education professionals as well as those in allied educational and mental health fields, including clinical child, school, and developmental psychologists, psychiatrists, and other professionals working with children with autism. © Springer Science+Business Media, LLC 2011. All rights reserved.",2019,https://scholar.google.com.br/,no
1243,Successful intervention for preschool autistic children,"Objectives: The objective of this research was to develop a communicative instructional model to reduce behavioral problems in preschool autistic children in a Thai context. Methods: All subjects receiving training through this communicative instructional model were measured using the Behavioral Language Assessment Form. The training period lasted for 12 weeks, with 1 session being conducted per week. Video recording data was collected with staff compliance, they observed the weekly sessions of the PAT Model implementation. The data was monitored continuously throughout this period. Results: The communicative instructional model can control behavior problems. Based on what we already know about various strategies that can help the behavioral problems of Autistic children, a comprehensive communicative instructional model is proposed in this research. This model is a synthesis to draw from and combine techniques used in • Picture Exchange Communication System (PECS), • Apply Behavior Analysis (ABA) and • Treatment and Education of Autistic and Related Communication Handicapped Children (TEACCH) I have named this model PAT using the first letter from each technique adopted. The PAT model has been designed to be an integrated and comprehensive model with a sequential and logical process to move from assessment to educational programming, and from less sophisticated to more sophisticated goals. The time required to move through the program depends on the child. Conclusions: The communicative instructional model consists of a comprehensive and educational approach with a flexible multidisciplinary framework. © EuroJournals Publishing, Inc. 2011.",2019,https://scholar.google.com.br/,no
1244,Training referential communicative skills to individuals with autism spectrum disorder: A pilot study,"The present study reports the effects of referential communication training in individuals formally diagnosed with autism spectrum disorder (ASD). Participants were 20 children with ASD (M age = 14.3 yr., SD = 4.2, 6 girls, 14 boys) in the role of speakers and 20 control children, who acted as listeners. They were all enrolled in mainstream compulsory education. Inclusion/exclusion criteria were defined according to the clinical diagnosis of ASD, the presence or absence of additional or associated disability, previous training in referential communication, and any drug treatment. Speakers were randomly assigned to one of two groups (trained vs untrained). Linguistic age, cognitive level, and autistic symptoms were analyzed, respectively, with the Peabody Picture Vocabulary Test (PPVT), the Wechsler Intelligence Scale (WISC-R or WAIS-III), and the Autistic Behavior Checklist (ABC). Communicative abilities were analyzed through two indexes related to message complexity and self-regulation. The trained group was trained in referential communication tasks (task analysis, role taking, and task evaluation), while the untrained group took part in a communicative game but without any specific communicative training. The results showed that the complexity of emitted messages had improved statistically significantly in the trained group as an effect of training. Ecological referential communication is shown to be an appropriate paradigm for studying the communicative process and its products and could be used to develop and implement a training program focused on those skills in which individuals with ASD are most deficient. © Psychological Reports 2011.",2019,https://scholar.google.com.br/,no
1245,Successful inclusion of children with Asperger Syndrome in primary school: Parental voices,"The quality of the overall primary school experience for students diagnosed with Asperger Syndrome (AS) and other learning disabilities may be typically challenging and stressful on a number of fronts, particularly the successful negotiation of the social curriculum. The term 'inclusion' is defined as a process taking into consideration features such as welcoming diversity, promotion of teacher consistency and collaboration, and the provision of learning opportunities and experiences to match the needs of the child. This paper provides parents of children diagnosed with AS a voice to speak about their own experiences and perspectives of how inclusive the primary school system was in meeting their child's needs. Based on parental experiences working with their child and primary School staff, a number of strategies and recommendations are put forward to empower new parents of children diagnosed with AS and teachers on how to improve the quality of the child's primary school experiences. Through the use of a questionnaire and semi-structured interviews, 12 parents participated in the Looking back to work forward research and their data analysed initially using the Leximancer Version 2.25 (2001) qualitative software. A thematic analysis was undertaken using Bruner's (1990) concept of generative themes that revealed key topics shared by the participants, including bullying, the importance of community and social supports, and parental involvement with schools. The paper puts forward strategies and recommendations to teachers, education staff and parents on how to improve the process of inclusion for students with AS, and for those students who exhibit similar difficulties at school. © 2011 University of South Australia.",2019,https://scholar.google.com.br/,no
1246,Didactic software for autistic children,"In this paper we describe the aims and requirements of a project devoted to designing and developing Open Source didactic Software (SW) for children in the autism disorder spectrum, conforming to the Applied Behaviour Analysis (ABA) learning technique. In this context, participatory design with therapists and child's parents is necessary to ensure a usable product that responds to these children's special needs and respects education principles and constraints of the ABA methodology. © Springer-Verlag Berlin Heidelberg 2011.",2019,https://scholar.google.com.br/,yes
1247,Better the devil you know: A preliminary study of the differential modulating effects of reputation on reward processing for boys with and without externalizing behavior problems,"Very little is known about the neurobiological correlates of reward processing during social decision-making in the developing brain and whether prior social and moral information (reputations) modulates reward responses in youth as has been demonstrated in adults. Moreover, although externalizing behavior problems in youth are associated with deficits in reward processing and social cognition, a real-life social interaction paradigm using functional neuroimaging (fMRI) has not yet been applied to probe reward processing in such youth. Functional neuroimaging was used to examine the neural correlates of reward-related decision-making during a trust task in two samples of age-matched 11 to 16-year-old boys: with (n = 10) and without (n = 10) externalizing behavior problems. The task required subjects to decide whether to share or keep monetary rewards from partners they themselves identified during a real-life peer sociometric procedure as interpersonally aggressive or kind (vs. neutral). Results supported the notion that prior social and moral information (reputations) modulated reward responses in the adolescent brain. Moreover, boys with externalizing problems showed differential activation in the bilateral insula during the decision phase of the game as well as the caudate and anterior insula during the outcome phase of the game. Similar activation in adolescents in response to reward related stimuli as found in adults suggests some developmental continuity in corticostriatal circuits. Group differences are interpreted with caution given the small group sizes in the current study. Notwithstanding this limitation, the study provides preliminary evidence for anomalous reward responses in boys with externalizing behavior problems, thereby providing a possible biological correlate of well-established social-cognitive and reward-related theories of externalizing behavior disorders. © 2011 Springer-Verlag.",2019,https://scholar.google.com.br/,no
1248,Improving communication skills of children with ASDs through interaction with virtual characters,"This article presents the LIFEisGAME project, a serious game that will help children with ASDs to recognize and express emotions through facial expressions. The game design tackles the main experiential learning cycle of emotion recognition: watch and recognize, learn by doing, recognize and mimic, generalize or knowledge transfer to real life. We briefly describe the technology behind the character animation pipeline centered on the creation of a generic rig. Then, we detail the facial expression analyzer that uses Active Appearance Models. Last, we describe the user study experiment using game mode ""recognize the expression"". © 2011 IEEE.",2019,https://scholar.google.com.br/,no
1249,A method of mother wavelet function learning for DWT-based analysis using EEG signals,"In brain signals analysis, there are the supplementary devices such as EEG, fNIRS, MEG, fMRI, PET, etc. EEG is a popular secondary device due to the advantages of easy usability, mobility and low-cost. Many researchers have employed a Discrete Wavelet Transform (DWT) to classify EEG signals and make a clustering of the signal in brain-computer interface and medicine diagnosis. The precision of classification and clustering for EEG analysis depend on a mother wavelet. In order to improve the precision, the previous works has taken a hand-selection method to find out the best mother wavelet after simulation. It is necessary to improve the tested precision because the best mother wavelets for the acquired EEG signals are different depending on the subjects. In this paper, we suggest a novel approach which can select the best mother wavelets for DWT-based analysis in time-series sequences of EEG signals. To show the efficiency of the proposed method, we utilized a clustering method which can separate unsupervised EEG signals into the groups such as the ADHD (Attention Deficit Hyper-activity Disorder), the normal children, and the children in the boundary between ADHD and Normal children. As a result of simulation, we confirmed that the novel method improved the precision about 15% more than the previous. © 2011 IEEE.",2019,https://scholar.google.com.br/,no
1250,Enhanced therapeutic interactivity using social robot Zeno,"Social robotics has emerged as a new research area in recent years. One of the reasons behind this emergence is the rapid pace of improvements in sensor, actuator and processing capabilities in modern hardware enabling robots to interact with humans more effectively than ever before. The motivation for the work presented in this paper is to use advanced human-robot head-eye interaction algorithms in order to create a robotic framework that assists physical therapists treating sensor-motor impairments, such as Autism and Cerebral Palsy by using robotic systems. The robotic platform used in our work is the social robot Zeno, which has a fantastically friendly appearance and bridges the previously reported uncanny valley. In this paper we report on a new coordination algorithm based on reinforcement learning implemented on Zeno for achieving human like head-eye coordination to visually engage patients with cognitive impairments. The experimental results show that the various methods implemented enables social robot Zeno achieve natural head-eye coordination with significant improvement in accuracy without the need of extensive kinematic analysis of the system. © 2011 ACM.",2019,https://scholar.google.com.br/,no
1251,A statewide scale up of positive behavioral interventions and supports: A description of the development of systems of support and analysis of adoption and implementation,"This study describes the process by which a statewide support system was developed in Maryland to promote high-quality implementation of a schoolwide prevention model called Positive Behavioral Interventions and Supports (PBIS). PBIS (Sugai & Horner, 2006) aims to prevent disruptive behavior problems and promote a positive school climate through the application of practices and systems consistent with the three-tiered public health prevention framework. We summarize the statewide scale-up process and examine schooland district-level contextual factors that influenced the schools' training, adoption, and implementation quality of PBIS within the scale-up effort. Data come from 810 Maryland elementary schools, of which 316 were trained in PBIS. A series of multilevel analyses indicated that several school- and district-level factors were associated with both receipt of training and program adoption, however, only school-level factors were related to implementation quality. Findings are discussed within the context of statewide efforts to scale up evidencebased programs in schools. Copyright 2011 by the National Association of School Psychologists.",2019,https://scholar.google.com.br/,no
1252,Implementing motivational interviewing in primary care: The role of provider characteristics,"Primary care is an optimal place to target modifiable health behavior problems that are linked to increased risk for mortality. The Veterans Administration (VA) has recognized the importance of coordinated, patient-centered care that increases access to health care services and has recently initiated efforts to implement Patient Aligned Care Teams within the primary care setting. To help support this initiative, administrative leaders at a large VA Health Care organization implemented a training program to teach all primary care staff motivational interviewing (MI) across its local facilities. Guided by the Consolidated Framework for Implementation Research, we examined the characteristics of providers working within this setting in an attempt to better understand the specific training needs of this group with the goal of optimizing the adoption of MI-related skills. Our findings show that providers vary on perspectives of lifestyle counseling, time commitment pressure, job-related burnout, and self-efficacy, which have important implication for the design and implementation of future trainings in MI and other evidence-based therapies. © 2011 Society of Behavioral Medicine.",2019,https://scholar.google.com.br/,no
1253,Effects of computer-based practice on the acquisition and maintenance of basic academic skills for children with moderate to intensive educational needs,"This study investigated the effects of computer-based practice on the acquisition and maintenance of basic academic skills for two children with moderate to intensive disabilities. The special education teacher created individualized computer games that enabled the participants to independently practice academic skills that corresponded with their IEP objectives (e.g., letter-sound correspondence, word identification, number identification). The computer games provided discrete learning trials with immediate feedback for each response. A multiple baseline across skills design demonstrated that computer-based practice resulted in the successful acquisition of basic academic skills for both participants. Additionally, both participants maintained at least two mastered skills for two to four weeks. © Division on Autism and Developmental Disabilities.",2019,https://scholar.google.com.br/,no
1254,Facial phenotypes in subgroups of prepubertal boys with autism spectrum disorders are correlated with clinical phenotypes,"Background: The brain develops in concert and in coordination with the developing facial tissues, with each influencing the development of the other and sharing genetic signaling pathways. Autism spectrum disorders (ASDs) result from alterations in the embryological brain, suggesting that the development of the faces of children with ASD may result in subtle facial differences compared to typically developing children. In this study, we tested two hypotheses. First, we asked whether children with ASD display a subtle but distinct facial phenotype compared to typically developing children. Second, we sought to determine whether there are subgroups of facial phenotypes within the population of children with ASD that denote biologically discrete subgroups. Methods. The 3dMD cranial System was used to acquire three-dimensional stereophotogrammetric images for our study sample of 8- to 12-year-old boys diagnosed with essential ASD (n = 65) and typically developing boys (n = 41) following approved Institutional Review Board protocols. Three-dimensional coordinates were recorded for 17 facial anthropometric landmarks using the 3dMD Patient software. Statistical comparisons of facial phenotypes were completed using Euclidean Distance Matrix Analysis and Principal Coordinates Analysis. Data representing clinical and behavioral traits were statistically compared among groups by using 2 tests, Fisher's exact tests, Kolmogorov-Smirnov tests and Student's t-tests where appropriate. Results: First, we found that there are significant differences in facial morphology in boys with ASD compared to typically developing boys. Second, we also found two subgroups of boys with ASD with facial morphology that differed from the majority of the boys with ASD and the typically developing boys. Furthermore, membership in each of these distinct subgroups was correlated with particular clinical and behavioral traits. Conclusions: Boys with ASD display a facial phenotype distinct from that of typically developing boys, which may reflect alterations in the prenatal development of the brain. Subgroups of boys with ASD defined by distinct facial morphologies correlated with clinical and behavioral traits, suggesting potentially different etiologies and genetic differences compared to the larger group of boys with ASD. Further investigations into genes involved in neurodevelopment and craniofacial development of these subgroups will help to elucidate the causes and significance of these subtle facial differences. © 2011 Aldridge et al, licensee BioMed Central Ltd.",2019,https://scholar.google.com.br/,no
1255,Identifying and treating social communication deficits in school-age children with Fetal Alcohol Spectrum Disorders,"Children with fetal alcohol spectrum disorders (FASD) have functional deficits that compromise their ability to use language in socially appropriate ways. An interpretive framework conceptualizing social communicative competence is presented. The framework provides experienced clinicians and educators with new ways of thinking about and treating the social communication problems of school-age children with FASD. Fetal Alcohol Syndrome (FAS) is a birth defect characterized by growth deficiency, a cluster of minor facial anomalies and central nervous system damage in the presence of confirmed prenatal alcohol exposure (Astley and Clarren, 2000, Jones, Smith, Ulleland and Streissguth, 1970). A large body of descriptive and experimental research underscores the broad range of harmful effects teratogenic alcohol exposure exerts on growth and development (Astley and Clarren, 2000, Mattson and Riley, 1998, Thomas, Kelly, Mattson, and Riley, 1998). The term fetal alcohol spectrum disorders (FASD) describes the range of effects that can occur in an individual whose mother drank alcohol during pregnancy (O'Malley and Hagerman, 1998). Much of the clinical research over the last decade for children with FASD has focused on refining identification criteria (Astley, 2004, Astley and Clarren, 1996, Clarren, Carmichael Olson, Clarren and Astley, 2000) and/or increasing access to related services (Streissguth, 1997). Children with FASD present complex clinical profiles. They often show problems learning from experience, following directions and understanding logical consequences (Carmichael Olson, Morse and Huffine, 1998). They are frequently unfocused and impulsive, have recurring difficulties adapting to routine school activities, and interacting with peers (Coles, Platzman, Raskind-Hood, Brown, Falek and Smith, 1997, Kleinfeld, and Wescott, 1993, Mattson and Riley, 1998 Streissguth, 1997). The social and behavioral problems often associated with FASD become more pronounced during the school years and coincide with problems in adaptive behavior and secondary disabilities (Streissguth, 1977). It is, therefore, not particularly surprising to find that many school-age children with histories of significant prenatal alcohol exposure have also been diagnosed as having a learning disability and/or an attention deficit hyperactivity disorder (Oesterheld and O'Malley, 1999). Of particular interest for speech-language pathologists is the impressive number of alcohol-exposed youngsters who exhibit social problems, as revealed during verbal interactions with peers (Coggins, Olswang, Carmichael Olson and Timler, 2003, Spohr, and Steinhausen, 1993, Olswang, Coggins and Timler, 2001, Thomas, Kelly, Mattson, and Riley, 1998, Timler, Olswang and Coggins, 2005). Interestingly, the majority of these youngsters do not typically have debilitating conduct disorders of serious social-emotional problems if they experience supportive environments and appropriate expectations. Moreover, even though they exhibit processing limitations and learning difficulties, their intellectual abilities are often found to be broadly within the normal range (Kerns, Don, Mateer and Streissguth, 1997). What sets these children apart from their school-age peers is their difficulty using language in more sophisticated social contexts. They lack the pivotal communicative abilities to enter peer groups, resolve conflicts, negotiate compromises, and maintain friendships. While interdisciplinary assessment teams are becoming increasingly effective in diagnosing the spectrum of disabilities associated with FASD (Clarren, Carmichael Olson, Clarren and Astley, 2000), few professionals have the necessary information for treating children with social communication problems The purpose of this paper is to present an interpretive framework for understanding communicative deficits in school-age children with FASD. To this end, we build an argument that the complex array of deficits in this clinical population creates special problems in social aspects of language use. Based on this argument, we present a model for conceptualizing social communication competence. We believe this framework offers practitioners a rational basis for selecting functional objectives and designing effective interventions for children who have do not use language to communicate appropriately. © 2007 by Nova Science Publishers, Inc. All rights reserved.",2019,https://scholar.google.com.br/,no
1256,The role of augmented e-learning systems for enhancing pro-social behaviour in socially impaired individuals,"E-learning systems generally rely on good visual and cognitive abilities, making them suitable for individuals with good levels of intelligence in these areas. A group of such individuals are those with non-systemising impairments (NSIs), such as people with autism spectrum conditions (ASCs). These individuals could benefit greatly from technology that allows them to use their abilities to overcome their impairments in social and emotional functioning in order to develop pro-social behaviours. Existing systems such as PARLE and MindReading are discussed, and a new one, the Visual Ontological Imitation System (VOIS), is proposed and discussed. This chapter details an investigation into the acceptability of these systems by those working in social work and advocacy. The study found that VOIS would be well received, although dependency on assistive technology and its impact on how others view NSIs still need to be addressed by society and its institutions. © 2011, IGI Global.",2019,https://scholar.google.com.br/,no
1257,Multimodal interaction for users with autism in a 3D educational environment,"The paper presents a new multimodal 3D education environment for children with autism. The new multimodal interaction system considers a combination of visual, voice, and textual modalities. In particular, it allows children with autism to access contents through easy iconic symbols designed to guide them into the innovative environment. For that purpose, it has been very important to consider and identify the classes and attributes necessary to correctly describe different users. In the architecture hierarchy three different user profiles have been considered and structured, following the ICF* model (an extension of the WHO International Classification of Functioning, Disability and Health guidelines), and describing both static and dynamic properties. A specific iconic language has been used to enrich and to present the virtual environment. Simultaneous visual, audio, and cognitive stimuli have been carefully used: they could be potential barriers but also rich opportunities for persons with autism. It has not been only a matter of putting information in a virtual space, it has been necessary to design and develop new languages, metaphors, and codes of interaction, in order to reduce the distance between the user and the system. In this case, communication talks via images, sounds, and gestures have been fundamental. The approach of the project takes into account the user model, the user profiles, the personalization, and the experimentation. © 2011 IADIS.",2019,https://scholar.google.com.br/,no
1258,A web-based tutorial for parents of young children with autism: results from a pilot study.,"Early intervention can significantly improve long-term outcomes for children with autism. Unfortunately, many children do not receive early intervention services due to a critical shortage of trained professionals in this area. To bridge this gap, we evaluated a Web-based parent training tutorial (Enhancing Interactions), based on evidence-based practices and utilizing the Web-based platform to maximize learning. Twenty-three parents with a child between 18 months and 6 years with an autism spectrum disorder participated. Pre- and posttest scores of parents' knowledge were used to evaluate tutorial effectiveness. The system usability scale (SUS) evaluated technical user-friendliness and the user satisfaction questionnaire (USQ), gauged satisfaction with content. The mean number of correct items on the posttest significantly increased, from 12.6 to 20.4, p<0.001. The mean SUS score was 85 (standard deviation=17), corresponding to a score of ""excellent."" All participants found the tutorial user friendly, well integrated, and 96% (all but one participant) thought it was easy to use, felt confident using the technical features, and would use a tutorial like this again. On the USQ, all participants found that the tutorial was well organized, clearly presented, and easy to understand, that it increased their knowledge about communicating with their child, and that they felt capable of applying these techniques with their child. The tutorial appears effective in increasing parents' knowledge with high user satisfaction.",2019,https://scholar.google.com.br/,no
1259,Emotional and behavioral disorders students using computer-assisted devices,"Paul was a 12 year old 6th grader diagnosed as Bipolar, ADHD, and having difficulty controlling impulses. He attended a public school and remained all day in the general education classroom. After trying multiple research-based interventions over a period of weeks, Paul's teacher and the behavior specialist decided to try computer software designed to help him reflect on his behaviors and how his behaviors made others feel. © 2012, IGI Global.",2019,https://scholar.google.com.br/,no
1260,Immersive learning: Developing an interactive touch screen learning module for children with autism,"Design and Engineering have truly reached a point of convergence. With the growing complexity of project deliverables, expanding technologies, and more diverse and discriminating audiences, we've reached a point where collaboration through immersive experiences is required. Often times, the constraints of an academic term, either quarters (10 weeks) or semesters (14-16 weeks), do not allow for full immersion into a project. Nor does it offer the opportunity for students to fully realize roles and responsibilities or the necessary behaviours for successful collaborative. Our goal was to structure a long term, in-depth collaborative study environment that would facilitate rigorous research, discovery, and outcome. This one-year group study enabled the student participants to understanding the process of designing an interactive experience at a holistic level. It furthered the idea of collaboration and allowed time to deliver a project beyond a speculative composition to a fully functional application. Our project goal was to develop an interactive application that enabled autistic children to practice communication and social interaction. Our interdisciplinary team of graduate students developed a touch screen application that facilitated the learning of word and picture associations. This paper will outline the interdisciplinary process utilized in the creation of this application and the rationale supporting its development. Key to the success of this application was the collaborative make-up of the design team, the duration of our experience, and the collaboration with software engineers, therapists and autism researchers.",2019,https://scholar.google.com.br/,no
1261,Prevalence of psychosocial problems in Dutch children aged 8-12 years and its association with risk factors and quality of life,"Aims. To determine the prevalence of psychosocial problems among Dutch children aged 8-12 years and studying its association with risk factors and quality of life. Methods. This study was conducted within the framework of a community-based health study in the north-west region of the Netherlands. The cross-sectional study sample consisted of 2703 children (1392 boys and 1311 girls). Psychosocial problems and quality of life were measured with the extended version of the Strengths and Difficulties Questionnaire (SDQ) and KIDSCREEN-10, respectively. Questionnaires and data about risk factors (parental education level, ethnicity, family structure, income, chronic diseases and life events) were completed by the parents or caregivers. Results. The prevalence of psychosocial problems (SDQ score ?14) in the total sample was 10.4%. The prevalence was higher in boys compared with girls (13.9% v. 6.6%, OR = 2.28, 95% CI = 1.75-2.97). Boys had significantly more hyperactivity/inattention, conduct, peer relationship and prosocial behaviour problems compared with girls. Risk factors associated with psychosocial problems were: one or more chronic disease(s), life event(s), a low parental educational level (for boys only) and an income under a modal level. Psychosocial problems were significantly inverse related with quality of life in the total sample (rho =-0.47). Conclusions. Psychosocial problems are common in children, especially among boys, and are inversely related with children's quality of life. The identified risk factors in this study can be useful for developing targeted prevention strategies aimed at children at high risk for psychosocial problems. © 2011 Cambridge University Press.",2019,https://scholar.google.com.br/,no
1262,Voxelwise multivariate statistics and brain-wide machine learning using the full diffusion tensor.,"In this paper, we propose to use the full diffusion tensor to perform brain-wide score prediction on diffusion tensor imaging (DTI) using the log-Euclidean framework., rather than the commonly used fractional anisotropy (FA). Indeed, scalar values such as the FA do not capture all the information contained in the diffusion tensor. Additionally, full tensor information is included in every step of the pre-processing pipeline: registration, smoothing and feature selection using voxelwise multivariate regression analysis. This approach was tested on data obtained from 30 children and adolescents with autism spectrum disorder and showed some improvement over the FA-only analysis.",2019,https://scholar.google.com.br/,no
1263,Virtual social competence instruction for individuals with autism spectrum disorders: Beyond the single-user experience,"While the potential of three-dimensional virtual learning environments (3D VLEs) has been recognized for individuals with Autism Spectrum Disorders, little research exists on the use of collaborative, multi-user three-dimensional virtual learning environments for teaching social competence to these individuals. This paper reports the results of study which aimed to gain an understanding of four participants' interactions in the medium by exploring the extent to which participants engaged in appropriate and inappropriate reciprocal interactions as they took part in a single unit of a five-unit social competency curriculum provided via the 3D VLE. Findings indicate that participants took part in reciprocal interaction, the majority of which were verbal responses, that these interactions were predominantly socially appropriate and that they share some similarities with real-world interactions reported in other studies. © ISLS.",2019,https://scholar.google.com.br/,no
1264,What are the characteristics of people who are successful on recognizing human facial expressions on computer monitor?,"In some psychological disorders such as autism and schizophrenia, loss of facial expression recognition skill may complicate patient's daily life. Information technology may help to develop facial expression recognition skill by educational software and games. Our aim was to prepare a reliable human facial expressions digital photograph set, and define the characteristics of people who are successful on recognizing human facial expressions on computer monitor. We have taken 1001 photographs of 40 models, resembling facial expressions of neutral, angry, feared, happy, surprised, disgusted, and sad. By using a web based survey, 427 volunteers have evaluated the photographs. Of 427 users, 275 (64.4%) were female, 152 (35.6%) were male. Their age was 35.5 9.3 (mean standard deviation). They have received a mean consensus score as mean of their consensus scores for each photograph. At the end, we have obtained 356 photographs of facial expressions. The evaluators whose consensus scores below 0.65 were evaluated as poor evaluators and their evaluation about facial expressions were neglected. To understand characteristics of a good evaluator, a logistic regression was applied using input parameters as geographical region, size of settlement, gender, educational level and age. Gender and age were statistically significant factors. Females were more successful in recognition of facial expressions. There was a negative relation with age, younger users were more successful. When this set will be used, one should remind that facial expression recognition performance decrease by age and male gender is a disadvantage for recognition of facial expressions. © 2011 IEEE.",2019,https://scholar.google.com.br/,no
1265,Visualizing behavioral data from a 3D virtual learning environment: A preliminary study,"This paper describes a preliminary study which attempted to apply learning analytics methods to usage data generated by students with autism spectrum disorders using iSocial, a collaborative, three-dimensional virtual learning environment. Drawing from similar methods in the area of learning and content management systems, the work presented in this paper considers two types of user behaviors that are not present in LMS/CMS and are unique to 3D VLEs: avatar movement and spoken dialogue. The method developed for capturing avatar movements and spoken dialogue and writing these data to a log file is explained, along with a description of the process the research team underwent in order to transform the log data into graphical depictions of user behavior over time. Examples of five different visualization types are examined. Conclusions and directions for future research are provided. © 2012 IEEE.",2019,https://scholar.google.com.br/,no
1266,Knowledge-aided adaptive subspace detection in partially homogeneous environments,"In this paper, we consider the adaptive subspace detector for partially homogeneous environments. In this environment, the clutter covariance matrix (CCM) of secondary data is equal to the CCM of the cell under test (CUT), except for a real constant factor. We also suppose that we have some prior knowledge of the CCM, which is controlled by the parameters of the statistics distribution of the CCM. Based on the Bayesian framework, a knowledge-aided adaptive subspace detector (KA-ASD) is given, and can be used to detect the subspace signal in partially homogeneous environments. The computer simulation is used to validate that KA-ASD is outperform the conventional subspace detector, and especially within a small number of training samples and coherent pulses. © 2011 IEEE.",2019,https://scholar.google.com.br/,no
1267,Understanding and enhancing emotional literacy in children with severe autism using facial recognition software,"This chapter discusses some key aspects of a doctoral study which aimed to understand and enhance emotional literacy in children with severe autism using facial recognition software. Despite the considerable research carried out with young people with autism using technology, very few studies have considered those with severe autism and this study is significant precisely because of this. The methodology is discussed in detail because it had to be substantially adapted to meet the needs of these particular students. Eight children, in a special unit within a mainstream school in the UK, took part in the study over a thirteen month period, with varying degrees of engagement and progress. Each responded uniquely to various assessment studies and to a new teaching tool. The authors chose to examine the case of one student in depth in this chapter, to enable the reader to understand the whole process, and the complex issues involved. © 2012, IGI Global.",2019,https://scholar.google.com.br/,no
1268,Habituation and prepulse inhibition of acoustic startle in rodents.,"The acoustic startle response is a protective response, elicited by a sudden and intense acoustic stimulus. Facial and skeletal muscles are activated within a few milliseconds, leading to a whole body flinch in rodents(1). Although startle responses are reflexive responses that can be reliably elicited, they are not stereotypic. They can be modulated by emotions such as fear (fear potentiated startle) and joy (joy attenuated startle), by non-associative learning processes such as habituation and sensitization, and by other sensory stimuli through sensory gating processes (prepulse inhibition), turning startle responses into an excellent tool for assessing emotions, learning, and sensory gating, for review see( 2, 3). The primary pathway mediating startle responses is very short and well described, qualifying startle also as an excellent model for studying the underlying mechanisms for behavioural plasticity on a cellular/molecular level(3). We here describe a method for assessing short-term habituation, long-term habituation and prepulse inhibition of acoustic startle responses in rodents. Habituation describes the decrease of the startle response magnitude upon repeated presentation of the same stimulus. Habituation within a testing session is called short-term habituation (STH) and is reversible upon a period of several minutes without stimulation. Habituation between testing sessions is called long-term habituation (LTH)(4). Habituation is stimulus specific(5). Prepulse inhibition is the attenuation of a startle response by a preceding non-startling sensory stimulus(6). The interval between prepulse and startle stimulus can vary from 6 to up to 2000 ms. The prepulse can be any modality, however, acoustic prepulses are the most commonly used. Habituation is a form of non-associative learning. It can also be viewed as a form of sensory filtering, since it reduces the organisms' response to a non-threatening stimulus. Prepulse inhibition (PPI) was originally developed in human neuropsychiatric research as an operational measure for sensory gating(7). PPI deficits may represent the interface of ""psychosis and cognition"" as they seem to predict cognitive impairment(8-10). Both habituation and PPI are disrupted in patients suffering from schizophrenia(11), and PPI disruptions have shown to be, at least in some cases, amenable to treatment with mostly atypical antipsychotics(12, 13). However, other mental and neurodegenerative diseases are also accompanied by disruption in habituation and/or PPI, such as autism spectrum disorders (slower habituation), obsessive compulsive disorder, Tourette's syndrome, Huntington's disease, Parkinson's disease, and Alzheimer's Disease (PPI)(11, 14, 15) Dopamine induced PPI deficits are a commonly used animal model for the screening of antipsychotic drugs(16), but PPI deficits can also be induced by many other psychomimetic drugs, environmental modifications and surgical procedures.",2019,https://scholar.google.com.br/,no
1269,Standards and specifications for ground processing of space vehicles: From an aviation-based shuttle project to global application,"Proprietary or unique designs and operations are expected early in any industry's development, and often provide a competitive early market advantage. However, there comes a time when a product or industry requires standardization for the whole industry to advance or survive. For the space industry, that time has come. Here, we will focus on standardization of ground processing for space vehicles and their ground systems. With the retirement of the Space Shuttle, and emergence of a new global space race, affordability and sustainability are more important now than ever. The growing commercialization of the space industry and current global economic environment are driving greater need for efficiencies to save time and money. More RLV's (Reusable Launch Vehicles) are being developed for the gains of reusability not achievable with traditional ELV's (Expendable Launch Vehicles). More crew/passenger vehicles are also being developed. All of this calls for more attention needed for ground processing-repeatedly before launch and after landing/recovery. RLV's should provide more efficiencies than ELV's, as long as MRO (Maintenance, Repair, and Overhaul) is well-planned-even for the unplanned problems. NASA's Space Shuttle is a primary example of an RLV which was supposed to thrive on reusability savings with efficient ground operations, but lessons learned show that costs were (and still are) much greater than expected. International standards and specifications can provide the commonality needed to simplify design and manufacturing as well as to improve safety, quality, maintenance, and operability. There are standards organizations engaged in the space industry, but ground processing is one of the areas least addressed. Challenges are encountered due to various factors often not considered during development. Multiple vehicle elements, sites, customers, and contractors pose various functional and integration difficulties. Resulting technical publication structures and methods are incongruent. Some processing products are still done on paper, some electronic, and many being converted in-between. Business systems then are not fully compatible, and paper as well as electronic conversions are time-consuming and costly. NASA and its Shuttle contractors setup rules and systems to handle what has produced over 130 RLV launches, but they have had many challenges. Attempts have been made to apply aviation industry specifications to make the Shuttle more efficient with its ground processing. One efficiency project example was to make a Shuttle Maintenance Manual (SMM) based on the commercial ATA (Air Transport Association of America) Spec 100 for technical publications. This industry standard, along with others, has been a foundation for efficient global MRO of commercial airlines for years. A modified version was also made for some military aircraft. The SMM project found many similarities in Spec 100 which apply to the Shuttle, and room for expansion for space systems/structures not in aircraft. The SMM project team met with the ATA and representatives from NASA's X-33 and X-34 programs to discuss collaboration on a national space standard based on Spec 100. A pilot project was enabled for a subset of Shuttle systems. Full implementation was not yet achieved, X-33 and X-34 were cancelled, and the Shuttles were then designated for retirement. Nonetheless, we can learn from this project how to expand this concept to all space vehicle products. Since then, ATA has joined with ASD (AeroSpace and Defence Industries Association of Europe) and AIA (Aerospace Industries Association) to form a much-enhanced and expanded international specification: S1000D, International Specification for Technical Publications. It includes air, land, and sea vehicles, missiles, support equipment, ordnance, and communications. It is used by a growing number of countries for commercial and government products. Its modular design is supported by a Common Source Database (CSDB), and COTS (commercial off-the-shelf) software is available for production ofP's(Interactive Electronic Technical Publications). A few space industry products in Europe have begun to apply S1000D already. Also, there are other related standards/specifications which have global implications. We have an opportunity to adapt S1000D and possibly other standards for use with space vehicles and ground systems. S1000D has plenty of flexibility to apply to any product needed. To successfully grow the viability of the space industry, all members, commercial and government, will need to engage cooperatively in developing and applying standards to move toward interoperability. If we leverage and combine the best existing space standards and specifications, develop new ones to address known gaps, and adapt the best applicable features from other industries, we can establish an infrastructure to not only accelerate current development, but also build longevity for a more cohesive international space community. © 2011 by the American Institute of Aeronautics and Astronautics, Inc.",2019,https://scholar.google.com.br/,no
1270,Applications of epsilon radial networks in neuroimage analyses,"Is the brain 'wiring' different between groups of populations? is an increasingly important question with advances in diffusion MRI and abundance of network analytic tools. Recently, automatic, data-driven and computationally efficient framework for extracting brain networks using tractography and epsilon neighborhoods were proposed in the diffusion tensor imaging (DTI) literature [1]. In this paper we propose new extensions to that framework and show potential applications of such epsilon radial networks (ERN) in performing various types of neuroimage analyses. These extensions allow us to use ERNs not only to mine for topo-physical properties of the structural brain networks but also to perform classical region-of-interest (ROI) analyses in a very efficient way. Thus we demonstrate the use of ERNs as a novel image processing lens for statistical and machine learning based analyses. We demonstrate its application in an autism study for identifying topological and quantitative group differences, as well as performing classification. Finally, these views are not restricted to ERNs but can be effective for population studies using any computationally efficient network-extraction procedures. © 2011 Springer-Verlag.",2019,https://scholar.google.com.br/,no
1271,"Towards triadic interactions in autism and beyond: Transitional objects, joint attention, and social robotics","The concept of transitional objects from the British Object Relations school of psychoanalysis may offer insight into the affective aspects of the development of dyadic and triadic interactions. Furthermore the concept may be applied to the use of social robotics in autism research and therapy, with social robots in these settings perhaps functioning as transitional objects for autistic children. Possible applications in organizational contexts are suggested as well, along with considerations of future research relating transitional objects to the notions of primary and secondary intersubjectivity. Copyright 2011 by Human Factors and Ergonomics Society, Inc. All rights reserved.",2019,https://scholar.google.com.br/,no
1272,A health social network recommender system,"People with chronic health conditions require support beyond normal health care systems. Social networking has shown great potential to provide the needed support. Because of the privacy and security issues of health information systems, it is often difficult to find patients who can support each other in the community. We propose a social-networking framework for patient care, in particular for parents of children with Autism Spectrum Disorders (ASD). In the framework, health service providers facilitate social links between parents using similarities of assessment reports without revealing sensitive information. A machine learning approach was developed to generate explanations of ASD assessments in order to assist clinicians in their assessment. The generated explanations are then used to measure similarities between assessments in order to recommend a community of related parents. For the first time, we report on the accuracy of social linking using an explanation-based similarity measure. © 2011 Springer-Verlag.",2019,https://scholar.google.com.br/,no
1273,Speech development of autistic children by interactive computer games,"Purpose – Speech disorder is one of the most common problems found with autistic children. The purpose of this paper is to investigate the introduction of computer-based interactive games along with the traditional therapies in order to help improve the speech of autistic children. Design/methodology/approach – From analysis of the works of Ivar Lovaas, it is already known that there are several disadvantages to the “applied behavior analysis” approach to solve the problems of autistic children, so the authors' methodologies were to encourage children with Autism Spectrum Disorders (ASD) to “play,” where playing is mediated through technology. By creating technological methods of interaction (visual displays and physical robots), play and comfortable interactions can be garnered from children with autism. There is a feeling of “safety” in having the main form of interaction occur with non-humans. Further, these devices allow the child, rather than a third party, to be in control of the interactions. Findings – From the observations, it could found that the problems of autistic children have a wide range and it is almost impossible to design a single game for a group of children. Instead, each child needs to be treated individually. Hence, the authors are suggesting different types of games for different problems. Research limitations/implications – The authors have proposed some computer game-based therapies for two types of autism that are discussed in the paper. Interactive games can be built for other types too. After having a group of these games it can be an experimental topic to determine the order of execution of these therapies. However, the proposed games heavily depend on the instructors. Research should be conducted to minimize the duties of instructor. Social implications The autism spectral disorders are defined by the qualitative impairments in social communication. Although the actual reason for autism is still unknown to the medical sciences, it has been proved to be the result of abnormal and irregular growth of cerebral neurons of human brains. People suffering from autism very often demonstrate a poor performance in social interactions and hence find it difficult to communicate with other people. So if vocalization can be encouraged at the age of 3, a pivotal age for children with ASD, this could lead to an increased communicative ability, which makes not only the child's life easier, but also increases their chances of functioning in the world around them. Originality/value – This paper offers a hierarchy of speaking skills and suggests corresponding games for each stage to achieve a necessary level of efficiency. © 2011, Emerald Group Publishing Limited",2019,https://scholar.google.com.br/,no
1274,The health of people with autistic spectrum disorders,"Purpose: The purpose of this paper is to summarise what is known about the health of people with autism spectrum disorder (ASD). Design/methodology/ approach: The paper aims to update the unpublished review and scoping paper undertaken by Swift for the Foundation for People with Learning Disabilities, provide a conceptual framework for understanding the key determinants of the poorer health outcomes experienced by people with ASD, undertake a brief option appraisal of existing sources of data that may be of value in addressing the mortality and morbidity of people with ASD, and establish future research possibilities. Findings: The limited literature suggests higher rates of mortality and morbidity among people with ASD. Originality/value: A simple conceptual framework for understanding the key determinants of poorer health of people with ASD is proposed. Options for studying the mortality and morbidity in ASD using existing data sources are also appraised and recommendations are made for future research in the area. © Emerald Group Publishing Limited.",2019,https://scholar.google.com.br/,no
1275,EduTism: An assistive educational system for the treatment of autism children with intelligent approach,"This paper presents the development of an assistive educational system with intelligent approach which can be a basic electronic training and treatment tool to assist children with high-functioning autism. The plan is to bring these changes through the use of rules based algorithm as an approach to decide which level difficulty of the system should go according to the autism student performance based on the percentage of score. By applying this approach, the system will be able to monitor and analyze the performance of intelligent of autism student's capabilities. The system is capable to control the particular level of the autism students should play. It is capable to replace the teacher's responsibilities in terms of monitoring the student's progress and performance. Testing was conducted in Autism Intervention Programme of The National Autism Society of Malaysia (NASOM) at Malacca branch. Results and findings from this testing support the idea that educational software may be one of an effective and practical tool for teaching academic skills to autism children. Having programssuch asEduTism can improve effectiveness and efficiency of data collection tracking and reporting for the teachers and parents. © 2011 Springer-Verlag.",2019,https://scholar.google.com.br/,no
1276,Recognition of intellectual disabilities and autism in psychiatric inpatients diagnosed with schizophrenia and other psychotic disorders,"Purpose – The purpose of this paper is to determine: the extent to which an intellectual disability diagnosis meets current diagnostic and statistical manual of mental disorders (DSM) diagnostic criteria, the prevalence of reported autism spectrum disorders (ASD), and the extent to which assessment of developmental issues is central to the diagnosis of psychotic disorder, in patients discharged with a diagnosis of psychotic disorder and intellectual disabilities. Design/methodology/approach – Of all patients discharged with psychotic disorder during a four?year period (n=3339), chart reviews were completed on those also diagnosed with intellectual disability or borderline IQ. Findings – The findings if this paper are threefold: only 39 percent of the 41 individuals discharged with a diagnosis of psychotic disorder and intellectual disability met documented DSM criteria for intellectual disability, the prevalence of reported ASD was much lower than expected, and the average number of different discharge diagnoses per individual over time was 4.8. Schizophrenia diagnoses were made early in the diagnostic process and tended to persist even when ASD concerns were documented. Originality/value – The results support the need to systematically assess the developmental issues of patients with intellectual disability as part of the psychiatric diagnostic formulation. Differential diagnoses of psychotic?like behaviours seen in people with intellectual disability, and alternative frameworks for understanding these behaviours, which in turn should guide more effective interventions and treatment, are discussed. © 2011, Emerald Group Publishing Limited",2019,https://scholar.google.com.br/,no
1277,From training to robot behavior: Towards custom scenarios for robotics in training programs for ASD,"Successful results have been booked with using robotics in therapy interventions for autism spectrum disorders (ASD). However, to make the best use of robots, the behavior of the robot needs to be tailored to the learning objectives and personal characteristics of each unique individual with ASD. Currently training practices include adaptation of the training programs to the condition of each individual client, based on the particular learning goals or the mood of the client. To include robots in such training will imply that the trainers are enabled to control a robot through an intuitive interface. For this purpose we use a visual programming environment called TiViPE as an interface between robot and trainer, where scenarios for specific learning objectives can easily be put together as if they were graphical LEGO-like building blocks. This programming platform is linked to the NAO robot from Aldebaran Robotics. A process flow for converting trainers' scenarios was developed to make sure the gist of the original scenarios was kept intact. We give an example of how a scenario is processed, and implemented into the clinical setting, and how detailed parts of a scenario can be developed. © 2011 IEEE.",2019,https://scholar.google.com.br/,no
1278,"Assessing college-level learning difficulties and ""at riskness"" for learning disabilities and adhd: Development and validation of the learning difficulties assessment","This article describes the development and validation of the Learning Difficulties Assessment (LDA), a normed and web-based survey that assesses perceived difficulties with reading, writing, spelling, mathematics, listening, concentration, memory, organizational skills, sense of control, and anxiety in college students. The LDA is designed to (a) map individual learning strengths and weaknesses, (b) provide users with a comparative sense of their academic skills, (c) integrate research in user-interface design to assist those with reading and learning challenges, and (d) identify individuals who may be at risk for learning disabilities and attention-deficit/hyperactivity disorder (ADHD) and who should thus be further assessed. Data from a large-scale 5-year study describing the instrument's validity as a screening tool for learning disabilities and ADHD are presented. This article also describes unique characteristics of the LDA including its user-interface design, normative characteristics, and use as a no-cost screening tool for identifying college students at risk for learning disorders and ADHD. © Hammill Institute on Disabilities 2011.",2019,https://scholar.google.com.br/,no
1279,Using a Virtual Classroom environment to describe the attention deficits profile of children with Neurofibromatosis type 1,"The objectives of this study were to describe the nature of the attention deficits in children with Neurofibromatosis type 1 (NF1) in comparison with typically developing (TD) children, using the Virtual Classroom (VC), and to assess the utility of this instrument for detecting attention deficits. Twenty-nine NF1 children and 25 age-and gender-matched controls, aged 8-16, were assessed in a VC. Parents' ratings on the Conners' Parent Rating Scales-Revised: Long (CPRS-R:L) questionnaire were used to screen for Attention Deficit-Hyperactivity Disorder (ADHD). Significant differences were found between the NF1 and the control groups on the number of targets correctly identified (omission errors) and the number of commissions (commission errors) in the VC, with poorer performance by the NF1 children (p< 0.005). Significant correlations were obtained between the number of targets correctly identified, the number of commission errors, and the reaction time. Significant correlations were also found between the total correct hits and the cognitive problems/inattention scale, as well as two other indexes of the CPRS-R:L: the DSM-IV Symptoms Subscale and the ADHD Index. The VC results support the hypothesis that NF1 is marked by inattention and impulsivity and that participants with NF1 are more inattentive (omission errors) and impulsive (commission errors) than normal controls. The VC appears to be a sensitive and ecologically valid assessment tool for use in the diagnosis of attention deficits among children with NF1. © 2011 Elsevier Ltd.",2019,https://scholar.google.com.br/,no
1280,CHARLIE: An adaptive robot design with hand and face tracking for use in autism therapy,"Basic turn-taking and imitation skills are imperative for effective communication and social interaction (Nehaniv in Imitation and Social Learning in Robots, Springer, New York, 2007). Recently, research has demonstrated that interactive games using turn-taking and imitation have yielded positive results with autistic children who have impaired communication or social skills (Barakova and Brok in Proceedings of the 9th International Conference on Entertainment Computing, pp. 115-126, 2010). This paper describes a robot that plays interactive imitation games using hand and face tracking. The robot is equipped with a head and two arms, each with two degrees of freedom, and a camera. We trained a human hands detector and subsequently, used this detector along with a standard face tracker to create two autonomous interactive games: single-player (""Imitate Me, Imitate You"") and two-player (""Pass the Pose"".) Additionally, we implemented a third setting in which the robot is teleoperated by remote control. In ""Imitate Me, Imitate You"", the robot has both passive and active game modes. In the passive mode, the robot waits for the child to initiate an interaction by raising one or both hands. In the second game mode, the robot initiates interactions. The ""Pass the Pose"" game engages two children in cooperative play by enlisting the robot as a mediator between two children alternately initiating and imitating poses. These games are designed to increase attention, promote turn-taking skills and encourage child-led verbal and nonverbal communication through simple imitative play. This research makes two specific contributions: (1) We present a low-cost robot design which measures and adapts to a child's actions during interactive games and, (2) we train, test and make freely available, a new hand detector, based on Haar-like features, which is usable in various kinds of human-robot interactions. We present proof-of-concept experiments with a group of typically developing children. © Springer Science & Business Media BV 2011.",2019,https://scholar.google.com.br/,no
1281,Robots as social mediators for children with Autism - A preliminary analysis comparing two different robotic platforms,"Robots can be very helpful therapeutic tools, especially for children with special needs. In the present paper we describe the application of two robotic platforms with different design parameters in interaction with children with autism and other cognitive impairments. IROMEC is a mobile robotic platform designed for children with different levels of disabilities to encourage them to be engaged in social interactions. KASPAR is a humanoid child-size robot designed for social interaction. KASPAR has been used extensively in studies with children with autism. The aim of this study is to examine how KASPAR and IROMEC can support social interaction and facilitate the cognitive and social development of children with special needs via play activities. Natural engagement in social play behaviour is often a problem in the development of children with disabilities. Due to the nature of their disabilities they are often excluded from such activities. As part of a long-term study we carried out different play scenarios based on imitation, turn taking and the cause and effect game according to the main educational and therapeutic objectives considered important for child development. In this paper we focus on the turn taking and the imitation game scenarios. A preliminary analysis of the data showed encouraging results. The level of the improvement of the children depended on the level and nature of their disabilities. © 2011 IEEE.",2019,https://scholar.google.com.br/,no
1282,Mimicking and evaluating human motion to improve the imitation skill of children with autism through a robot,"In this paper, we report techniques for mimicking and evaluating the human motion in real time by a therapeutic humanoid robot to improve the imitation skill of children with autism. For realizing the mimicking technique, we propose a method of selecting key frames using a Q-Learning approach to remove the significant noises. Then, in order to evaluate human motion in real time, we introduce a method of cluster-based framework of Mixture Gaussian and an Expectation-Maximization algorithm using parameters which are converted by Principal Component Analysis. Practical experiments have been performed to test the interaction of children with autism with the robot and evaluate the possibility of improving their imitation skills by training them to perform specific tasks through a robot. © Springer Science & Business Media BV 2011.",2019,https://scholar.google.com.br/,no
1283,Early intervention in psychosis: Clinical aspects of treatment,"Engaging patients in first-episode psychosis services is critical in maximising the effect of early intervention and establishing a framework for longer-term treatment. Biopsychosocial assessments determine a working diagnosis and inform evidence-based treatment. Atypical antipsychotics should be used at doses that maximise therapeutic benefit and adherence while minimising side-effects. Patients are helped to construct a narrative of their illness, including a shared understanding of the contribution of biological and environmental risks, and early warning signs. Common comorbid conditions, including depression, suicidal ideation, substance misuse and anxiety, should be addressed. Management of comorbid borderline and antisocial personality disorders is difficult, their nexus with psychosis is discussed. Cognitive-behavioural therapy is a mainstay of treatment, with specific interventions developed for problems typical in first-episode presentations. Core psychosocial interventions include psychoeducation, vocational and educational support, family interventions and multimodal group programmes.",2019,https://scholar.google.com.br/,no
1284,Comparison between mothers and fathers in coping with autistic children: A multivariate model,"The main purpose of this research is to compare the differences between how mothers and fathers cope with autistic children based on a multivariate model that describes the relationships between parental psychological resources, parental stress appraisal and parental adjustment. 176 parents who lived in Israel (88 mothers and 88 fathers) of children aged between 6 to 16 most of them (81%) were diagnosed as suffering from PDD and the rest (19%) as suffering from PDDNOS. The parents answered several questionnaires measuring parental psychological resources (social support, sense of coherence, locus of control), parental appraisal of stress (challenge vs. threat), and parental adjustment (mental health and marriage quality). The results show that all the variables entered the path analysis model with the same pattern. However, some links between the variables are quite similar for mothers and fathers while others are different. The results lead to several interesting suggestions for future research using dynamic systems framework and process-oriented methodological approaches. © 2011 Taylor & Francis.",2019,https://scholar.google.com.br/,no
1285,Adherence to treatment in a behavioral intervention curriculum for parents of children with autism spectrum disorder,"Parents (N = 21) of children with autism spectrum disorders responded to a survey on adherence to skills instruction and problem behavior management strategies they had previously been observed to master in a standardized training curriculum based on the principles of applied behavior analysis. Survey items were guided by existing models of and research in treatment adherence. Parents reported adherence below observed mastery criteria in five of six skill areas. Three independent variables indexing caregiver perception were significantly correlated with reported adherence: perceived effectiveness as a behavior change agent, confidence in the intervention to produce meaningful change, and acceptance of child in family and community. Perceived confidence significantly predicted adherence in a regression model (p < .05). Implications of caregiver perception in explanatory frameworks for adherence are discussed, and next steps in the measurement and study of treatment adherence in behavior analysis are proposed.",2019,https://scholar.google.com.br/,no
1286,"Analysis of Parent, Teacher, and Consultant Speech Exchanges and Educational Outcomes of Students With Autism During COMPASS Consultation","The significant increase in the numbers of students with autism combined with the need for better trained teachers (National Research Council, 2001) call for research on the effectiveness of alternative methods, such as consultation, that have the potential to improve service delivery. Data from 2 randomized controlled single-blind trials indicate that an autism-specific consultation planning framework known as the collaborative model for promoting competence and success (COMPASS) is effective in increasing child Individual Education Programs (IEP) outcomes (Ruble, Dalrymple, & McGrew, 2010, Ruble, McGrew, & Toland, 2011). In this study, we describe the verbal interactions, defined as speech acts and speech act exchanges that take place during COMPASS consultation, and examine the associations between speech exchanges and child outcomes. We applied the Psychosocial Processes Coding Scheme (Leaper, 1991) to code speech acts. Speech act exchanges were overwhelmingly affiliative, failed to show statistically significant relationships with child IEP outcomes and teacher adherence, but did correlate positively with IEP quality. © 2011 Copyright Taylor and Francis Group, LLC.",2019,https://scholar.google.com.br/,no
1287,Striatal volumes in pediatric bipolar patients with and without comorbid ADHD,"The most prevalent comorbid disorder in pediatric bipolar disorder (BD) is attention-deficit/hyperactivity disorder (ADHD). As caudate volume abnormalities have been demonstrated in both BD and ADHD, this study sought to determine whether these findings could be attributed to separable effects from either diagnosis. High resolution anatomical magnetic resonance (MRI) images were obtained from youth in 4 groups: BD with comorbid ADHD (n= 17), BD without comorbid ADHD (n= 12), youth with ADHD alone (n= 11), and healthy control subjects (n= 24). Caudate, putamen, and globus pallidus volumes were manually traced for each subject using BrainImageJava software by a reliable rater blinded to diagnosis. There was a significant effect of diagnosis on striatal volumes, with ADHD associated with decreased caudate and putamen volumes, and BD associated with increased caudate, putamen, and globus pallidus volumes. Thus, the presence or absence of comorbid ADHD in patients with BD was associated with distinct alterations in caudate volumes, suggesting that these groups have different, but related, mechanisms of neuropathology. © 2011 Elsevier Ireland Ltd.",2019,https://scholar.google.com.br/,no
1288,Design of a virtual reality based adaptive response technology for children with autism spectrum disorder,"Impairments in social communication skills are thought to be core deficits in children with autism spectrum disorder (ASD). In recent years, several assistive technologies, particularly Virtual Reality (VR), have been investigated to promote social interactions in this population. It is well-known that these children demonstrate atypical viewing patterns during social interactions and thus monitoring eye-gaze can be valuable to design intervention strategies. However, presently available VR-based systems are designed to chain learning via aspects of one's performance only permitting limited degree of individualization. Given the promise of VR-based social interaction and the usefulness of monitoring eye-gaze in real-time, a novel VR-based dynamic eye-tracking system is developed in this work. The developed system was tested through a small usability study with four adolescents with ASD. The results indicate the potential of the system to promote improved social task performance along with socially-appropriate mechanisms during VR-based social conversation tasks. © 2011 Springer-Verlag.",2019,https://scholar.google.com.br/,no
1289,LIFEisGAME: A facial character animation system to help recognize facial expressions,"This article presents the LIFEisGAME project, a serious game that will help children with ASDs to recognize and express emotions through facial expressions. The game design tackles one of the main experiential learning cycle of emotion recognition: recognize and mimic (game mode: build a face). We describe the technology behind the game, which focus on a character animation pipeline and a sketching algorithm. We detailed the facial expression analyzer that is used to calculate the score in the game. We also present a study that analyzes what type of characters children prefer when playing a game. Last, we present a pilot study we have performed with kids with ASD. © 2011 Springer-Verlag.",2019,https://scholar.google.com.br/,no
1290,A comparison of the effects of reboxetine and placebo on reaction time in adults with Attention Deficit-Hyperactivity Disorder (ADHD),"Objective: Some studies have demonstrated that Reaction Time (RT) is longer in patients with ADHD which in turn may be associated with educational and occupational impairment and increased driving risks. Any alteration on RT which is induced by the treatment in this population may have great consequences positively or negatively. This study was designed to examine the effects of reboxetine on RT in adults with Attention Deficit-Hyperactivity Disorder (ADHD). Methods: A total of 30 adult patients with ADHD who did not suffer from any other major psychiatric disorder were eligible to participate in this double blind, placebo controlled study. Patients were randomly assigned to receive either reboxetine (4 mg/day for one week, then 8 mg/day) or placebo for 4 weeks. RT was assessed at baseline and after 4 weeks by validated software which collects and analyses the data for auditory and visual stimulants. Numbers of correct responses, omission and substitution errors for each stimulus were calculated. Results: Regarding visual tasks and in comparison with baseline scores, the number of correct responses increased significantly and the number of omission errors decreased significantly after 4 weeks of treatment (P<0.05) in both groups. However, with regard to auditory tasks scores, no significant differences were found at the end of the study compared to the baseline in each of the two groups. Additionally, no significant differences were noted between the two groups when both visual and auditory tasks were considered. Conclusion: Results of this study showed that reboxetine did not affect the RT of the patients when both visual and auditory tasks were assessed. Further studies with larger number of patients and for a longer period of time are required to confirm the result of this study.",2019,https://scholar.google.com.br/,no
1291,SLORETA and fMRI Detection of Medial Prefrontal Default Network Anomalies in Adult ADHD,"Attention deficit hyperactivity disorder (ADHD) is a developmental psychiatric disorder thought to affect approximately 5 to 10% of school-age children, of whom 30 to 65% continue to exhibit symptoms into adulthood. The prevalence of ADHD in adults is also an estimated 4%, second only to depression. Across studies there appear to be significant network dysfunctions involved in ADHD. Typically the foci of interest in ADHD included the insular cortices, frontal lobes, basal ganglia, and cerebellum. More recently, attention has been directed to the default network of the brain and its functional integrity in ADHD with focus on the precuneus and parietal lobes and interactions with medial prefrontal cortices. Functional magnetic resonance imaging (fMRI) measures neurovascular coupling as measured by the blood oxygenated level dependent signal (BOLD). Electroencephalogram (EEG) measures brain electrical information. Because fMRI is an indirect measure of neuronal activity and EEG is a direct measure, combining the results from these two imaging modalities under the same task conditions may provide a more complete story as to the what (EEG) and where (fMRI) activity exists. This article discusses the benefits of using standardized low resolution electromagnetic tomography (sLORETA) analysis of the EEG as compared to fMRI. The goal of the study, the data from which we use for our justification, was to discover the functional differences in ADHD and non-ADHD brains with different brain imaging modalities. We hoped to elucidate functional connectivity patterns by interpreting the data acquired with the EEG using sLORETA and the data acquired with the fMRI scans. We further hoped to find correlation with the sLORETA and fMRI interpretations so as to confirm that EEG is an adequate stand-alone methodology to evaluate ADHD. Participants included 6 ADHD and 7 non-ADHD subjects. They were initially interviewed by phone and administered the Connors Rating Scale and the Mini International Neuropsychiatric Interview to determine accuracy of symptom reporting and to rule out psychological comorbidities. Exclusion criteria consisted of previous head trauma, recent drug or alcohol abuse (14 days), or neurological syndromes. We recorded sequential 19-channel EEG and fMRI during the eyes-open and eyes-closed states and while performing the Stroop test. The QEEG results were evaluated with comparison to a normative database and with sLORETA analysis. Functional connectivity was assessed using the seed-based approach in sLORETA. The fMRI results were evaluated using Brain Voyager™ and other neuroimaging software packages. sLORETA and fMRI data identify a region in medial Brodmann Area (BA) 10 of the default network. Furthermore, regional frontal differences extend to medial BA 32 with more emphasis to left prefrontal. sLORETA determines there is less current source density at BA 10 in the ADHD participants than controls. sLORETA is adequate in localizing the sources of the EEG in the default network as contrasted with fMRI. It is important to note that sLORETA can provide important information about the direction of difference relative to the BOLD signal increase, which cannot be done with the fMRI alone. © 2011 Copyright Taylor and Francis Group, LLC.",2019,https://scholar.google.com.br/,no
1292,Embracing complexity: Using technology to develop a lifelong learning model for non-working time in the interdependent homes for adults with autism spectrum disorders,"The purpose of this study was to employ complexity theory as a theoretical framework and technology to facilitate the development of a life-long learning model for non-working time in the interdependent homes for adults with Autism Spectrum Disorders (ASD). A ""Shining Star Sustainable Action Project"" of the ROC Foundation for Autistic Children and Adults in Taiwan (FACT) was selected as the research target, and the staff of the FACT, the medical team of the Hualian Yuli Veteran Hospital, adults with autism and their families were interviewed, observed and analyzed to develop this model during four short-stays of the project from July 2009 to December 2010. Participant field observation and informal conversations were employed and qualitative data were analyzed by using the constant comparison method through application of QSR Nvivo 9. The results showed that dynamic interaction, mutual adaptation, self-organization and co-evolution are four key elements for developing a viable life-long learning model for non-working time in the interdependent homes for adults with ASD to adapt to the impact of an aging society, to improve the quality of medical services, and to enhance the quality of life for the medical teams, patients and their families. The present study also found that the model help medical teams to avoid burnout by learning leisure skills and relaxation techniques, ways to release stress and how to enhance life-long learning for themselves and caregivers/patients' families. © The Turkish Online Journal of Educational Technology.",2019,https://scholar.google.com.br/,no
1293,Web-based training in early autism screening: Results from a pilot study,"Background: Lack of familiarity with early signs of autism by community service providers has resulted in significant delays in children receiving early intervention services necessary to improve long-term outcomes. The Screening Tool for Autism in Toddlers and Young Children (STAT) was specifically developed to identify early behavioral features of autism. Although STAT training has been available for years, access is limited because of few STAT trainers and geographic concerns. This study evaluated the efficacy and acceptability of Web-based training of the STAT as a means of increasing accessibility to this training. Materials and Methods: Thirty professionals from three geographic areas participated. Roughly 1 of 3 had little or no training on autism assessment. The tutorial contains a general overview, administration and scoring conventions, and item-specific content and concepts. Participants completed a pretest and then completed the STAT tutorial at their own pace, followed by a post-test and a user satisfaction questionnaire. Results: Mean scores on STAT concepts significantly improved after taking the tutorial (p<0.001). At pretest, only 1 person (3%) obtained correct scores on at least 80% of the items (a priori cutoff for a ""pass""), compared with 22 (73%) at post-test (p<0.001). The majority of trainees enjoyed taking the tutorial, thought it was well organized, relevant, interesting, and useful, and felt it was easy to understand and operate. Discussion: Results support Web-based training as a promising method for promoting early identification of autism and may help overcome problems associated with the critical shortage of autism-screening professionals. © Copyright 2011, Mary Ann Liebert, Inc. 2011.",2019,https://scholar.google.com.br/,no
1294,The emotional affordances of forest settings: An investigation in boys with extreme behavioural problems,"The physical and social participatory properties of landscapes have been explored using affordance theory but, as yet, the affective dimension of affordances is ill-defined. This paper sets out a framework for integrating affect within the affordance perceptual model. In doing so, it draws on two established models of emotion that identify 'valence' (pleasure-displeasure) and 'arousal' (inactive-active) as basic dimensions underlying an emotional response. Ethnographic methods were employed over a six-month period to observe the emotional responses to a forest setting in boys (aged 10-12) with extreme behaviour problems and confined to a specialist residential school in central Scotland. Over time, changes in affective responses to the setting were mapped and located both within the physical setting and within the circumplex emotion model. Results show an increase in positive affective responses to the forest setting over time, accompanied by increased trust, exploratory activity and social cohesion, dimensions linked in the literature with well-being. The significance of this paper is two-fold: first, it extends research in restorative health by showing how forest settings can, in a rehabilitation context over time, offer opportunities for long-term 'instoration' in boys suffering from extreme mental trauma. Second, it is a first attempt at integrating affect within the affordance perception framework providing a conceptual model which can be expanded upon by future researchers. © 2011 Landscape Research Group Ltd.",2019,https://scholar.google.com.br/,no
1295,Teaching the special needs learner: When words are not enough,"Extension educators and volunteers provide programs to people of all ages and abilities. This includes individuals with developmental disabilities. Individuals with autism and other developmental disabilities often have difficulty communicating verbally but have strong visual learning skills. This article describes the importance of using visual tools in Extension programs and provides models using the software application Boardmaker®. Visual supports increase communication and learning and help to ensure that content matter is accessible to all audiences. © 2011 by Extension Journal, Inc.",2019,https://scholar.google.com.br/,yes
1296,ACORNS: A tool for the visualisation and modelling of atypical development,"Across many academic disciplines visualisation and notation systems are used for modelling data and developing theory, but in child development visual models are not widely used, yet researchers and students of developmental difficulties may benefit from a visualisation and notation system which can clearly map developmental outcomes and trajectories, and convey hypothesised dynamic causal pathways. Such a system may help understanding of existing accounts and be a tool for developing new theories. We first present criteria that need to be met in order to provide fully nuanced visualisations of development, and discuss strengths and weaknesses of the visualisation system proposed by Morton. Secondly, we present a tool we have designed to give more precise accounts of development while also being accessible, intuitive and visually appealing. We have called this an Accessible Cause-Outcome Representation and Notation System (ACORNS). This system provides a framework for clear mapping and modelling of developmental sequences, illustrating more precisely how functions change over time, how factors interact with the environment, and the absolute and relative nature of causal outcomes. We provide a new template, a set of rules for the appropriate use of boxes and arrows, and a set of visually accessible indicators that can be used to show more precisely relative rates, degrees and variance of functioning over different capacities at different time points. We have designed ACORNS to give a precise and clear visualisation of how development unfolds, allowing the representation of less 'static' and more transactional models of developmental difficulties. We hope ACORNS will help students, clinicians and theoreticians across disciplines to better represent nuances of debates, and be a seed for the development of new theory. © 2011 The Authors. Journal of Intellectual Disability Research © 2011 Blackwell Publishing Ltd.",2019,https://scholar.google.com.br/,no
1297,Computer game to learn and enhance speech problems for children with autism,This paper presents a game for kids with autism. The system provides a solution to the learning and enhancement of habitual language in kids and teenagers with an autism spectrum using a simple and easy game focused on their personal needs and characteristics. This game is composed by two separated applications: the management application and physical game. The results are represented as a bar chart with the % score of the correct pronunciation of each word. These results can be exported and stored so as to keep a temporal register of final user's progression. © 2011 IEEE.,2019,https://scholar.google.com.br/,yes
1298,Write tutor,"The article addresses the technical principles of a new interactive Robotic device, called Write Tutor, and gives an overview of its application. In spite of the various measures and efforts taken in terms of improving literacy rate we still have a major section of the population who are not able to read and write. The Write Tutor, a completely autonomous device can teach children and people of any age group the art of writing. The mechanism is programmed with speech recognition system and makes the user write what he speaks holding his wrist. It also can make you draw pictures in the graphical mode. The Write tutor also has built-in modules to teach reading and writing simultaneously using its on board display. The workspace is designed enabling the user to write on a sheet size varying from a post card to an A4 sheet. Therefore the Write Tutor is a low cost device that can be programmed to teach people in different languages, people who are physically challenged, autistic and dyslexic children and children in elementary schools. © 2011 IEEE.",2019,https://scholar.google.com.br/,no
1299,An embodied conversational agent with asperger syndrome,"We discuss the development of an embodied conversational agent with Asperger-like communication skills. The agent was developed for use in educational software in a virtual environment specifically aimed at autism spectrum disorder software. We describe the design and implementation of the agent, and pay particular attention to the interaction between emotion, personality and social context. A 3D demonstration shows the typical output to conform to Asperger-like answers, with corresponding emotional responses.",2019,https://scholar.google.com.br/,yes
1300,An application of interactive game for facial expression of the autisms,"According to Diagnostic and statistical manual of mental disorders (DSM-IV-TR), the lack of social behavior is a standard diagnosis of Autism Spectrum Disorder (ASD). The aim of the paper is to develop a game-based learning approach to improve the ASD children's ability to express facial emotion and communicate with others in social activities. Therefore, the interactive game, FaceFlower, is developed and evaluated. The qualitative analysis of the experts' evaluation yields that the interactive game is effective for the ASD children. Besides, it provides some suggestions: (1) A tutorial could be established to help players understanding the game rules and avoid them being confused. (2) Players could choose the background music, the themes and colors of the game background when playing the game. (3) The excessive elements in the game might cause ASD children unfocused and bring pressure to them. © 2011 Springer-Verlag.",2019,https://scholar.google.com.br/,no
1301,Robotic agents used to help teach social skills to children with Autism: The third generation,"This paper reports on the cross-collaborative efforts between computer science, special education and mechanical engineering on some of the robotic platforms used in therapeutic environments, and our investigation of using robots as educationally useful interventions to improve social interactions for individuals with Autism Spectrum Disorders (ASD). Development of a third generation robotic agent is described which uses an approach to treatment as an educational intervention based on Socially Assistive Robotics (SAR), direct instruction pedagogy, the use of social scripts, and our investigative process of using Lego® NXT platforms. © 2011 IEEE.",2019,https://scholar.google.com.br/,no
1302,Trocas: Communication skills development in children with autism spectrum disorders via ict,"Autism spectrum disorders (ASDs) are a triad of disturbances affecting the areas of communication, social interaction and behavior. In educational contexts, without appropriate intervention methodologies, these limitations can be deeply disabling. Our research promotes the communicative competence of children with ASDs It extends the current state-of-the-art in the field, both in terms of usability for the educators and functionality for the end-users. We performed a long-term study, and results suggest that the proposed approach is effective in promoting the development of new interaction patterns. © 2011 IFIP International Federation for Information Processing.",2019,https://scholar.google.com.br/,no
1303,Three around a table: The facilitator role in a co-located interface for social competence training of children with autism spectrum disorder,"In this paper we describe a co-located interface on a tabletop device to support social competence training for children with Autism Spectrum Disorder. The interface has been developed on the multi-user DiamondTouch tabletop device as a 3-user application for two children and a facilitator (therapist or teacher). It takes advantage of the DiamondTouch table's unique ability to recognize multiple touches by different users in order to constrain interactions in a variety of ways. This paper focus on the support provided by the system to enhance a facilitator's management of interaction flow to increase its effectiveness during social competence training. We discuss the observations collected during a small field study where two therapists used the system for short sessions with 4 pairs of children. Although limited by the number of participants to date, the interactions that emerged during this study provide important insight regarding ways in which collaborative games can be used to teach social competence skills. Thus the children benefit from the motivational and engagement value of the games while the facilitator gains access to new tools to intrinsically support and shape the session. © 2011 IFIP International Federation for Information Processing.",2019,https://scholar.google.com.br/,yes
1304,A computer game based approach for increasing fluency in the speech of the autistic children,"Autism is a complex developmental disability that typically appears during the first three years of life. This is the result of a neurological disorder that affects the functioning of human brain. Children diagnosed with autism often are self-absorbed and seem to exist in a private world where they are unable to successfully communicate and interact with others. Sometimes they have difficulties in developing speaking skills and understanding what others say to them. Lack of fluency in the speech is one of the most frequently found problems with autistic children. The traditional methods for increasing fluency were found to be monotonous and hence, not much successful during our three months of observations over the participants of Autism Welfare Foundation (AWF) at Dhaka. Therefore, we developed an interactive computer game for the autistic children for improving the fluency in their speech. Our game produced encouraging results over a participant during three months of observation. In this paper, we describe our project and the outcomes. © 2011 IEEE.",2019,https://scholar.google.com.br/,yes
1305,Examining the effects of technology-based learning on children with autism: A case study,"In this paper, we discuss a pilot study that examines the effect technology-based learning activities have on engaging children with autism. We focus on the use of three activities that involve gaming and robotics. Preliminary data suggests that we can successfully teach children with autism using interactive learning scenarios while still maintaining the benefits found in traditional therapeutic playing scenarios. We give an overview of the learning activities in this paper, and provide results with respect to a case study involving a population of five children. © 2011 IEEE.",2019,https://scholar.google.com.br/,yes
1306,"Cognitive and physical training medical record, a web service based architecture","Organizing, tracking, monitoring, and acting upon personal health and especially cognitive and physical training information has nowadays become a necessary and important procedure. This is true particularly for special groups of people with cognitive or physical impairments (or both). Elderly people with mild cognitive impairments, autistic children and other categories of people with impairments may obtain benefits by having their daily cognitive and physical activity been monitored. This piece of work, proposes an approach towards a solution for a physical and cognitive medical record held upon the cloud, and accessed through web services. In this way, various semantically described exercises and training platforms may exchange information with the record system and access user performance results obtained in the context of a standardized description of exercises with suitably associated results and scores.",2019,https://scholar.google.com.br/,no
1307,Brain computer interface based 3D game for attention training and rehabilitation,"This paper presents a novel approach which uses brain computer interface (BCI) technology to translate the user's mental conditions, especially the attention state, into game control. Leveraging on BCI engine to measure a user's attention level to control a virtual hand's movement and utilizing 3D animation technique, the proposed system is significant for training those who suffering from Attention Deficit Hyperactivity Disorder (ADHD). Comparing to robotic based system, the proposed system is cost-effective, interesting, and ease of use. It also can be extended for rehabilitating the people with neurological disorders, such as those debilitating traumatic events. Potentially, millions people may benefit from the system. The system structure and experimental results will be illustrated in this paper. To our knowledge, no same system is reported yet. © 2011 IEEE.",2019,https://scholar.google.com.br/,no
1308,Assisting children with Attention Deficit Hyperactivity Disorder actively reduces limb hyperactive behavior with a Nintendo Wii Remote Controller through controlling environmental stimulation,"The latest studies have adopted software technology which turns the Wii Remote Controller into a high-performance limb action detector, we assessed whether two persons with multiple disabilities would be able to control an environmental stimulus through limb action. This study extends the functionality of the Wii Remote Controller to the correction of limb hyperactive behavior to assess whether two children with Attention Deficit Hyperactivity Disorder (ADHD) would be able to actively reduce their limb hyperactive behavior through controlling their favorite stimuli by turning them on/off using a Wii Remote Controller. An ABAB design, in which A represented the baseline and B represented intervention phases, was adopted in this study. Result showed that both participants significantly increased their time duration of maintaining a static limb posture (TDMSLP) to activate the control system in order to produce environmental stimulation in the intervention phases. Practical and developmental implications of the findings are discussed. © 2011 Elsevier Ltd.",2019,https://scholar.google.com.br/,no
1309,A-class: A classroom software with the support for diversity in aptitudes of autistic children,"The burgeoning growth of the e-Learning technologies implies the fact that the future education system will largely depend upon the electronic devices and computer aided technologies. It has already been proved that the computer aided teaching techniques are much more effective for the children than the traditional teaching system in most of the cases. A large number of software has been designed to assist the teachers in the classroom to teach and evaluate the students. Although those software systems are good enough for a class with normal (neurotypical) children, those very often fail to address the special needs of the autistic children. Hence, the autistic children face various challenges in participating with neurotypicals in the same classroom. We have addressed this problem by designing and implementing an intelligent classroom software, named A-Class, which takes care of the diversity of tastes among the autistic children of a classroom and helps the teacher to teach in a class participated by both autistic and neurotypical children. In this paper we discuss the idea, design and implementation of A-Class based upon our five months of intervention with the autistic children at Autism Welfare Foundation (AWF) in Dhaka. © 2011 IEEE.",2019,https://scholar.google.com.br/,yes
1310,Virtual reality in autism: State of the art,"Autism spectrum disorders are characterized by core deficits with regard to three domains, i.e. social interaction, communication and repetitive or stereotypic behaviour. It is crucial to develop intervention strategies helping individuals with autism, their caregivers and educators in daily life. For this purpose, virtual reality (VR), i.e. a simulation of the real world based on computer graphics, can be useful as it allows instructors and therapists to offer a safe, repeatable and diversifiable environment during learning. This mini review examines studies that have investigated the use of VR in autism. © 2011 Cambridge University Press.",2019,https://scholar.google.com.br/,no
1311,Peer-mediated instructional package produces variable increases in the frequency of spontaneous and appropriate communication using a speech-generating device in two children with autism during social game routines,"This review provides a summary and appraisal commentary on the treatment review by Trottier, N., Kamp, L., & Mirenda, P. (2011). Effects of peer-mediated instruction to teach use of speech-generating devices to students with autism in social game routines. Augmentative and Alternative Communication, 27, 26-39. Source of funding and disclosure of interest: No source of funding reported, and no conflicts of interest reported by the original authors of this research report. © 2012 Copyright Taylor and Francis Group, LLC.",2019,https://scholar.google.com.br/,no
1312,Effects of task analysis and self-monitoring for children with autism in multiple social settings,"In this study, written task analyses with self-monitoring were used to teach functional skills and verbal interactions to two high-functioning students with autism in social settings with peers. A social script language intervention was included in two of the activities to increase the quantity of verbal interaction between the students and peers. Analysis of the results leads to the conclusion that the intervention package increased independent task completion, peer-directed verbal interaction, and activity engagement for the students with autism during social, game, and cooking activities. Improvements in task completion persisted after the written task analyses were faded. The percentage of intervals with appropriate language use remained consistent as the social scripts were faded during the game activities. © 2011 Hammill Institute on Disabilities.",2019,https://scholar.google.com.br/,no
1313,Developmental cortical thinning in fetal alcohol spectrum disorders,"Regional cortical thickness was evaluated using CIVET processing of 3D T1-weighted images (i) to compare the variation in cortical thickness between 33 participants with fetal alcohol spectrum disorders (FASD) aged 6-30 years (mean age 12.3. years) versus 33 age/sex/hand-matched controls, and (ii) to examine developmental changes in cortical thickness with age from children to young adults in both groups. Significant cortical thinning was found in the participants with FASD in large areas of the bilateral middle frontal lobe, pre- and post- central areas, lateral and inferior temporal and occipital lobes compared to controls. No significant cortical thickness increases were observed for the FASD group. Cortical thinning with age in a linear model was observed in both groups, but the locations were different for each group. FASD participants showed thinning with age in the left middle frontal, bilateral precentral, bilateral precuneus and paracingulate, left inferior occipital and bilateral fusiform gyri, while controls showed decreases with age in the bilateral middle frontal gyrus, right inferior frontal gyrus, bilateral precuneus gyrus, and bilateral occipital gyrus. A battery of cognitive assessments of memory, attention, motor, and verbal abilities was conducted with many of the FASD participants, but no significant correlations were found between these cognitive scores and regional cortical thickness. Non-invasive measurements of cortical thickness in children to young adults with FASD have identified both key regions of cortex that may be more deleteriously affected by prenatal alcohol exposure as well as cortical changes with age that differ from normal developmental thinning. © 2011 Elsevier Inc.",2019,https://scholar.google.com.br/,no
1314,Usability of technology supported social competence training for children on the Autism Spectrum,"We present the results of two usability studies evaluating the use of collaborative technologies designed to facilitate children with Autism Spectrum Conditions (ASC) learning social competence skills through technology-delivered Cognitive-Behavioral Therapy (CBT). The first study examined a co-located games (Join-In Suite) run on a multi-user tabletop shared active surface (SAS). The second study collaborative virtual environment (CVE) designed to support understanding and practice of social conversation skills. Both prototypes were developed following a participatory design process that included focus groups of occupational therapists and teachers as well as children with ASC. Usability studies were then conducted where occupational therapists used the systems for social competence training during a single one hour session with pairs of children with high functioning ASC, aged 9-13 years. Outcome measures included two usability questionnaires, the Intrinsic Motivation Inventory and interviews with the children. Therapists' responses to the System Usability Scale were also recorded. Results for SAS and CVE prototypes showed great enjoyment of the games, preferences amongst them and proficient use of the technology. For both technologies, the collaborative nature of the activities appeared to be effective in leveraging the engaging power of computer games as well as capturing a level of ecological validity which is often not sufficiently present in computer games alone. © 2011 IEEE.",2019,https://scholar.google.com.br/,yes
1315,SE CAPSTONE: Implementing a systems engineering framework for multidisciplinary capstone design,"In this paper we discuss a pilot project at Stevens Institute of Technology to develop a systems engineering (SE) framework for multidisciplinary capstone design which can be a model for broad implementation. It is part of an initiative involving 14 institutions (including all the military academies), sponsored by the Assistant Secretary of Defense for Research and Engineering (ASD(R&E)) STEM Development Office to incorporate SE in undergraduate capstone design. The initiative is a clear demonstration of the significance placed by DoD on the need to have graduating engineers educated in the overarching significance of systems engineering for the development of large-scale and complex systems, and to have those graduates develop some foundational SE competencies. The distinguishing features of the SE framework being developed at Stevens are: it builds on early exposure to SE concepts in core design courses, it provides a series of workshops through the course of the capstone project to teach SE concepts in what approximates to a just-in-time mode, and it engages graduate design students with the undergraduates to perform an interdisciplinary capstone of significant scope, working with external stakeholders and mentors. The goals that are addressed in the project are connected directly to primary SE Competency Areas of DoD (SPRDE-SE/PSE). Assessment is applied locally at the authors' institution and via an external assessor to the overall 14-school program, to determine the progress in meeting the institutional and consortium educational goals. The Stevens project has involved working with various stakeholders, within and associated with the Department of Defense, to address a need for an expeditionary housing system for the military, with a major focus on integrated alternate energy sources and associated micro-grid. This has application to both forward operational units and for disaster relief missions. This paper reports on the implementation of the project and preliminary findings. © 2011 American Society for Engineering Education.",2019,https://scholar.google.com.br/,no
1316,Comparison of ADHD (Attention deficit hyperactivity disorder) prevalence between female and male students of primary schools in Arak city in academic year of 2009-2010,"Background and Aim: The aim of this study was to compare the prevalence of ADHD (Attention Deficit Hyperactivity Disorder) between female and male students of primary schools in Arak City. Materials and Methods: This study was a descriptive-analytical, cross- sectional study which included 2000 female and male students of primary schools in Arak City between 2009 and 2010. The method of sampling was stratification. We used Intelligence-Matrix of Raven Scale to study students 'intelligence, Canners questionnaire (parents and teachers) to study ADHD, the demographic checklist for recording students' demographic data, and K-SADS-E questionnaire to document diagnosis of ADHD. Data were introduced into SPSS software and analyzed by chi-square test to determine the relationship between qualitative variables and also logistic regression model to determine odds ratio. Results: In this study among 2000 students, 168 were suffering from one type of ADHD. Also this study showed that the prevalence of attention deficit was 2.3 percent (%1.6 in boys and %2.9 in girls), prevalence of hyperactivity-impulsivity disorder was 3.5 percent (%3.9 in boys and %2.9 in girls) and prevalence of the combined type of disorder was 2.7 percent (%3 in boys and %1.3 in girls). There were a significant relationship between prevalence of ADHD and each of the following variables including: gender (p<0/001), educational level (p<0/027), and monthly family income of the students who were suffering from ADHD (p<0.019), but there was no significant relationship between the parents' educational level, the parents' occupation, living in areas polluted with heavy metals, living style and ADHD. Conclusion: According to the results of this study we recommend that the educational departments in every city provide training programs for the teachers and parents about the identification of signs and symptoms of ADHD to prevent deterioration of ADHD and educational problems in the children.",2019,https://scholar.google.com.br/,no
1317,Differential disadvantage of anglophone weak readers due to english orthographic complexity and cognitive processing weakness,"The highly regular orthographies (spelling systems) of many nations expedite literacy development, and their children experience a rapid transition from early literacy (learning to read and write) to sophisticated literacy (reading and writing to learn). In contrast, English orthographic complexity impedes literacy development, particularly for weak readers (Galletly & Knight, in press a, b). This article proposes a model of differential disadvantage of Anglophone weak readers due to cognitive processing weakness and the high cognitive load of learning to read and write English. The disadvantage is differential, first with Anglophone weak readers disadvantaged compared to weak readers in nations with regular orthographies, and second, with subgroups of Anglophone weak readers being more disadvantaged, depending on their levels of language skills and cognitive processing efficiency. Anglophone weak readers with pre-existing language disorder experience the highest levels of differential disadvantage. Weak cognitive processing and automisation in the face of continuing high cognitive load seems a basis for them frequently showing comorbidities, with features of multiple disorder categories (Catts, Adlof, Hogan, & Ellis Weismer, 2005), including autism spectrum disorder (ASD), attention deficit/hyperactivity disorder (ADHD), auditory processing disorder, motor weakness, and social and behavioural impairment. The model is a useful framework for considering the instructional needs of weak readers. Areas where research is needed for building ways forward in optimising literacy development is discussed.",2019,https://scholar.google.com.br/,no
1318,Mediating factors associated with pedestrian injury in children with attention-deficit/hyperactivity disorder,"OBJECTIVE: Unintentional injury is the leading cause of pediatric mortality. One leading cause of unintentional injury is pedestrian injury. Children with developmental disabilities, particularly those with attention-deficit/hyperactivity disorder-combined type (ADHD-C) seem to have increased pedestrian injury risk. This study examined (1) the differences in pedestrian behavior between children with ADHD-C and normally developing comparison children and (2) the mediating factors that might link ADHD-C with pedestrian injury risk. PATIENTS AND METHODS: A total of 78 children aged 7 to 10 years (39 children with ADHD-C diagnoses and 39 age- and gender-matched typically developing children) participated. The main outcome measure was pedestrian behavior, as measured in a semi-immersive, interactive, virtual pedestrian environment. Key pedestrian variables related to different aspects of the crossing process were identified: (1) before the cross (ie, evaluating aspects of the crossing environment), (2) making the cross (ie, deciding to cross and initiating movement), and (3) safety of the cross (ie, safety within the pedestrian environment after the decision to cross was made). RESULTS: Children with ADHD-C chose riskier pedestrian environments to cross within (F1,72 = 4.83, P &lt, .05). No significant differences emerged in other aspects of the crossing process. Executive function played a mediating role in the relationship between ADHD-C and the safety of the cross. CONCLUSIONS: Children with ADHD-C seem to display appropriate curbside pedestrian behavior but fail to process perceived information adequately to permit crossing safely. Copyright © 2011 by the American Academy of Pediatrics.",2019,https://scholar.google.com.br/,no
1319,What's left to learn about right hemisphere damage and pragmatic impairment?,"Background: The nature and causes of pragmatic impairments following right hemisphere damage (RHD) continue to pose a challenge to researchers and clinicians. It is widely accepted that impairment in pragmatic and para-linguistic aspects of language can result from unilateral damage to the right hemisphere (RH), but it still uncertain exactly what the RH's special contributions to these areas of language and communication is. Advancing our understanding of the RH's role in pragmatics and communication will require a theoretical framework for pragmatics that is suited to the clinical environment. Aims: I first sketch several theoretical approaches to pragmatics, and suggest that Perkins' (2007) emergentist approach to pragmatics is the best suited to describing and explaining communication difficulties in a clinical setting. I then consider some of the implications of adopting the emergentist approach for research on pragmatic impairment in RHD by describing three relatively unexplored areas of research in the domain of RHD and pragmatics: application of conversation analysis techniques, investigation of the contribution of perceptual impairments to pragmatic impairment, and the comparison of pragmatic impairment across clinical groups. Main Contribution: I propose that the emergentist approach to pragmatics provides a useful framework for investigating issues of pragmatic impairment in RHD and other clinical groups, and show how adopting this approach naturally leads to research in three relatively unexplored areas. Conclusions: I argue that pursuing these lines of investigation will help move forward research in RHD, pragmatic impairment, and the general role of the right hemisphere in pragmatics. ©2011 Psychology Press.",2019,https://scholar.google.com.br/,no
1320,Diffusion based abnormality markers of pathology: Toward learned diagnostic prediction of ASD,"This paper presents a paradigm for generating a quantifiable marker of pathology that supports diagnosis and provides a potential biomarker of neuropsychiatric disorders, such as autism spectrum disorder (ASD). This is achieved by creating high-dimensional nonlinear pattern classifiers using support vector machines (SVM), that learn the underlying pattern of pathology using numerous atlas-based regional features extracted from diffusion tensor imaging (DTI) data. These classifiers, in addition to providing insight into the group separation between patients and controls, are applicable on a single subject basis and have the potential to aid in diagnosis by assigning a probabilistic abnormality score to each subject that quantifies the degree of pathology and can be used in combination with other clinical scores to aid in diagnostic decision. They also produce a ranking of regions that contribute most to the group classification and separation, thereby providing a neurobiological insight into the pathology. As an illustrative application of the general framework for creating diffusion based abnormality classifiers we create classifiers for a dataset consisting of 45 children with ASD (mean age 10.5 ± 2.5. yr) as compared to 30 typically developing (TD) controls (mean age 10.3 ± 2.5. yr). Based on the abnormality scores, a distinction between the ASD population and TD controls was achieved with 80% leave one out (LOO) cross-validation accuracy with high significance of p < 0.001, ~84% specificity and ~. 74% sensitivity. Regions that contributed to this abnormality score involved fractional anisotropy (FA) differences mainly in right occipital regions as well as in left superior longitudinal fasciculus, external and internal capsule while mean diffusivity (MD) discriminates were observed primarily in right occipital gyrus and right temporal white matter. © 2011 Elsevier Inc.",2019,https://scholar.google.com.br/,no
1321,Dysmorphological and pharmacological studies in 4q- syndrome,"The 4q- syndrome includes interstitial and terminal deletions of the long arm of chromosome 4. In this study 22 children with 4q- were evaluated through face-to-face assessments and/or two-dimensional digital photographs. In addition, 15 parents participated in a questionnaire survey regarding pharmacological and other treatments which their affected child received. A high forehead was seen in 73% of index cases and was the only facial feature consistently present in this group. There may be a link between this phenotypic characteristic and the increased incidence of autistic spectrum disorder in 4q deletion syndrome (33%). Two thirds of the subjects were taking long term prescription drugs and/or food supplements. Commonly used nutritional supplements were multivitamins, carnitine, coenzyme Q10 and omega-3 fatty acids. They were well tolerated by the probands but the literature evidence for their specific effectiveness was weak. Twelve out of 15 children had speech and language therapy, occupational therapy or physiotherapy, and 6/15 regularly saw a psychologist. Future 4q- research should focus on gene-phenotype correlations, 3D face analysis and drug treatment to improve global and medical functioning.",2019,https://scholar.google.com.br/,no
1322,Ontology based information retrieval for learning styles of autistic people,"In this paper an ontology based prototype system for information retrieval on the Internet is described. User is interested in the focused results regarding a product with some specific characteristics. A product may have different characteristics like size, length, color, functionality based parameters etc. It is, however, difficult for autistic people to identify appropriate keywords due to their lack of ability to process and retain the information. Therefore, a large amount of unwanted and irrelevant data is included in the outcome. In this proposal user may type the search queries using some words. The objective is to find the right set of keywords from the search paragraph and retrieval of correct patterns or products from the web. This is based on memories of such people and their learning styles that help them find the desired result. © 2011 Springer-Verlag.",2019,https://scholar.google.com.br/,no
1323,"The results of a five-year activity of children obesity research outpatient department, children policlinic, teaching hospital motol and 2nd medical faculty, Charles university, Prague [Výsledky p?tileté ?innosti d?tské obezitologické ambulance d?tské polikliniky FN motol a UK 2. LF, Praha]","The authors evaluated the data of 228 children (age 3.2 to 18 years) with overweight and obesity, who have been subject to complex examination and further followed in the obesity research outpatients', Children Policlinic, Teaching Hospital Motol and 2nd Medical Faculty, Charles University, Prague. Based on a unified protocol and under a team collaboration the authors performed a cognitive-behavior therapy with the patient and the whole family. The psychosocial problems were evaluated as well as the general health state of the children in relation to the severity of obesity and the reached results in body mass reduction. Only 29% of the observed children were in an agreeable state of mind, 32% of children expressed signs of ADHD syndrome and specific learning disorders, 29% of children displayed signs of uncertainty or even anxiety. Health complications occurred in 37.5% of children with first grade obesity, 47.2% of children had already the obesity associated with complex metabolic changes, which has to be treated. The evaluation of body mass reduction was assessed in connection with a natural decrease in the patients during the period of observation. In children observed for the period of two years it has become possible to decrease body may by-0.8 SD BMI on the average. The results made it clear that prevention is the simplest and most efficient therapy of children obesity. However, it is necessary to evaluated the health risk of developing obesity in time together with the observation within the framework of the concept of children obesity research.",2019,https://scholar.google.com.br/,no
1324,Le-ADS: Early learning disability detection system for autism and dyslexia,"Screening test is one of common approaches to detect learning disabilities among children. The Early Learning Disability Detection System for Autism and Dyslexia (Le-AdS) is developed to help primary school teachers to recognize signs and students' behaviour. Studies and researches for the system have been done to understand these types of disorder. Research on the system architecture has also been carried out to know how the system should work based on the requirements and needs of the user. Interviews, reading and overview have been applied throughout the development process of this standalone software. This paper presents the work of Early Learning Disability Detection for Autism and Dyslexia (Le-ADS). © 2011 Springer-Verlag.",2019,https://scholar.google.com.br/,no
1325,Learn with me: Collaborative virtual learning for the special children,"Collaborative learning environment is regarded as stimulating and engaging for normal learners. The main aim of our research is to investigate its effectiveness in assisting the learning of children with disabilities. We developed a prototype, Learn with Me and conducted a testing on 6 children who have been diagnosed with cerebral palsy and 7 children who have been diagnosed with autism spectrum disorders. Participants were invited to take part in two tests. Result showed participants learn better with responsive virtual tutor as compared to non-responsive virtual learning. © 2011 Springer-Verlag.",2019,https://scholar.google.com.br/,yes
1326,Accessible education for autistic children: ABA-based didactic software,"Behavior Analysis is the science that studies human behavior. Applied Behavior Analysis (ABA) is a process of systematic application of interventions whose principles are based on Learning Theory. The aim is to improve socially significant behaviors, the interventions are responsible for changing the behavior. ABA is successfully applied for educating autistic children. This paper discusses the design of an eLearning environment, based on ABA principles, for delivering accessible education to autistic children. ABA is a complex methodology and it is crucial to maintain therapy coherence between all the caregivers while allowing them maximum flexibility on the ABA application to better adapt to individual child responses. © 2011 Springer-Verlag.",2019,https://scholar.google.com.br/,yes
1327,Rapid application development using web technologies: An application to communicative competence promotion of children with ASD,"This paper describes a framework, devised for rapid application development, and rapid application customization of standalone multimedia and rich content software, targeted at students with special needs. We present a proof-of-concept software application for promotion and training of social communication skills in children with autism spectrum disorders. Web technologies and related standards are used as a way of easily involving tutors, professionals in the field, and end users themselves in the software development and customization process with minimal training and support.",2019,https://scholar.google.com.br/,yes
1328,"Teach Project Management, pack an Agile punch","Agile software development methods have begun to gain wide acceptance by the global software industry. However, project managers with academic training in ASD are a rarity. This paper outlines a course in IS Project Management that is well-suited for an audience consisting of students from the information systems, business and computer science streams, who normally make up a graduate class. The course begins by adopting a process-neutral perspective towards activities such as requirements and estimation, before proceeding to discuss Agile methods. A team project allows participants to develop a hands-on feel for ASD, with the help of an Agile PM platform. The author has recently taught the course as proposed at his institution. The paper makes some observations on the effect of prior work experience on team performance. It concludes with some testimonials from professional participants, on the impact that the course has had on their practices at work. © 2011 IEEE.",2019,https://scholar.google.com.br/,no
1329,Educational software designed for teaching emotional competences to students with autism spectrum disorder [Software educativo para la enseñanza de competencias emocionales en alumnado con trastornos del espectro autista],"This article aims to assess a particular process of teaching emotional competences with educational software to students with autism spectrum disorders. Two students with autistic disorder and two students with Asperger syndrome of primary and secondary education participated in design of collaborative research between university and school teachers during two academic years. When the teaching process was completed, students showed a notable improvement of their performance to undertake tasks that assess the ability to recognize and understand emotions. These learning improvements owe their benefits to the organization of content, presentation of tasks and the motivation provided by the use of educational software in educational intervention with students with ASD.",2019,https://scholar.google.com.br/,no
1330,Computer-assisted management of attention-deficit/hyperactivity disorder,"OBJECTIVES: Medication management of attention-deficit/hyperactivity disorder (ADHD) is often suboptimal. We examined whether (1) brief physician training plus computer-assisted medication management led to greater reduction in ADHD symptoms and (2) adherence to the recommended titration protocol produced greater symptomatic improvement. METHODS: A randomized medication trial was conducted that included 24 pediatric practices. Children who met criteria for ADHD were randomly assigned by practice to treatment-as-usual or a specialized care group in which physicians received 2 hours of didactic training on medication management of ADHD plus training on a software program to assist in monitoring improvement. Parent and teacher reports were obtained before treatment and 4, 9, and 12 months after starting medication. RESULTS: Children in both specialized care and treatment-as-usual groups improved on the ADHD Rating Scales and SNAP-IV, but there were no group differences in improvement rates. Brief physician training alone did not produce improvements. When recommended titration procedures were followed, however, outcomes were better for total and inattentive ADHD symptoms on both the ADHD Rating Scales and SNAP-IV parent and teacher scales. Results were not attributable to discontinuation because of adverse effects or failure to find an effective medication dose. CONCLUSIONS: Brief physician training alone did not lead to reductions in ADHD symptoms, but adherence to a protocol that involved titration until the child's symptoms were in the average range and had shown a reliable change led to better symptom reduction. Computer-assisted medication management can contribute to better treatment outcomes in primary care medication treatment of ADHD. Copyright © 2011 by the American Academy of Pediatrics.",2019,https://scholar.google.com.br/,no
1331,Methylphenidate delivery mechanisms for the treatment of children with attention deficit hyperactivity disorder: Heterogeneity in parent preferences,"Objectives: Extended-release therapies avoid the need for children with attention-deficit/hyperactivity disorder (ADHD) to take medication at school. Recently a transdermal delivery system has been developed which can allow symptom control all day long but with greater dosing flexibility. This study explored the parents' preferences regarding oral and transdermal therapy. Methods: A nonsystematic and qualitative literature review and in-depth interviews with parents and physicians helped identify salient treatment attributes for a discrete choice experiment. Treatment attributes included mode of administration (tablet or transdermal), speed of onset (30-90 min), duration (lasts until 3-9 pm) and ability to tailor the drug to different needs (no flexibility, limited flexibility, easy to adjust to different days). A convenience sample of parents of children treated for ADHD (n = 200) were recruited using a recruitment agency. Data were analyzed using generalized estimating equations (GEE). Results: Parents' preferred once-a-day oral therapy (odds ratio [OR] = 1.76 [95 percent confidence interval {CI}, 1.43 - 2.18]), rapid speed of onset (OR = 1.22 [95 percent CI, 1.07 - 1.39]), and symptom control until 9 pm (OR = 3.79 [95 percent CI, 2.98 - 4.82]). Analyses identified that 30 percent of parents preferred transdermal treatment and this subgroup preferred treatments with a fast onset of action. Conclusions: This survey demonstrates that parents of ADHD children have different preferences for the ADHD treatments prescribed for their children. A distinct subgroup of parents prefer the transdermal therapy. These parents were less likely to be working and so monitoring compliance and doing after school activities may have been easier. © 2011 Cambridge University Press.",2019,https://scholar.google.com.br/,no
1332,Temporal dynamics reveal atypical brain response to social exclusion in autism,"Despite significant social difficulties, children with autism spectrum disorder (ASD) are vulnerable to the effects of social exclusion. We recorded EEG while children with ASD and typical peers played a computerized game involving peer rejection. Children with ASD reported ostracism-related distress comparable to typically developing children. Event-related potentials (ERPs) indicated a distinct pattern of temporal processing of rejection events in children with ASD. While typically developing children showed enhanced response to rejection at a late slow wave indexing emotional arousal and regulation, those with autism showed attenuation at an early component, suggesting reduced engagement of attentional resources in the aversive social context. Results emphasize the importance of studying the time course of social information processing in ASD, they suggest distinct mechanisms subserving similar overt behavior and yield insights relevant to development and implementation of targeted treatment approaches and objective measures of response to treatment. © 2011 Elsevier Ltd. All rights reserved.",2019,https://scholar.google.com.br/,no
1333,Building local capacity for training and coaching data-based Problem Solving With Positive Behavior intervention and support teams,"Positive Behavior Intervention and Support Teams use data to guide decisions about student social and academic behavior problems. In previous evaluation and research efforts, the authors taught team members to use Team-Initiated Problem Solving, a model that embeds data-based decision making into a broader problem-solving framework. In this study, the authors taught local trainer/coaches to deliver the problem-solving workshop to Positive Behavior Intervention and Support Team members. Trainer/coaches delivered the workshop and follow-up technical assistancewith fidelity, and team members subsequently (a) used the problem-solving procedures in their meetings and (b) perceived positive differences between their pre- and postworkshop meetings. The study provides support for developing local capacity to deliver training and coaching, in particular as it concerns data-based decision making and problem solving. Copyright © Taylor & Francis Group, LLC.",2019,https://scholar.google.com.br/,no
1334,Trauma and hyperactivity: Differentiating symptoms and cause,"CASE:: Quintin is a 7-and-a-half-year-old male who presents to you with his long-term foster parents stating that the school ""wants to put him in a special behavior class."" You have cared for the child since he went into the foster parents/biological aunt and uncle's care at 14 months of age.Quintin has been healthy and is on no medication, he has no chronic diseases or other medical problems. He has never had physical trauma, but when you first met him at 14 months of age, his aunt and uncle could give no history about his infancy. The aunt's sister who is the biological mother is currently incarcerated for drug trafficking, and his biological father is an unknown.His toddler years were fairly uneventful. The aunt and uncle have 2 children of their own who are currently 12 and 15 years of age-at the time Quintin joined the family they were 5 and 8 years of age and so the initial adjustment was stressful for the family. The aunt worked full time throughout Quintin's toddlerhood and often in childcare he would have difficulty with drop-off.When he began at head start, he was often described as ""too busy"" and ""trouble on the playground,"" but he was highly verbal and intellectually curious, had many friends, and did well. Kindergarten was fairly uneventful in a full-day program, although he began to be more provocative at home, often getting into his cousins video games and once breaking his cousin's smart phone.He did well academically at the beginning of first grade. He was a solid reader by January of the year, but his activity and oppositionality were increasing. He was suspended 4 times between January and March for ""unsafe behavior"" including bolting from the playground during recess following the dare of an older student. His aunt and uncle present at primary care at their wits end. They state that at home he is increasingly angry. He responds much better to his uncle but can be very provocative with his aunt stating ""I don't have to listen to you because you are not my mother."" His aunt expressed concern when she was told by his teacher that ""Either he starts medication or he needs to go to a special classroom."" Where do you go from there? Copyright © 2011 Lippincott Williams & Wilkins.",2019,https://scholar.google.com.br/,no
1335,Psychiatric and neuropsychological issues in sports medicine,"This article reviews psychiatric/psychological issues in the athletic training room, including recognition of these issues and a framework for management. Because the majority of research has been conducted in college settings, most of the issues discussed are presented in the context of college sports, although the results generalize to other athletic arenas. Greater awareness of psychological issues, empirical research, and education about mental health issues in the sports medicine community are clearly needed. © 2011 Elsevier Inc.",2019,https://scholar.google.com.br/,no
1336,American College of Medical Genetics recommendations for the design and performance expectations for clinical genomic copy number microarrays intended for use in the postnatal setting for detection of constitutional abnormalities,"Genomic copy number microarrays have significantly increased the diagnostic yield over a karyotype for clinically significant imbalances in individuals with developmental delay, intellectual disability, multiple congenital anomalies, and autism, and they are now accepted as a first tier diagnostic test for these indications. As it is not feasible to validate microarray technology that targets the entire genome in the same manner as an assay that targets a specific gene or syndromic region, a new paradigm of validation and regulation is needed to regulate this important diagnostic technology. We suggest that these microarray platforms be evaluated and manufacturers regulated for the ability to accurately measure copy number gains or losses in DNA (analytical validation) and that the subsequent interpretation of the findings and assignment of clinical significance be determined by medical professionals with appropriate training and certification. To this end, the American College of Medical Genetics, as the professional organization of board-certified clinical laboratory geneticists, herein outlines recommendations for the design and performance expectations for clinical genomic copy number microarrays and associated software intended for use in the postnatal setting for detection of constitutional abnormalities. © 2011 Lippincott Williams & Wilkins.",2019,https://scholar.google.com.br/,no
1337,"Increased secreted Amyloid precursor protein-? (sapp?) in severe Autism: Proposal of a specific, Anabolic pathway and putative biomarker","Autism is a neurodevelopmental disorder characterized by deficits in verbal communication, social interactions, and the presence of repetitive, stereotyped and compulsive behaviors. Excessive early brain growth is found commonly in some patients and may contribute to disease phenotype. Reports of increased levels of brain-derived neurotrophic factor (BDNF) and other neurotrophic-like factors in autistic neonates suggest that enhanced anabolic activity in CNS mediates this overgrowth effect. We have shown previously that in a subset of patients with severe autism and aggression, plasma levels of the secreted amyloid-? (A?) precursor protein-alpha form (sAPP?) were significantly elevated relative to controls and patients with mild-to-moderate autism. Here we further tested the hypothesis that levels of sAPP? and sAPP? (proteolytic cleavage products of APP by ?- and ?-secretase, respectively) are deranged in autism and may contribute to an anabolic environment leading to brain overgrowth. We measured plasma levels of sAPP?, sAPP?, A? peptides and BDNF by corresponding ELISA in a well characterized set of subjects. We included for analysis 18 control, 6 mild-to-moderate, and 15 severely autistic patient plasma samples. We have observed that sAPP? levels are increased and BDNF levels decreased in the plasma of patients with severe autism as compared to controls. Further, we show that A?1-40, A?1-42, and sAPP? levels are significantly decreased in the plasma of patients with severe autism. These findings do not extend to patients with mild-to-moderate autism, providing a biochemical correlate of phenotypic severity. Taken together, this study provides evidence that sAPP? levels are generally elevated in severe autism and suggests that these patients may have aberrant non-amyloidogenic processing of APP. © 2011 Ray et al.",2019,https://scholar.google.com.br/,no
1338,Teaching intelligible speech to the autistic children by interactive computer games,"Autism is considered to be a disorder of neural development which affects about 1 in every 150 kids. Specifically, some children with ASD are not fortunate enough to acquire the ability to communicate in their own language. Since speech is an important media of communication, socialization, and interaction with the world, these children need assistance while delivering speech to communicate to the world. Without proper speaking skills, these autistic children face difficulties in expressing their needs and emotions, too. Doctors, therapists, and special teachers usually help kids with autism to overcome many difficulties. However, the traditional methods of teaching clear speech to the autistic children suffer from being monotonous, laborious and not successful in many cases. Hence, we developed an interactive computer game which will be helpful to increase intelligibility in autistic children. During our five months of intervention with the autistic children of Autism Welfare Foundation (AWF) at Dhaka, we checked the effectiveness of this therapy and got some encouraging results. © 2011 Authors.",2019,https://scholar.google.com.br/,no
1339,Integrative Play Therapy,"An integrative approach to play therapy blending various therapeutic treatment models and techniques. Reflecting the transition in the field of play therapy from a ""one size fits all"" approach to a more eclectic framework that integrates more than one perspective, Integrative Play Therapy explores methods for blending the best theories and treatment techniques to resolve the most common psychological disorders of childhood. Edited by internationally renowned leaders in the field, this book is the first of its kind to look at the use of a multi-theoretical framework as a foundation for practice. With discussion of integrative play treatment of children presenting a wide variety of problems and disorders-including aggression issues, the effects of trauma, ADHD, anxiety, obsessive-compulsive disorders, social skills deficits, medical issues such as HIV/AIDS, and more-the book provides guidance on. Play and group therapy approaches. Child-directed play therapy with behavior management training for parents. Therapist-led and child-led play therapies. Cognitive-behavioral therapy with therapeutic storytelling and play therapy. Family therapy and play therapy. Bibliotherapy within play therapy. An essential resource for all mental health professionals looking to incorporate play therapy into treatment, Integrative Play Therapy reveals unique flexibility in integrating theory and techniques, allowing practitioners to offer their clients the best treatment for specific presenting problems. © 2011 John Wiley & Sons, Inc. All rights reserved.",2019,https://scholar.google.com.br/,no
1340,Helping autism-diagnosed teenagers navigate and develop socially using E-learning based on mobile persuasion,"The HANDS (Helping Autism-diagnosed teenagers Navigate and Develop Socially) research project involves the creation of an e-learning toolset that can be used to develop individualized tools to support the social development of teenagers with an autism diagnosis. The e-learning toolset is based on ideas from persuasive technology. This paper addresses the system design of the HANDS toolset as seen from the user's perspective. The results of the evaluation of prototype 1 of the toolset and the needs for further development are discussed. In addition, questions regarding credibility and reflections on ethical issues related to the project are considered. © by Athabasca University.",2019,https://scholar.google.com.br/,no
1341,Digital visual schedule and training system for centre of autistic children,"Research indicated that there is no proven cure for autism sufferers. Usually, implementing the appropriate treatment and education can eventually help the autism person to be integrated into their community. However, the conventional visual schedule and training system that depending on physical tool and toy bringing the difficulty on changing or update the picture, text and current using tool. Therefore, Digital Visual Schedule and Training System (D VST System) is developed as a user- friendly, interactive and flexibility system for children with autism. The inconveniency of traditional training program that depending on physical tool or multiple application software is improved by D VST system that provides a complete set of features and functions for the therapist and autistic children to carry out the administration work (for therapist-Server) as well as training program (for autistic children-Client) in a single application. © 2011 Asian Network for Scientific Information.",2019,https://scholar.google.com.br/,no
1342,Classroom-based assistive technology: Collective use of interactive visual schedules by students with autism,"vSked is an interactive and collaborative assistive technology for students with autism, combining visual schedules, choice boards, and a token-based reward system into an integrated classroom system. In this paper, we present the results of a study of three deployments of vSked over the course of a year in two autism classrooms. The results of our study demonstrate that vSked can promote student independence, reduce the quantity of educator-initiated prompts, encourage consistency and predictability, reduce the time required to transition from one activity to another, and reduce the coordination required in the classroom. The findings from this study reveal practices surrounding the use of assistive technologies in classrooms and highlight important considerations for both the design and the evaluation of assistive technologies in the future, especially those destined for classroom use. Copyright 2011 ACM.",2019,https://scholar.google.com.br/,yes
1343,Dimensions of collaboration on a tabletop interface for children with Autism Spectrum Disorder,"In this paper we describe a co-located suite of games on a tabletop device to support social competence training for children with Autism Spectrum Disorder. This suite has been designed to use patterns of collaboration to support therapists in their use of Cognitive-Behavioral Therapy. In this paper, we discuss the observations collected during a field study where two therapists used the system for social competence training sessions with 8 children. We conclude with lessons learned from meshing software enhanced collaboration within the CBT model. Copyright 2011 ACM.",2019,https://scholar.google.com.br/,yes
1344,Through the troll forest: Exploring tabletop interaction design for children with special cognitive needs,"We describe the interaction design process of conceiving, designing, implementing, and testing Trollskogen, a purpose-built tabletop multitouch system featuring a range of small software applications, termed 'micro applications'. Each micro application is devised as a tool intended to improve or allow for exercise of social communication skills. Throughout the project, we have worked closely with a group of six children diagnosed with Autism Spectrum Disorder (ASD) or Down's syndrome, all in the age range of 5-8. The system has been designed together with the users, their teachers, and various experts as a complement to the current curricula. In this paper, the three main phases of our design process are described and we conclude the paper by reporting on and discussing some preliminary findings and observations from a small user study. Copyright 2011 ACM.",2019,https://scholar.google.com.br/,yes
1345,A context-sensitive device to help people with autism cope with anxiety,"We describe a smartphone application that helps people with Autism Spectrum Disorder (ASD) cope with anxiety attacks. Our prototype provides a one-touch interface for indicating a panic level. The device's response-to instruct, soothe, and/or contact carers-is sensitive to the user's context, consisting of time, location, ambient noise, and nearby friends. Formative evaluation unearths a critical challenge to building assistive technologies for ASD sufferers: can regimented interfaces foster flexible behaviour? Our observations suggest that a delicate balance of design goals is required for a viable assistive technology.",2019,https://scholar.google.com.br/,no
1346,A Framework for the Assessment and Treatment of Sleep Problems in Children with Attention-Deficit/Hyperactivity Disorder,"Children with attention-deficit/hyperactivity disorder (ADHD) have high rates of sleep problems and sleep disorders. It is critical that pediatricians assess for sleep problems during the course of ADHD assessment and when treating children with stimulant medication. Sleep must be considered in the differential diagnosis and in terms of comorbidity with ADHD. The most common sleep problem in children with ADHD is insomnia, and the first line of treatment should be the implementation of behavioral interventions rather than medication. More research is needed to determine if children with ADHD respond to behavioral interventions in a similar manner as typically developing children. © 2011 Elsevier Inc.",2019,https://scholar.google.com.br/,no
1347,Attention-deficit/hyperactivity disorder: A shift toward resilience?,"Children with attention-deficit/hyperactivity disorder (ADHD) present a concern across clinical, academic, and social domains. However, a subset of these children does fairly well symptomatically and functionally. This article employs a resilience framework to organize the research on factors that promote favorable outcomes in ADHD. A PubMed search was conducted using key words: resilience and ADHD. Of particular interest were articles focusing on modifiable protective factors, such as parenting and pharmacotherapy. There is consensus that genetics strongly contributes to the etiology of ADHD. Parental, peer, and environmental factors may interact with genes to moderate the developmental expression of ADHD. Pharmacotherapy research reveals that medications exert positive effects of modest magnitude in academic achievement, social functioning and quality of life. However, there is insufficient evidence to determine whether treatment can modify developmental outcomes. Efforts to strengthen family support along with access to health and educational resources may also optimize outcomes. © The Author(s) 2011.",2019,https://scholar.google.com.br/,no
1348,Clonidine extended-release tablets as add-on therapy to psychostimulants in children and adolescents with ADHD,"OBJECTIVE: To assess the efficacy and safety of clonidine hydrochloride extended-release tablets (CLON-XR) combined with stimulants (ie, methylphenidate or amphetamine) for attention-deficit/hyperactivity disorder (ADHD). PATIENTS AND METHODS: In this phase 3, double-blind, placebo-controlled trial, children and adolescents with hyperactive- or combined-subtype ADHD who had an inadequate response to their stable stimulant regimen were randomized to receive CLON-XR or placebo in combination with their baseline stimulant medication. Predefined efficacy measures evaluated change from baseline to week 5. Safety was assessed by spontaneously reported adverse events, vital signs, electrocardiogram recordings, and clinical laboratory values. Improvement from baseline for all efficacy measures was evaluated using analysis of covariance. RESULTS: Of 198 patients randomized, 102 received CLON-XR plus stimulant and 96 received placebo plus stimulant. At week 5, greater improvement from baseline in ADHD Rating Scale IV (ADHD-RS-IV) total score (95% confidence interval: -7.83 to -1.13, P = .009), ADHD-RS-IV hyperactivity and inattention subscale scores (P = .014 and P = .017, respectively), Conners' Parent Rating Scale scores (P < .062), Clinical Global Impression of Severity (P = .021), Clinical Global Impression of Improvement (P = .006), and Parent Global Assessment (P = .001) was observed in the CLON-XR plus stimulant group versus the placebo plus stimulant group. Adverse events and changes in vital signs in the CLON-XR group were generally mild. CONCLUSIONS: The results of this study suggest that CLON-XR in combination with stimulants is useful in reducing ADHD in children and adolescents with partial response to stimulants. Copyright © 2011 by the American Academy of Pediatrics.",2019,https://scholar.google.com.br/,no
1349,The influence of television and video game use on attention and school problems: A multivariate analysis with other risk factors controlled,"Background: Research on youth mental health has increasingly indicated the importance of multivariate analyses of multiple risk factors for negative outcomes. Television and video game use have often been posited as potential contributors to attention problems, but previous studies have not always been well-controlled or used well-validated outcome measures. The current study examines the multivariate nature of risk factors for attention problems symptomatic of attention deficit hyperactivity disorder and poor school performance. Method: A predominantly Hispanic population of 603 children (ages 10-14) and their parents/guardians responded to multiple behavioral measures. Outcome measures included parent and child reported attention problem behaviors on the Child Behavior Checklist (CBCL) as well as poor school performance as measured by grade point average (GPA). Results: Results found that internal factors such as male gender, antisocial traits, family environment and anxiety best predicted attention problems. School performance was best predicted by family income. Television and video game use, whether total time spent using, or exposure to violent content specifically, did not predict attention problems or GPA. Interpretation: Television and video game use do not appear to be significant predictors of childhood attention problems. Intervention and prevention efforts may be better spent on other risk factors. © 2010 Elsevier Ltd.",2019,https://scholar.google.com.br/,no
1350,School discipline and disruptive classroom behavior: The moderating effects of student perceptions,"This study examines the relationship between school discipline and student classroom behavior. A traditional deterrence framework predicts that more severe discipline will reduce misbehavior. In contrast, normative perspectives suggest that compliance depends upon commitment to rules and authority, including perceptions of fairness and legitimacy. Using school and individual-level data from the National Education Longitudinal Study of 1988 and multilevel regression modeling, the author finds support for the normative perspective. Students who perceive school authority as legitimate and teacher-student relations as positive are rated as less disruptive. While perceptions of fairness also predict lower disruptions, the effects are mediated by positive teacher-student relations. Contrary to the deterrence framework, more school rules and higher perceived strictness predicts more, not less, disruptive behavior. In addition, a significant interaction effect suggests that attending schools with more severe punishments may have the unintended consequence of generating defiance among certain youth. © 2011 Midwest Sociological Society.",2019,https://scholar.google.com.br/,no
1351,Three-dimensional transesophageal echocardiography of atrial septal defect: A qualitative and quantitative anatomic study,"Background: Real-time three-dimensional (3D) transesophageal echocardiography (TEE) was used to analyze atrial septal defect (ASD) with 4 goals: (1) to determine feasibility, (2) to analyze the accuracy of qualitative and quantitative data, (3) to assess strengths and weaknesses of the available modes of 3D TEE, and (4) to provide 3D transesophageal echocardiographic reference images. Methods: Sixty-five patients with ASDs (age, 5-64 years, weight, 20-114 kg, body surface area, 0.8-2.4 m2) underwent 3D TEE during catheter intervention or surgery. Three-dimensional transesophageal echocardiographic formats included live 3D, 3D zoom, and full-volume 3D modes. Qualitative and quantitative analysis of the 3D data was compared with two-dimensional echocardiographic data and intraoperative inspection. Results: Diagnostic-quality 3D TEE was successfully performed in all 65 patients. Fifty had secundum ASDs and 15 had other ASD types (seven sinus venosus, six primum, one common atrium, and one coronary sinus ASD). ASD type and location were correctly diagnosed in all patients. ASD shape and orientation were confirmed in 21 patients at surgery. Quantitative analysis of ASDs successfully demonstrated rims and changes in dimensions from systole to diastole. Live 3D mode had the highest volume rate, the best transgastric views, and the best views during device deployment but was limited by small sector size. Three-dimensional zoom mode allowed precropped live 3D images but was limited by slow volume rate. Full-volume mode had the best views of large defects and surrounding anatomy. However, it was limited by stitch artifact and required postacquisition cropping. Conclusions: Three-dimensional TEE is feasible and accurate. Each of the 3D transesophageal echocardiographic modalities has strengths and limitations. Copyright 2011 by the American Society of Echocardiography.",2019,https://scholar.google.com.br/,no
1352,"The collection and analysis of data on children with speech, language and communication needs: The challenge to education and health services","The Bercow Report (Bercow, 2008) commissioned by the UK government provided a high status impetus to improve services for children and young people with the full range of speech, language and communication needs (SLCN). A research study commissioned to provide evidence to Bercow (2008) identified both limitations and potential benefits regarding the collection, analysis and use of data on children and young people with SLCN. This article draws on that study of six local authorities and their partner primary care trusts, and on analyses of national statistics. The term 'speech, language and communication needs' (SLCN) is shown to be used in England for two different populations: all children with some form of SLCN, whatever the cause, and the more specific group comprising children and young people with primary language difficulties. The article focuses mainly on the latter group and those with autistic spectrum disorder to explore the use of data available on children and the use of these data to aid collaborative planning by education and speech therapy services. It is concluded that local authorities are 'data rich' with child level information, but effective use of these data for children with SLCN is limited. Collaborative data collection, analysis and use for policy or individual child level action by education and speech and language therapy services are even less common. Data are necessary to support the evaluation of interventions and provide an appropriate accountability framework. It is argued that effective data use by local authorities and primary care trusts, especially if working collaboratively, has the potential to improve services for children with SLCN. © The Author(s) 2011.",2019,https://scholar.google.com.br/,no
1353,Mirror neural training induced by virtual reality in brain-computer interfaces may provide a promising approach for the autism therapy,"Previous studies have suggested that the dysfunction of the human mirror neuron system (hMNS) plays an important role in the autism spectrum disorder (ASD). In this work, we propose a novel training program from our interdisciplinary research to improve mirror neuron functions of autistic individuals by using a BCI system with virtual reality technology. It is a promising approach for the autism to learn and develop social communications in a VR environment. A test method for this hypothesis is also provided. © 2011 Elsevier Ltd.",2019,https://scholar.google.com.br/,no
1354,Role of computerised continuous performance task tests in ADHD,"Diagnosis of attention deficit-hyperactivity disorder (ADHD) is traditionally based on subjective assessments of behaviour by clinicians and carers in different settings, but this approach is prone to biases. Recent advances in computerised continuous performance task (CPT) tests have greatly improved their clinical utility in ADHD. In this article, the authors review the history of computerised CPT tests and their potential role in the diagnosis and management of children and adolescents with ADHD. © 2011 Wiley Interface Ltd.",2019,https://scholar.google.com.br/,no
1355,The normal inhibition of associations is impaired by clonidine in tourette syndrome,"Objective: We examined the inhibition of stimulus-stimulus associations (formally 'conditioned inhibition') in Tourette syndrome (TS). Method: The present study used video game style conditioned inhibition procedures suitable for children and adolescents. We tested 15 participants with a clinical diagnosis of TS in the absence of co-morbid attention deficit hyperactivity disorder and compared them with 19 typically developing age and sex matched controls (both groups aged 10-20 years). All children were tested for inhibition by summation test using two test stimuli in each of two conditioned inhibition tasks. Results: TS participants showed overall normal inhibition of stimulus-stimulus associations, and there was no correlation between inhibitory learning scores and symptom severity ratings. However, there was a clear reduction in conditioned inhibition in 7 TS participants medicated with clonidine. There was no significant effect of medication on excitatory learning of the stimulus-stimulus associations. Conclusions: We suggest that clonidine's effect on inhibitory as opposed to excitatory learning could be related to reduced noradrenergic activity. In terms of clinical implications for TS, impaired conditioned inhibition could reduce the ability of susceptible individuals to learn to control tics in the presence of associative triggers.",2019,https://scholar.google.com.br/,no
1356,"A study on language, attention and school practices: Inattention or cycling focus attention [Um estudo sobre linguagem, atenção e práticas escolares: Desatenção ou ciclagem do foco atencional]","Attention infiltrates the framework of in two ways: one of attention itself as part of our higher mental processes (cf. Luria, 1991c), whose concentration seems not be so lasting, and, in the form that nature provides unregulated, pathological and becoming known as attention deficit disorder with hyperactivity (ADHD). In the literature, especially in literature related to ADHD, inattention is often mentioned as if it was changed in a vacuum and not as always having been there and, as part of this attentional process, but in another focus than the ideal expected. Along these lines, before addressing the pathology, or inattention itself, the question should be: What is attention and how does it work? In order to respond this question, I present different concepts of attention, proposed by several classical authors, which, in addition to the literature review, is justified as a revival historically consisting of the concept of attention. In this sense, born of the essence of ideas and metaphors (free theoretical implications) of various authors that have addressed the attention throughout the history, in conjunction with the contributions of Discursive Neurolinguistics, the model presented here, which includes the cycle of attention process, suggests inattention as a myth, or as a matter of perspective. This model is very close to the view of the metaphor of attention as a dotted line, proposed by Vygotsky, as despite being dotted, it is still a continual line which can be compared to constant change of focus. © 2011 by Unisinos.",2019,https://scholar.google.com.br/,no
1357,Applications of operant learning theory to the management of challenging behavior after traumatic brain injury,"For more than 3 decades, interventions derived from learning theory have been delivered within a neurobehavioral framework to manage challenging behavior after traumatic brain injury with the aim of promoting engagement in the rehabilitation process and ameliorating social handicap. Learning theory provides a conceptual structure that facilitates our ability to understand the relationship between challenging behavior and environmental contingencies, while accommodating the constraints upon learning imposed by impaired cognition. Interventions derived from operant learning theory have most frequently been described in the literature because this method of associational learning provides good evidence for the effectiveness of differential reinforcement methods. This article therefore examines the efficacy of applying operant learning theory to manage challenging behavior after TBI as well as some of the limitations of this approach. Future developments in the application of learning theory are also considered. © 2011 Wolters Kluwer Health | Lippincott Williams & Wilkins.",2019,https://scholar.google.com.br/,no
1358,Teaching agile software development: A case study,"This paper describes the authors' experience of teaching agile software development to students of computer science, software engineering, and other related disciplines, and comments on the implications of this and the lessons learned. It is based on the authors' eight years of experience in teaching agile software methodologies to various groups of students at different universities, in different cultural settings, and in a number of courses and seminars. It specifically discusses three different courses on agile software development, given in different teaching settings and at different levels, and briefly surveys variations to these courses given elsewhere. Based on the experience acquired, analyses and evaluations conducted, and current pedagogical trends at relevant university departments, the authors provide recommendations on how to overcome potential problems in teaching agile software development and make their adoption more effective. © 2011 IEEE.",2019,https://scholar.google.com.br/,no
1359,Bridging the research-to-practice gap in autism intervention: An application of diffusion of innovation theory,"There is growing evidence that efficacious interventions for autism are rarely adopted or successfully implemented in public mental health and education systems. We propose applying diffusion of innovation theory to further our understanding of why this is the case. We pose a practical set of questions that administrators face as they decide about the use of interventions. Using literature from autism intervention and dissemination science, we describe reasons why efficacious interventions for autism are rarely adopted, implemented, and maintained in community settings, all revolving around the perceived fit between the intervention and the needs and capacities of the setting. Finally, we suggest strategies for intervention development that may increase the probability that these interventions will be used in real-world settings. © 2010 Springer Science+Business Media, LLC.",2019,https://scholar.google.com.br/,no
1360,Neurofeedback for attention-deficit/hyperactivity disorder: From efficacy to neurophysiology specificity effect [Neurofeedback dans le trouble déficit de l'attention avec hyperactivité de l'efficacité à la spécificité de l'effet neurophysiologique],"Clinical guidelines for attention deficit/hyperactivity disorder (ADHD) recommend a multimodal treatment encompassing pharmacological medication with methylphenidate, cognitive-behavioral therapy (CBT) and family treatments. Methylphenidate is the most effective treatment, though the relatively high rate of partial responders, and the possible parental reluctance against the pharmacological treatment. Thus, it is interesting to consider new non-pharmacological therapies based, such as CBT, on the learning capacity of children to self-regulate their behavior. Neurofeedback is interesting insofar as it would allow children to acquire self-control over certain brain activity patterns to improve the regulation of their behavior in daily-life situation. Early studies on neurofeedback in ADHD are nearly 30 years old. Two training protocols were created, based on EEG abnormalities in ADHD. First training allows the modulation of EEG frequency bands: increased activity in the beta band, or decreased activity in the theta rhythm. The second allows an increase in a slow cortical potential. In both protocols, feedback of the brain activity patterns is given to children in real time as a kind of computer game, and changes that are made in the desired direction are rewarded, i.e., positively reinforced. The evidence-based level of the neurofeedback is still unclear. But, unlike other mental disorders, many studies have investigated the effect of this treatment on symptoms of ADHD. Thus, we propose to analyze the data of literature and especially recent studies. A meta-analysis and randomized controlled studies seem to confirm the efficacy and the possible place of neurofeedback in the multimodal treatment strategies of ADHD. But, if this treatment supposes to allow self-regulation of children behavior by learning the control of EEG activity, the specific mechanisms of action on brain activity remains problematic. Thus, we propose to identify methodological and neurophysiological areas for future research on this therapy involving the subject and electrophysiology in psychiatry. © 2011 Elsevier Masson SAS.",2019,https://scholar.google.com.br/,no
1361,A comparison of machine learning techniques for modeling human-robot interaction with children with autism,"Several machine learning techniques are used to model the behavior of children with autism interacting with a humanoid robot, comparing a static model to a dynamic model using hand-coded features. Good accuracy (over 80%) is achieved in predicting child vocalizations, directions for future approaches to modeling the behavior of children with autism are suggested.",2019,https://scholar.google.com.br/,no
1362,Caregiver perspectives about assistive technology use with their young children with autism spectrum disorders,"The purpose was to examine how caregivers of infants and toddlers with autism spectrum disorder view theirdaily activities/routines and in what way, if any, assistive technology (AT) acts as a support. A total of 134 families who reported their child's disability as autism spectrum disorder/pervasive developmental disordercompleted a survey designed to gain information about activities/routines (eg, bath time, mealtime, etc) andpotential use of AT to support a child's participation in the routine. Frequency counts were utilized todetermine the percentage of caregiver responses in each activity/routine category. Responses to open-ended questionswere examined and coded to supplement the information gained through the forced-choice questions. Results indicatedthat caregivers reported difficulties with all sampled activities/routine. The problem reported most frequently(39.9%) was a child's inability to participate in the routine. Less than half of the caregivers reportedbeing able to find solutions that incorporated the use of AT. Although some caregivers reported using AT, actual useof AT was minimal. In addition, caregivers reported limited support and training on the use of AT. Assistivetechnology has been established as an effective means of providing intervention during daily activities/routines. Research indicates caregivers have large misconceptions about what AT is and receive minimal support from theirearly intervention providers in understanding AT. Copyright © 2011 Lippincott Williams & Wilkins. Unauthorized reproduction of this article is prohibited.",2019,https://scholar.google.com.br/,no
1363,Compiling a register of patients with moderate or severe learning disabilities: Experience at one United Kingdom general practice,"Background: Identifying patients with learning disabilities within primary care is central to initiatives for improving the health of this population. UK general practitioners (GPs) receive additional income for maintaining registers of patients with learning disabilities as part of the Quality and Outcomes Framework (QOF), and may opt to provide Directed Enhanced Services (DES), which requires practices to maintain registers of patients with moderate or severe learning disabilities and offer them annual health checks. Objectives: This paper describes the development of a register of patients with moderate or severe learning disabilities at one UK general practice. Methods: A Read code search of one UK general practice's electronic medical records was conducted in order to identify patients with learning disabilities. Confirmation of diagnoses was sought by scrutinising records and GP verification. Cross-referencing with the practice QOF register of patients with learning disabilities of any severity, and the local authority's list of clients with learning disabilities, was performed. Results: Of 15 001 patients, 229 (1.5%) were identified by the Read code search as possibly having learning disabilities. Scrutiny of records and GP verification confirmed 64 had learning disabilities and 24 did not, but the presence or absence of learning disability remained unclear in 141 cases. Cross-referencing with the QOF register (n=81) and local authority list (n=49) revealed little overlap. Conclusion: Identifying learning disability and assessing its severity are tasks GPs may be unfamiliar with, and relying on Read code searches may result in under-detection. Further research is needed to define optimum strategies for identifying, cross-referencing and validating practice-based registers of patients with learning disabilities. © 2011 Radcliffe Publishing.",2019,https://scholar.google.com.br/,no
1364,The hypothesis of apraxia of speech in children with autism spectrum disorder,"In a sample of 46 children aged 4-7 years with Autism Spectrum Disorder (ASD) and intelligible speech, there was no statistical support for the hypothesis of concomitant Childhood Apraxia of Speech (CAS). Perceptual and acoustic measures of participants' speech, prosody, and voice were compared with data from 40 typically-developing children, 13 preschool children with Speech Delay, and 15 participants aged 5-49 years with CAS in neurogenetic disorders. Speech Delay and Speech Errors, respectively, were modestly and substantially more prevalent in participants with ASD than reported population estimates. Double dissociations in speech, prosody, and voice impairments in ASD were interpreted as consistent with a speech attunement framework, rather than with the motor speech impairments that define CAS. © Springer Science+Business Media, LLC 2010.",2019,https://scholar.google.com.br/,no
1365,Effects of peer-mediated instruction to teach use of speech-generating devices to students with autism in social game routines,"Supporting social interactions between students with autism spectrum disorders (ASDs) and their typically developing peers presents many challenges. The purpose of this study was to investigate the effects of a peer-mediated intervention designed to teach two students with ASD to use speech-generating devices (SGDs) to engage in interactions with peers in a social context at school. Six peer confederates (three from each student with ASD's general education classroom) were taught to support SGD use during game activities. A multiple baseline design was used to examine the relationship between peer-mediated instruction and an increase in total communicative acts (CAs) by the two students with ASD. Results provide evidence that the confederates acquired the skills needed to support SGD use by students with ASD. The results also suggest that the intervention was effective at increasing total appropriate CAs by students with ASD. In addition, social validity ratings by all of the confederates were positive. Results are discussed regarding educational implications, limitations, and future research. © 2011 International Society for Augmentative and Alternative Communication.",2019,https://scholar.google.com.br/,no
1366,Does computerized working memory training with game elements enhance motivation and training efficacy in children with ADHD?,"This study examined the benefits of adding game elements to standard computerized working memory (WM) training. Specifically, it examined whether game elements would enhance motivation and training performance of children with ADHD, and whether it would improve training efficacy. A total of 51 children with ADHD aged between 7 and 12 years were randomly assigned to WM training in a gaming format or to regular WM training that was not in a gaming format. Both groups completed three weekly sessions of WM training. Children using the game version of the WM training showed greater motivation (i.e., more time training), better training performance (i.e., more sequences reproduced and fewer errors), and better WM (i.e., higher scores on a WM task) at post-training than children using the regular WM training. Results are discussed in terms of executive functions and reinforcement models of ADHD. It is concluded that WM training with game elements significantly improves the motivation, training performance, and working memory of children with ADHD. The findings of this study are encouraging and may have wide-reaching practical implications in terms of the role of game elements in the design and implementation of new intervention efforts for children with ADHD.",2019,https://scholar.google.com.br/,no
1367,Analyzing the performance of fuzzy cognitive maps with non-linear hebbian learning algorithm in predicting autistic disorder,"The soft computing technique of fuzzy cognitive maps (FCM) for modeling and predicting autistic spectrum disorder has been proposed. The FCM models the behavior of a complex system and is used to develop new knowledge based system applications. FCM combines the robust properties of fuzzy logic and neural networks. To overwhelm the limitations and to improve the efficiency of FCM, a good learning method of unsupervised training could be applied. A decision system based on human knowledge and experience with a FCM trained using unsupervised non-linear hebbian learning algorithm is proposed here. Through this work the hebbian algorithm on non-linear units is used for training FCMs for the autistic disorder prediction problem. The investigated approach serves as a guide in determining the prognosis and in planning the appropriate therapies to special children. © 2010 Elsevier Ltd. All rights reserved.",2019,https://scholar.google.com.br/,no
1368,Adult Asperger syndrome and the utility of cognitive-behavioral therapy,"Asperger syndrome (AS) is a developmental disorder that was first recognized in the United States in 1994 with the publication of DSM-IV (American Psychiatric Association, Diagnostic and statistical manual of mental disorders, 1994). As a relatively new concept to the United States, both within the professional community and public awareness, the diagnosis has most often applied to children, but there is a large cohort of affected adults who have never been diagnosed or properly treated. Many of these individuals are now seeking treatment for the symptoms of AS and/or comorbid mental health problems (e.g., mood and anxiety disorders). Clinicians are in need of practical and evidence-based interventions to address the problems presented by this growing patient population, but there are few such resources available. This article will present a framework for conceptualizing the mental health needs of adults with AS, using the evidence-based approaches found in the cognitive-behavior therapy (CBT) literature to inform treatment. © 2010 Springer Science+Business Media, LLC.",2019,https://scholar.google.com.br/,no
1369,Software for teaching emotions to students with autism spectrum disorder [Software para enseñar emociones al alumnado con trastorno del espectro autista],"This paper reports the results of a research project in which educational software was used to teach social and emotional skills to primary and secondary school students with autism spectrum disorders (ASD). The participants with difficulties in recognizing emotional states were nine male and female students aged between 8 and 18, with a mental age range of between 5 and 7 years. A single group design with pre-test/post-test was used. The students were assessed before teaching in relation to their levels of social and emotional skills. This assessment was intended to set the starting level of the teaching process for each student. The educational intervention consisted of two 45-minute weekly sessions for 20 weeks over two academic years (2006/08). Following the intervention, each student was again assessed. Results indicate that the pupils improved their performance in tasks that evaluate the ability to recognize and understand emotional expressions. These results confirmed that the use of educational software for teaching social and emotional skills helps students with ASD to improve their ability to perform tasks aimed at the understanding of emotional skills. In addition, the participants improved their social skills significantly, a fact that was noticed by both teachers and families.",2019,https://scholar.google.com.br/,no
1370,Use of Computer-Based Interventions to Teach Communication Skills to Children with Autism Spectrum Disorders: A Systematic Review,"The purpose of this review is to provide a systematic analysis of studies involving the use of computer-based interventions (CBI) to teach communication skills to children with autism spectrum disorders (ASD). This review evaluates intervention outcomes, appraises the certainty of evidence, and describes software and system requirements for each included study. This review has three main aims: (a) to evaluate the evidence-base regarding CBI, (b) to inform and guide practitioners interested in using CBI, and (c) to stimulate and guide future research aimed at improving the efficiency and effectiveness of CBI in communication for individuals with ASD. Results suggest that CBI should not yet be considered a researched-based approach to teaching communication skills to individuals with ASD. However, CBI does seem a promising practice that warrants future research. © 2010 The Author(s).",2019,https://scholar.google.com.br/,no
1371,Bradley's Benzedrine studies on children with behavioral disorders,"In 1937, psychiatrist Charles Bradley administered Benzedrine sulfate, an amphetamine, to ""problem"" children at the Emma Pendleton Bradley Home in Providence, rhode island, in an attempt to alleviate headaches, however, Bradley noticed an unexpected effect upon the behavior of the children: improved school performance, social interactions, and emotional responses. Drawing on Bradley's published articles on his experiments, this paper explores the historical context of his experiments and the effect this background had on the emerging field of child psychiatry. Bradley's studies went largely ignored in the field of child psychiatry for nearly 25 years. However, they proved to be an important precursor to studies of amphetamines like ritalin and their use in conditions such as attention deficit hyperactivity disorder. Bradley's Benzedrine trials were thus highly influential in shaping modern objective understandings of children with behavior disorders. © 2011.",2019,https://scholar.google.com.br/,no
1372,The NeuroDevNet Autism Spectrum Disorders Demonstration Project,"The NeuroDevNet Autism Spectrum Disorder Demonstration Project interfaces at many levels with the network's research themes and priorities. Our interdisciplinary team aims to improve understanding of genetic factors underlying vulnerability to autism spectrum disorders (ASDs) to develop better diagnostic strategies and, ultimately, to pinpoint molecular pathways relevant to developing biologically based treatments. Linking our existing longitudinal ASD cohorts with both genetics and neuroimaging studies will provide, for the first time, integrated data on how the genetic variation influences brain and behavioral development in ASD. Importantly, as our science progresses and we translate this information to the health care system, we will also educate policy makers, media, and business, so an informed society is prepared to capitalize on new genomic advances and effectively integrate these into health services for the broader community. We believe that this research has the potential to transform assessment and care for individuals with ASD. © 2011 Elsevier Inc.",2019,https://scholar.google.com.br/,no
1373,Implementation of children's rights: What is in 'the best interests of the child' in relation to the Individual Education Plan (IEP) process for pupils with Autistic Spectrum Disorders (ASD)?,"The concept of children's rights evolved during the 1980s giving prominence to the role of children as active participants in the construction of their lives. The rhetoric of children's rights has emerged as an important consideration in all policy and practice relating to children. Implementation of children's rights in practice is necessary to maximise their potential to improve the lives of children. This paper presents an argument for the importance of giving meaning to the implementation of children's rights in the Individual Education Plan (IEP) process for pupils with autistic spectrum disorder (ASD) in Ireland. The study, on which this paper is based, was conducted in two stages using both qualitative and quantitative approaches. The first stage focused on the development of a set of indicators for the IEP process based on a children's rights framework and informed by the perspectives of children, parents and teachers, alongside the literature on best practice on IEPs. In the second stage, a survey questionnaire was designed, based on the children's rights indicators, to evaluate current IEP practice in Ireland for pupils with autistic spectrum disorder. This article outlines the development of a set of indicators for the IEP process. It also presents findings of the survey which evaluates current practice in relation to the IEP process for pupils with ASD in Ireland. The article focuses specifically on Article 3(1) of the United Nations Convention on the Rights of the Child (UNCRC) which stipulates that in all actions concerning children, 'the best interests of the child shall be a primary consideration'. © 2011 Educational Studies Association of Ireland.",2019,https://scholar.google.com.br/,no
1374,What virtual reality research in addictions can tell us about the future of obesity assessment and treatment,"Virtual reality (VR), a system of human-computer interaction that allows researchers and clinicians to immerse people in virtual worlds, is gaining considerable traction as a research, education, and treatment tool. Virtual reality has been used successfully to treat anxiety disorders such as fear of flying and post-traumatic stress disorder, as an aid in stroke rehabilitation, and as a behavior modification aid in the treatment of attention deficit disorder. Virtual reality has also been employed in research on addictive disorders. Given the strong evidence that drug-dependent people are highly prone to use and relapse in the presence of environmental stimuli associated with drug use, VR is an ideal platform from which to study this relationship. Research using VR has shown that drug-dependent people react with strong craving to specific cues (e.g., cigarette packs, liquor bottles) as well as environments or settings (e.g., bar, party) associated with drug use. Virtual reality has also been used to enhance learning and generalization of relapse prevention skills in smokers by reinforcing these skills in lifelike environments. Obesity researchers and treatment professionals, building on the lessons learned from VR research in substance abuse, have the opportunity to adapt these methods for investigating their own research and treatment questions. Virtual reality is ideally suited to investigate the link between food cues and environmental settings with eating behaviors and self-report of hunger. In addition, VR can be used as a treatment tool for enhancing behavior modification goals to support healthy eating habits by reinforcing these goals in life-like situations. © Diabetes Technology Society.",2019,https://scholar.google.com.br/,no
1375,The medical home as a mediator of the relation between mental health symptoms and family burden among children with special health care needs,"Objective: This study explores the role of medical home as a mediator of the relationship between emotional and behavioral difficulties among CSHCN and financial- and employment-related burden experienced by their families. Methods: Data were obtained from the 2005-2006 NS-CSHCN, a nationally representative cross-sectional survey of 40 465 CSHCN. Family burden was measured using parent-reported financial problems and changes in family member employment resulting from the child's needs. Emotional and behavioral symptoms were reported by parents using 3 binary items capturing difficulty with depression, anxiety, disordered eating, and emotional or behavior problems. Medical home was measured according to the framework of the American Academy of Pediatrics. Bivariate and multivariate analyses were used to explore the role of medical home in the relation between mental health symptoms and family burden. Results: A smaller proportion of CSHCN with emotional or behavioral difficulties had a medical home or related components compared to CSHCN generally, and a greater proportion of their families experienced burdens. Multivariate analyses showed that the mediated effect of care coordination on the relation between emotional or behavioral symptoms and family burden explained 18% to 35% of the total effect of these symptoms on financial problems and employment changes. Overall medical home access explained 16% to 28% of the total effect of symptoms on burden. Conclusions: Medical home access, and care coordination in particular, may partially mediate the relation between emotional and behavioral symptoms and financial hardship. Future efforts to implement the medical home model may benefit from an increased focus on care coordination as a means of reducing these burdens. © 2011 by Academic Pediatric Association.",2019,https://scholar.google.com.br/,no
1376,Structured work systems: Supporting meaningful engagement in preschool settings for children with autism spectrum disorders,"The preschool day begins in one suburban midwestern city. Children engage in a variety of activities throughout this inclusive classroom. Some children seem engrossed in play, and others participate in small groups with the teacher. However, at a center in the corner of the classroom, one child appears different from the rest. Kim, a 4-year-old, is not playing with the materials available in the centers or in the small-group project. She walks around the center, running her finger around the edge of the shelves and along the wall. She does not look at her peers or show interest in the games her friends are playing or any of the learning materials. When her peers approach, she turns her head toward the walls or shelves and continues walking. When her teacher, Mrs. Hopper, approaches with toys, she begins to cry or runs away to another area of the classroom. Transitions are especially hard for Kim, often resulting in tantrums or avoidance behavior. This is especially true when the transition is not part of Kim's day-to-day routine. © 2011 Division for Early Childhood.",2019,https://scholar.google.com.br/,no
1377,VIA - An intensive therapeutic treatment program for conduct disorders [VIA - Intensivtherapeutischer behandlungsansatz bei störungen des sozialverhaltens],"Objectives: Behavioral multimodal therapeutic approaches have proven effective in the treatment of conduct disorders. Yet there are hardly any findings regarding the effectiveness of outpatient treatment approaches. This article introduces an intensive behavioral therapeutic program for the reduction of aggressive behaviors (VIA - Verhaltenstherapeutisches Intensivprogramm zur Reduktion von Aggression). VIA combines a intensive outpatient group program for children, aged 8 to 14 years, with accompanying parent training. This study investigates the effectiveness of the VIA approach in reducing aggressive and comorbid symptoms. Furthermore, it pursues the question of the differential therapy effectiveness. Methods:We evaluated the treatment program within the framework of a waitlist-group study design. Pre-post changes and predictors of treatment efficacy were assessed via multivariate analyses of variance and a linear regression model, respectively. Results: A group of 36 boys and their caregivers took part in the study. The between-groups comparison revealed a significantly greater reduction of oppositional behavior problems and co-morbid symptoms of ADHD in the intervention group (IG, n = 18) compared to the waitlist group (WG, n = 18). In addition, age and degree of dissocial-aggressive behavioral symptoms were identified as crucial predictors. Conclusions: This study shows that the VIA intensive therapeutic treatment program is effective in reducing aggressive behaviour and comorbid ADHD symptoms in patients with conduct disorder. © 2011 Verlag Hans Huber, Hogrefe AG.",2019,https://scholar.google.com.br/,no
1378,Using multimedia to reveal the hidden code of everyday behaviour to children with autistic spectrum disorders (ASDs),"This paper describes a framework which was developed for carers (teachers and parents) to help them create personalised social stories for children with autistic spectrum disorders (ASDs). It explores the social challenges experienced by individuals with ASDs and outlines an intervention aimed at revealing the hidden code that underpins social interactions to them. It focuses on how technology can facilitate the implementation of this intervention by utilising multimedia-authoring tools. Findings from a case study, involving seven carers over a five-month period, are encouraging revealing that the participants quickly learned the basics of the intervention and either adapted or created social stories. They found the framework easy to use and sufficiently flexible to cater for children with social interaction, communication and behaviour problems. © 2010 Elsevier Ltd. All rights reserved.",2019,https://scholar.google.com.br/,no
1379,Internet use and video gaming predict problem behavior in early adolescence,"In early adolescence, the time spent using the Internet and video games is higher than in any other present-day age group. Due to age-inappropriate web and gaming content, the impact of new media use on teenagers is a matter of public and scientific concern. Based on current theories on inappropriate media use, a study was conducted that comprised 205 adolescents aged 10-14 years (Md = 13). Individuals were identified who showed clinically relevant problem behavior according to the problem scales of the Youth Self Report (YSR). Online gaming, communicational Internet use, and playing first-person shooters were predictive of externalizing behavior problems (aggression, delinquency). Playing online role-playing games was predictive of internalizing problem behavior (including withdrawal and anxiety). Parent-child communication about Internet activities was negatively related to problem behavior. © 2010 The Association for Professionals in Services for Adolescents.",2019,https://scholar.google.com.br/,no
1380,Context and communication strategies in naturalistic behavioural intervention: A framework for understanding how practitioners facilitate communication in children with ASD,"There are many different approaches to intervention aimed at facilitating the social and communicative abilities of children with Autistic Spectrum Disorders (ASD). Behavioural interventions seek to improve the social and communicative abilities of children with ASD through interaction. Recently there has been a move towards naturalistic behaviour-based interventions (NBI). Despite this trend there has been relatively little research into the mechanics of this approach. This study investigated an intervention programme aimed at pre-school children with ASD to identify, first, the different contexts of interaction during the intervention and, second, the communication strategies developed by the practitioners. Eight children were followed through the intervention programme, resulting in 21 hours of video data. Ten contexts of interaction were identified, including play, directed tasks and transitions. Practitioners combined structure and directiveness in their communication strategies. Six levels of directiveness were identified, ranging from observing to prompting. A distinction was made between emergent and imposed structures. The interaction strategies, within this dataset, which resulted in prolonged and varied discourse were based on dynamic emergent structures and in the mid range of the directiveness continuum. The findings are discussed with reference to how strategies may be identified and implemented by practitioners within NBI. © The Author(s) 2011.",2019,https://scholar.google.com.br/,no
1381,Reduced central white matter volume in autism: Implications for long-range connectivity,"Cortical and central white matter (WM) volumes were measured to assess short- and long-range connectivity in autism, respectively. Subjects included 23 boys with autism and 23 matched controls, all without intellectual disability. Magnetic resonance imaging data obtained at 1.5 T were analyzed using BRAINS2 software (University of Iowa, Iowa City, IA, USA). Central WM volume was quantified by subtracting cortical from supratentorial WM volumes. Reduced central WM volume was observed in the autism group. IQ was higher in controls with no observed correlations between WM volumes and IQ. This preliminary evidence of reduced central WM volume in autism suggests abnormal long-range connectivity. © 2010 Japanese Society of Psychiatry and Neurology.",2019,https://scholar.google.com.br/,no
1382,Binding of sights and sounds: Age-related changes in multisensory temporal processing,"We live in a multisensory world and one of the challenges the brain is faced with is deciding what information belongs together. Our ability to make assumptions about the relatedness of multisensory stimuli is partly based on their temporal and spatial relationships. Stimuli that are proximal in time and space are likely to be bound together by the brain and ascribed to a common external event. Using this framework we can describe multisensory processes in the context of spatial and temporal filters or windows that compute the probability of the relatedness of stimuli. Whereas numerous studies have examined the characteristics of these multisensory filters in adults and discrepancies in window size have been reported between infants and adults, virtually nothing is known about multisensory temporal processing in childhood. To examine this, we compared the ability of 10 and 11 year olds and adults to detect audiovisual temporal asynchrony. Findings revealed striking and asymmetric age-related differences. Whereas children were able to identify asynchrony as readily as adults when visual stimuli preceded auditory cues, significant group differences were identified at moderately long stimulus onset asynchronies (150-350. ms) where the auditory stimulus was first. Results suggest that changes in audiovisual temporal perception extend beyond the first decade of life. In addition to furthering our understanding of basic multisensory developmental processes, these findings have implications on disorders (e.g., autism, dyslexia) in which emerging evidence suggests alterations in multisensory temporal function. © 2010 Elsevier Ltd.",2019,https://scholar.google.com.br/,no
1383,Assisting people with attention deficit hyperactivity disorder by actively reducing limb hyperactive behavior with a gyration air mouse through a controlled environmental stimulation,"The latest researches have adopted software technology turning the gyration air mouse into a high performance limb movement detector, and have assessed whether two persons with multiple disabilities would be able to control an environmental stimulation using limb movement. This study extends gyration air mouse functionality by actively reducing limb hyperactive behavior to assess whether two persons with attention deficit hyperactivity disorder (ADHD) would be able to actively reduce their limb hyperactive behavior by controlling their favorite stimulation on/off using a gyration air mouse with a newly developed actively limb hyperactive behavior reducing program (ALHBRP). The study was performed according to an ABAB design, in which A represented the baseline and B represented intervention phases. Data showed that both participants significantly increased their time duration of maintaining a static limb posture (TDMSLP) to activate the control system in order to produce environmental stimulation during the intervention phases. Practical and developmental implications of the findings are discussed. © 2010 Elsevier Ltd.",2019,https://scholar.google.com.br/,no
1384,The effectiveness of positive parenting skills training group for parents of children with attention deficit disorder-hyperactivity on behavior disorders in their children,"Recent years have witnessed increasing problems of parents of children affected with disorder in different fields. The aim of this article is to determine the effectiveness of group training of positive parenting of children affected with attention deficit hyperactivity disorder (ADHD). The current research is of quasi-experimental and of pre and post test type of study. In this study, 46 children with attention deficit hyperactivity disorder which referred to occupational therapy centers in Tehran, were randomly selected as the two groups of experiment and control. In addition to drug therapy and occupational therapy programs, mothers of those children received eight (2h) sessions of group training of positive parenting program and the control group did not receive the training. A post-test are performed on both of the groups after the completion. Demographic information and 48-questions (questionnaire of Conners classification scale of parents) are used and the data used by ANCOVA are applied. To review the test assumptions, covariance analysis test is used and the data are analyzed by SPSS software. The average scores of behavioral disorders decreased in post-test of related experimental group, which indicates that group training program of Sanders parenting impact, is positive. (F=5247, sig< 0.005). Hence, this model is recommended to be used as one of the training patterns to the parents to reduce behavioral disorders of ADHD children. © Indian Society for Education and Environment (iSee).",2019,https://scholar.google.com.br/,no
1385,Brain-inspired robots for autistic training and care,"An increasing number of projects worldwide are investigating the possibility of including robots in assessment and therapy practices for individuals with autism. There are two major reasons for considering this possibility: the special interest of autistic people in robots and electronic tools, and the rapid developments in multidisciplinary studies on the nature of social interaction and on autism as atypical social behavior. Several branches of the social sciences and neurosciences, which aim to understand the social brain, advocate the perspective that social behaviors (e.g. shared attention, turn taking, and imitation) have evolved as an additional functionality of a general sensorimotor system for action. The basic feature of this system is the existence of a common representation between perception for action and the action itself. An extended social brain system facilitates processing of emotional stimuli, empathy, and perspective taking. © Cambridge University Press 2011.",2019,https://scholar.google.com.br/,no
1386,Rare familial 16q21 microdeletions under a linkage peak implicate cadherin 8 (CDH8) in susceptibility to autism and learning disability,"Background: Autism spectrum disorder (ASD) is characterised by impairments in social communication and by a pattern of repetitive behaviours, with learning disability (LD) typically seen in up to 70% of cases. A recent study using the PPL statistical framework identified a novel region of genetic linkage on chromosome 16q21 that is limited to ASD families with LD. Methods: In this study, two families with autism and/or LD are described which harbour rare >1.6 Mb microdeletions located within this linkage region. The deletion breakpoints are mapped at base-pair resolution and segregation analysis is performed using a combination of 1M single nucleotide polymorphism (SNP) technology, array comparative genomic hybridisation (CGH), long-range PCR, and Sanger sequencing. The frequency of similar genomic variants in control subjects is determined through analysis of published SNP array data. Expression of CDH8, the only gene disrupted by these microdeletions, is assessed using reverse transcriptase PCR and in situ hybridisation analysis of 9 week human embryos. Results: The deletion of chr16: 60 025 584-61 667 839 was transmitted to three of three boys with autism and LD and none of four unaffected siblings, from their unaffected mother. In a second family, an overlapping deletion of chr16: 58 724 527-60 547 472 was transmitted to an individual with severe LD from his father with moderate LD. No copy number variations (CNVs) disrupting CDH8 were observed in 5023 controls. Expression analysis indicates that the two CDH8 isoforms are present in the developing human cortex. Conclusion: Rare familial 16q21 microdeletions and expression analysis implicate CDH8 in susceptibility to autism and LD.",2019,https://scholar.google.com.br/,no
1387,An interactive attention board: Improving the attention of individuals with autism and mental retardation,"This paper presents a tool named ""Interactive Attention Board"" (IAB) and an associated software named ""Interactive Attention Boards Software"" (IABS) for individuals with Mental Retardation and Autism. The proposed system is based on several theories such as perception and learning theories, and it is intended to improve hand-eye coordination and attention duration of disabled individuals. Furthermore, the IAB system offers an interactive environment both for disabled individuals and educators, and enables a rapid improvement of disabled individuals' responses to various stimulants, and increases attention duration on a certain object. IAB aims to decrease disabled individuals' reaction time to stimulants, and to increase total concentration and attention period on a single object. Thus, these improvements in the attention help the educator to teach individuals about various cognitive concepts such as long, short, small, big, and colors, as well as educational concepts such as animals, vehicles and professions. © The Turkish Online Journal of Educational Technology.",2019,https://scholar.google.com.br/,no
1388,Influence of candidate genes on attention problems in children: A longitudinal study,"Attention problems form one of the core characteristics of Attention-Deficit Hyperactive Disorder (ADHD), a multifactorial neurodevelopmental disorder. From twin research it is clear that genes play a considerable role in the etiology and in the stability of ADHD in childhood. Association studies have focused on genes involved in the dopaminergic and serotoninergic systems, but with inconclusive results. This study investigated the effect of 26 Single Nucleotide Polymorphisms (SNPs) in genes encoding for serotonin receptors 2A (HTR2A), Catechol-O-Methyltransferase (COMT), Tryptophane Hydroxylase type 2 (TPH2), and Brain Derived Neurotrophic Factor (BDNF). Attention problems (AP) were assessed by parental report at ages 3, 7, 10, and 12 years in more than 16,000 twin pairs. There were 1148 genotyped children with AP data. We developed a longitudinal framework to test the genetic association effect. Based on all phenotypic data, a longitudinal model was formulated with one latent factor loading on all AP measures over time. The broad heritability for the AP latent factor was 82%, and the latent factor explained around 55% of the total phenotypic variance. The association of SNPs with AP was then modeled at the level of this factor. None of the SNPs showed a significant association with AP. The lowest p-value was found for the rs6265 SNP in the BDNF gene (p = 0.035). Overall, our results suggest no evidence for a role of these genes in childhood AP. © 2010 The Author(s).",2019,https://scholar.google.com.br/,no
1389,Visual local and global processing in low-functioning deaf individuals with and without autism spectrum disorder,"Background: The ComFor study has indicated that individuals with intellectual disability (ID) and autism spectrum disorder (ASD) show enhanced visual local processing compared with individuals with ID only. Items of the ComFor with meaningless materials provided the best discrimination between the two samples. These results can be explained by the weak central coherence account. The main focus of the present study is to examine whether enhanced visual perception is also present in low functioning deaf individuals with and without ASD compared with individuals with ID, and to evaluate the underlying cognitive style in deaf and hearing individuals with ASD. Method: Different sorting tasks (selected from the ComFor) were administered from four subsamples: (1) individuals with ID (n = 68), (2) individuals with ID and ASD (n = 72), (3) individuals with ID and deafness (n = 22), and (4) individuals with ID, ASD and deafness (n = 15). Differences in performance on sorting tasks with meaningful and meaningless materials between the four subgroups were analysed. Age and level of functioning were taken into account. Results: Analyses of covariance revealed that results of deaf individuals with ID and ASD are in line with the results of hearing individuals with ID and ASD. Both groups showed enhanced visual perception, especially on meaningless sorting tasks, when compared with hearing individuals with ID, but not compared with deaf individuals with ID. Conclusions: In ASD either with or without deafness, enhanced visual perception for meaningless information can be understood within the framework of the central coherence theory, whereas in deafness, enhancement in visual perception might be due to a more generally enhanced visual perception as a result of auditory deprivation. © 2010 The Authors. Journal of Intellectual Disability Research © 2010 Blackwell Publishing Ltd.",2019,https://scholar.google.com.br/,no
1390,Early language delay and specific language impairment,"Early language delay (ELD) is a warning sign that may presage the presence of a later language impairment (LI). In order to allow more targeted identification and earlier intervention for LI, better diagnostic measures for toddlers are needed. Development of accurate predictive/ diagnostic models requires consideration of a set of complex interrelated questions around definition, causality, and theories of LIs. A multifactorial model of language development and LI is essential to increase the accuracy of prediction. This article examines what is known about LI in the preschool years and language delay in toddlers, and examines these in relation to the Procedural Deficit Hypothesis (Ullman and Pierpont, [2005] Cortex 41:399-433] and the Statistical Learning Account (Stokes et al., [2012a] J Speech Lang Hear Res, Stokes et al., [2012b] J Child Lang 39:105-129) to suggest a new framework for characterizing ELD to better assist prediction of later LI. © 2013 Wiley Periodicals, Inc.",2019,https://scholar.google.com.br/,no
1391,Becoming a narrator: A case study in the dynamics of learning based on the theories/methods of Vygotsky,"This article focuses on the learning that is enabled while a primary school child makes a story using multimodal software. This child is diagnosed with autism. The aim is to use a cultural-historical framework to carry out an in-depth analysis of a process of learning with action as a unit of analysis. The article is based on a collaborative research project in which assignments on narration concurrently served as experiments with cultural tools. The child's learning process in one assignment is analyzed sequentially, highlighting changes in the action, based on data from videotape. The child's decision to record audio was a turning point that expanded the formal learning and animated the idea of making the story in a desired multimodal format. The multifaceted quality and the dialectics revealed in the process are vital to achieve expansive action and learning. The combination of a generative narrative model and the multimodal affordances is crucial for actualizing the potential in the research approach to accomplish an analysis of the learner's changes in action. Thus, the study indicates the relevance of using a cultural-historical framework in research and practice that focuses on processes of learning and processes of becoming among diverse learners. Copyright © Regents of the University of California on behalf of the Laboratory of Comparative Human Cognition.",2019,https://scholar.google.com.br/,no
1392,An approach on applying organizational learning in agile software organizations,"Agile software development (ASD) has been in evidence over the past years by encouraging changes on how software is developed [1]. However, agile methods strongly focus on empowering the project team in achieving its goals [2]. Little attention is given to creating insights and experiences to the organizational level [3]. Therefore, there is a challenge to overcome the barriers to scale the knowledge on the group level to the organizational level effectively [4]. © 2011 Springer-Verlag Berlin Heidelberg.",2019,https://scholar.google.com.br/,no
1393,Cognitive flexibility in autism: A social-developmental account,"There are important social-developmental contributions to the acquisition of flexible, generative, context-sensitive thinking and engagement with the world. We highlight how among individuals with autism, limitations in the propensity to identify with the attitudes of other people might lead to a paucity of movement across alternative ‘takes' on the world, and with this, specific forms of cognitive restriction and rigidity. <bold>Introduction</bold> Consider this condensed version of a classic description of a person with autism called L (Scheerer <italic>et al</italic>. 1945). L was first seen at the age of 11 with a history of severe learning difficulties. He was said never to have shown interest in his social surroundings. Although he had an IQ of only 50 on a standardised test of intelligence, L could recount the day and date of his first visit to a place, and could usually give the names and birthdays of all the people he met there. He could spell forwards and backwards. L's background history included the fact that in his fourth and fifth years he rarely offered spontaneous observations or reasons for any actions or perceived event. Nor would he imitate an action of others spontaneously. He was unable to understand or create an imaginary situation. He did not play with toys, nor did he show any conception of make-believe games. He was unable to converse in give-and-take language. He barely noticed the presence of other children, and was said to have ‘little emotionality of normal depth and coherence'. © Cambridge University Press 2011.",2019,https://scholar.google.com.br/,no
1394,"Neurogenetics and pharmacology of learning, motivation, and cognition","Many of the individual differences in cognition, motivation, and learningFand the disruption of these processes in neurological conditionsFare influenced by genetic factors. We provide an integrative synthesis across human and animal studies, focusing on a recent spate of evidence implicating a role for genes controlling dopaminergic function in frontostriatal circuitry, including COMT, DARPP-32, DAT1, DRD2, and DRD4. These genetic effects are interpreted within theoretical frameworks developed in the context of the broader cognitive and computational neuroscience literature, constrained by data from pharmacological, neuroimaging, electrophysiological, and patient studies. In this framework, genes modulate the efficacy of particular neural computations, and effects of genetic variation are revealed by assays designed to be maximally sensitive to these computations. We discuss the merits and caveats of this approach and outline a number of novel candidate genes of interest for future study. © 2011 Nature Publishing Group All rights reserved.",2019,https://scholar.google.com.br/,no
1395,Feasibility and reliability of classifying gross motor function among children with cerebral palsy using population-based record surveillance,"For conditions with wide-ranging consequences, such as cerebral palsy (CP), population-based surveillance provides an estimate of the prevalence of case status but only the broadest understanding of the impact of the condition on children, families or society. Beyond case status, information regarding health, functional skills and participation is necessary to fully appreciate the consequences of the condition. The purpose of this study was to assess the feasibility and reliability of enhancing population-based surveillance by classifying gross motor function (GMF) from information available in medical records of children with CP. We assessed inter-rater reliability of two GMF classification methods, one the Gross Motor Function Classification System (GMFCS) and the other a 3-category classification of walking ability: (1) independently, (2) with handheld mobility device, or (3) limited or none. Two qualified clinicians independently reviewed abstracted evaluations from medical records of 8-year-old children residing in southeast Wisconsin, USA who were identified as having CP (n = 154) through the Centers for Disease Control and Prevention's Autism and Developmental Disabilities Monitoring Network. Ninety per cent (n = 138) of the children with CP had information in the record after age 4 years and 108 (70%) had adequate descriptions of gross motor skills to classify using the GMFCS. Agreement was achieved on 75.0% of the GMFCS ratings (simple kappa = 0.67, 95% confidence interval [95% CI 0.57, 0.78], weighted kappa = 0.83, [95% CI 0.77, 0.89]). Among case children for whom walking ability could be classified (n = 117), approximately half walked independently without devices and one-third had limited or no walking ability. Across walking ability categories, agreement was reached for 94% (simple kappa = 0.90, [95% CI 0.82, 0.96], weighted kappa = 0.94, [95% CI 0.89, 0.98]). Classifying GMF in the context of active records-based surveillance is feasible and reliable. Future surveillance efforts that include functional level among children with cerebral palsy may provide important information for monitoring the impact of the condition for programmatic and policy purposes. © 2010 Blackwell Publishing Ltd.",2019,https://scholar.google.com.br/,no
1396,Perspective Biological Markers for Autism Spectrum Disorders: Advantages of the Use of Receiver Operating Characteristic Curves in Evaluating Marker Sensitivity and Specificity.,"Autism Spectrum Disorders (ASD) are a heterogeneous group of neurodevelopmental disorders. Recognized causes of ASD include genetic factors, metabolic diseases, toxic and environmental factors, and a combination of these. Available tests fail to recognize genetic abnormalities in about 70{\%} of ASD children, where diagnosis is solely based on behavioral signs and symptoms, which are difficult to evaluate in very young children. Although it is advisable that specific psychotherapeutic and pedagogic interventions are initiated as early as possible, early diagnosis is hampered by the lack of nongenetic specific biological markers. In the past ten years, the scientific literature has reported dozens of neurophysiological and biochemical alterations in ASD children, however no real biomarker has emerged. Such literature is here reviewed in the light of Receiver Operating Characteristic (ROC) analysis, a very valuable statistical tool, which evaluates the sensitivity and the specificity of biomarkers to be used in diagnostic decision making. We also apply ROC analysis to some of our previously published data and discuss the increased diagnostic value of combining more variables in one ROC curve analysis. We also discuss the use of biomarkers as a tool for advancing our understanding of nonsyndromic ASD.",2019,https://scholar.google.com.br/,no
1397,Advancing services for adult ADHD: the development of the ADHD Star as a framework for multidisciplinary interventions.,"BACKGROUND: Attention Deficit Hyperactivity Disorder is prevalent in adulthood, resulting in serious impairment across multiple domains of living. Despite clinical guidance recommendations, the relative infancy of research on service provision for adults with ADHD, along with the evidence transfer gap, means that there is a lack of specific frameworks for service delivery. Igniting research and developing service delivery frameworks within adult ADHD is an essential step in the provision of effective services for adults with ADHD. METHOD: Following the methodology used in previous related research that utilises a Participatory Action Research approach, we gathered data from clinicians and service users on the domains of living in which they wish to create change, and the steps and end point of the change process. This data was utilised, alongside data gathered from previous research and policies, to develop the domains of assessment for the ADHD Star, and the scale on which change is assessed. RESULTS: The resulting tool, the ADHD Star, consists of eight domains: understanding your ADHD, focus and attention, organising yourself, friends and social life, thinking and reacting, physical health, how you feel and meaningful use of time. Each domain is rated on a five-point scale, the 'ladder of change', ranging from 'stuck' to 'choice'. CONCLUSIONS: The ADHD Star offers a guiding framework for the development of care pathways and subsequent service provision for adults with ADHD, based on multi-disciplinary, holistic and person-centred care.",2019,https://scholar.google.com.br/,no
1398,"Drug-refractory aggression, self-injurious behavior, and severe tantrums in autism spectrum disorders: a chart review study.","Aggression, self-injurious behavior, and severe tantrums are impairing symptoms frequently experienced by individuals with autism spectrum disorders. Despite US Food and Drug Administration approval of two atypical antipsychotics targeting these symptoms in youth with autistic disorder, they remain frequently drug refractory. We define drug-refractory aggression, self-injurious behavior, and severe tantrums in people with autism spectrum disorders as behavioral symptoms requiring medication adjustment despite previous trials of risperidone and aripiprazole or previous trials of three psychotropic drugs targeting the symptom cluster, one of which was risperidone or aripiprazole. We reviewed the medical records of individuals of all ages referred to our clinic for autism spectrum disorder diagnostic evaluation, as well as pharmacotherapy follow-up notes for all people meeting autism spectrum disorder criteria, for drug-refractory symptoms. Among 250 consecutively referred individuals, 135 met autism spectrum disorder and enrollment criteria, and 53 of these individuals met drug-refractory symptom criteria. Factors associated with drug-refractory symptoms included age 12 years or older (p {\textless} 0.0001), diagnosis of autistic disorder (p = 0.0139), and presence of intellectual disability (p = 0.0273). This pilot report underscores the significance of drug-refractory aggression, self-injurious behavior, and severe tantrums, suggests the need for future study clarifying factors related to symptom development, and identifies the need for focused treatment study of this impairing symptom domain.",2019,https://scholar.google.com.br/,no
1399,Performance improvement CME: adult ADHD.,"Attention-deficit/hyperactivity disorder (ADHD) is one of the most prevalent psychiatric disorders and is now understood to be a lifelong condition for most individuals. Unfortunately, many adults with ADHD are not being diagnosed, possibly due to insufficient diagnostic criteria, the complex presentation of the disorder, and a reluctance by physicians to diagnose the disorder in adults. Additionally, many of those who have been diagnosed with ADHD do not receive adequate treatment despite the availability of established and effective agents. Performance Improvement CME (PI CME) is an educational activity in which clinicians retrospectively assess their current clinical practice, choose areas for improvement and implement interventions based on treatment guidelines and health care standards, and then re-evaluate their clinical practice to assess the improvements made. This PI CME activity focuses on improving the diagnosis and treatment of adult ADHD.",2019,https://scholar.google.com.br/,no
1400,Administering and evaluating the results of the adult ADHD Self-Report Scale (ASRS) in adolescents.,"Attention-deficit/hyperactivity disorder (ADHD) is a common condition that can be difficult to diagnose in adolescents, since symptoms may vary among patients, evolve over time, and mimic symptoms of other disorders. Various rating scales are helpful to the clinician when evaluating patients for ADHD and should be used as part of a thorough assessment. Clinicians should use both informant- and self-report rating scales to gather as much information as possible, while being aware that informants are subject to rater error and adolescents typically underreport symptoms. Rating scales can establish a baseline measure of the patient's symptom type and frequency, provide a framework for assessing symptom impairment, and aid clinicians in monitoring treatment response. The Adult ADHD Self-Report Scale (ASRS-v1.1) Symptom Checklist is a reliable self-report rating scale for adolescents as well as adults.",2019,https://scholar.google.com.br/,no
1401,An expanded sequence context model broadly explains variability in polymorphism levels across the human genome.,"The rate of single-nucleotide polymorphism varies substantially across the human  genome and fundamentally influences evolution and incidence of genetic disease. Previous studies have only considered the immediately flanking nucleotides around a polymorphic site--the site's trinucleotide sequence context--to study polymorphism levels across the genome. Moreover, the impact of larger sequence contexts has not been fully clarified, even though context substantially influences rates of polymorphism. Using a new statistical framework and data from the 1000 Genomes Project, we demonstrate that a heptanucleotide context explains {\textgreater}81{\%} of variability in substitution probabilities, highlighting new mutation-promoting motifs at ApT dinucleotide, CAAT and TACG sequences. Our approach also identifies previously undocumented variability in C-to-T substitutions at CpG sites, which is not immediately explained by differential methylation intensity. Using our model, we present informative substitution intolerance scores for genes and a new intolerance score for amino acids, and we demonstrate clinical use of the model in neuropsychiatric diseases.",2019,https://scholar.google.com.br/,no
1402,A Comparison of PECS and iPad to Teach Requesting to Pre-schoolers with Autistic  Spectrum Disorders.,"Few studies have compared the efficacy of the Picture Exchange Communication System (PECS) and iPads used as speech generating devices (SGDs), and none have targeted preschoolers. This study compares the relative efficacy of PECS and an iPad/SGD with three preschool-aged children with autism spectrum disorder and limited functional speech who lived in Malta. The study utilized an adapted alternating treatment design embedded in a multiple baseline design, with requesting of reinforcers as the dependent variable. Visual analysis of the results indicated that all participants required more prompted trials and sessions for the iPad/SGD condition. All participants learned a three step navigational sequence on the iPad. Participant preference probes were inconclusive and were not linked to speed of acquisition of requesting skills. Results suggest that both PECS and an iPad could be appropriate for teaching requesting skills to beginning communicators.",2019,https://scholar.google.com.br/,yes
1403,Type IIB thyroplasty for phonic tics in a pediatric patient with autism spectrum  disorder: a case report.,"OBJECTIVES/HYPOTHESIS: Autism spectrum disorders (ASDs) are commonly associated with Tourette syndrome (TS). TS is classically associated with tic production. A tic is defined as sudden, brief, involuntary production of movement (motor tics) or sound (phonic tics). STUDY DESIGN: Case report. METHODS: We present a case report of a 14-year-old boy with ASD and vocal tics. Vocal tic frequency was nearly 2000 per day and 90 dB in volume. He presented to our laryngology clinic after multiple failed attempts of pharmacologic management of vocal fold botulinum toxin injection. After evaluation in our clinic, we recommended a lateralization (type IIB) thyroplasty. An autologous cartilage graft from the superior thyroid ala was used and held in place with a bioresorbable mesh. Using 4-0 prolene sutures, the mesh was secured in place. The operation was well tolerated with minimal signs of aspiration, and he was discharged to his home within 48 hours. RESULTS: Six months postoperatively, there was 90{\%} reduction in tic frequency and 50{\%} reduction in intensity. Additionally, he has shown improved ability to converse with his peers, participate in school activities, and even has improved nutritional status. CONCLUSIONS: Alteration of laryngeal geometry could serve as an effective site of intervention for intractable phonic tics. Reduction of phonic tic frequency and intensity may also stimulate language development in patients ASD. We also demonstrate additional use of bioresorbable plates in pediatric laryngeal framework surgery. Additional neurophysiologic studies are needed to explore the mechanism by which midline lateralization thyroplasty influences phonic tic generation.",2019,https://scholar.google.com.br/,no
1404,Do parents of children with attention-deficit/hyperactivity disorder (ADHD) receive adequate information about the disorder and its treatments? A qualitative investigation.,"BACKGROUND: Attention-deficit/hyperactivity disorder (ADHD) is the most prevalent pediatric neurodevelopmental condition, commonly treated using pharmacological agents such as stimulant medicines. The use of these agents remains contentious, placing parents in a difficult position when deciding to initiate and/or continue their child's treatment. Parents refer to a range of information sources to assist with their treatment decision-making. This qualitative study aimed to investigate 1) parents' ADHD-related knowledge pre- and post-diagnosis, 2) the information sources accessed by parents, 3) whether parents' information needs were met post-diagnosis, and 4) parents' views about strategies to meet their information needs. METHODS: Three focus groups (n=16 parents), each lasting 1.0-1.5 hours were conducted. Focus groups were audio-recorded and transcribed verbatim. Transcripts were analyzed using the framework method, coded, and categorized into themes. RESULTS: Generally, parents had limited ADHD-related knowledge prior to their child's diagnosis and perceived prescription medicines indicated for ADHD in a negative context. Parents reported improved knowledge after their child's diagnosis, however, they expressed dissatisfaction with information that they accessed, which was often technical and not tailored to their child's needs. Verbal information sought from health care professionals was viewed to be reliable but generally medicine-focused and not necessarily comprehensive. Parents identified a need for concise, tailored information about ADHD, the medicines used for its treatment, and changes to their child's medication needs with age. They also expressed a desire for increased availability of support groups and tools to assist them in sourcing information from health care professionals during consultations, such as question prompt lists. CONCLUSION: There are gaps in parents' knowledge about ADHD and its treatment, and an expressed need for tailored and reliable information. Future research needs to focus on providing parents with avenues to access concise, reliable, and relevant information and support in order to empower them to make the best treatment decision for their child.",2019,https://scholar.google.com.br/,no
1405,"Natural Product-Derived Treatments for Attention-Deficit/Hyperactivity Disorder:  Safety, Efficacy, and Therapeutic Potential of Combination Therapy.","Typical treatment plans for attention-deficit/hyperactivity disorder (ADHD) utilize nonpharmacological (behavioral/psychosocial) and/or pharmacological interventions. Limited accessibility to behavioral therapies and concerns over adverse effects of pharmacological treatments prompted research for alternative ADHD therapies such as natural product-derived treatments and nutritional supplements. In this study, we reviewed the herbal preparations and nutritional supplements evaluated in clinical studies as potential ADHD treatments and discussed their performance with regard to safety and efficacy in clinical trials. We also discussed some evidence suggesting that adjunct treatment of these agents (with another botanical agent or pharmacological ADHD treatments) may be a promising approach to treat ADHD. The analysis indicated mixed findings with regard to efficacy of natural product-derived ADHD interventions. Nevertheless, these treatments were considered as a ""safer"" approach than conventional ADHD medications. More comprehensive and appropriately controlled clinical studies are required to fully ascertain efficacy and safety of natural product-derived ADHD treatments. Studies that replicate encouraging findings on the efficacy of combining botanical agents and nutritional supplements with other natural product-derived therapies and widely used ADHD medications are also warranted. In conclusion, the risk-benefit balance of natural product-derived ADHD treatments should be carefully monitored when used as standalone treatment or when combined with other conventional ADHD treatments.",2019,https://scholar.google.com.br/,no
1406,A SPARSE REDUCED RANK FRAMEWORK FOR GROUP ANALYSIS OF FUNCTIONAL NEUROIMAGING DATA.,"In spatial-temporal neuroimaging studies, there is an evolving literature on the  analysis of functional imaging data in order to learn the intrinsic functional connectivity patterns among different brain regions. However, there are only few efficient approaches for integrating functional connectivity pattern across subjects, while accounting for spatial-temporal functional variation across multiple groups of subjects. The objective of this paper is to develop a new sparse reduced rank (SRR) modeling framework for carrying out functional connectivity analysis across multiple groups of subjects in the frequency domain. Our new framework not only can extract both frequency and spatial factors across subjects, but also imposes sparse constraints on the frequency factors. It thus leads to the identification of important frequencies with high power spectra. In addition, we propose two novel adaptive criteria for automatic selection of sparsity level and model rank. Using simulated data, we demonstrate that SRR outperforms several existing methods. Finally, we apply SRR to detect group differences between controls and two subtypes of attention deficit hyperactivity disorder (ADHD) patients, through analyzing the ADHD-200 data.",2019,https://scholar.google.com.br/,no
1407,Adult Spinal Deformity Surgeons Are Unable to Accurately Predict Postoperative Spinal Alignment Using Clinical Judgment Alone.,"OBJECT: Adult spinal deformity (ASD) surgery seeks to reduce disability and improve quality of life through restoration of spinal alignment. In particular, correction of sagittal malalignment is correlated with patient outcome. Inadequate correction of sagittal deformity is not infrequent. The present study assessed surgeons' ability to accurately predict postoperative alignment. METHODS: Seventeen cases were presented with preoperative radiographic measurements, and a summary of the operation as performed by the treating physician. Surgeon training, practice characteristics, and use of surgical planning software was assessed. Participants predicted if the surgical plan would lead to adequate deformity correction and attempted to predict postoperative radiographic parameters including sagittal vertical axis (SVA), pelvic tilt (PT), pelvic incidence to lumbar lordosis mismatch (PI-LL), thoracic kyphosis (TK). RESULTS: Seventeen surgeons participated: 71{\%} within 0 to 10 years of practice, 88{\%} devote {\textgreater}25{\%} of their practice to deformity surgery. Surgeons accurately judged adequacy of the surgical plan to achieve correction to specific thresholds of SVA 69{\%} +/- 8{\%}, PT 68{\%} +/- 9{\%}, and PI-LL 68{\%} +/- 11{\%} of the time. However, surgeons correctly predicted the actual postoperative radiographic parameters only 42{\%} +/- 6{\%} of the time. They were more successful at predicting PT (61{\%} +/- 10{\%}) than SVA (45{\%} +/- 8{\%}), PI-LL (26{\%} +/- 11{\%}), or TK change (35{\%} +/- 21{\%}, p {\textless} .05). Improved performance correlated with greater focus on deformity but not number of years in practice or number of three-column osteotomies performed per year. CONCLUSION: Surgeons failed to correctly predict the adequacy of the proposed surgical plan in approximately one third of presented cases. They were better at determining whether a surgical plan would achieve adequate correction than predicting specific postoperative alignment parameters. Pelvic tilt and SVA were predicted with the greatest accuracy.",2019,https://scholar.google.com.br/,no
1408,Mechanism of action of guanfacine: a postsynaptic differential approach to the treatment of attention deficit hyperactivity disorder (adhd).,"The treatment of ADHD has focused on the use of psychostimulants drugs such as methylphenidate or amphetamine and derivatives, or not stimulants agents, such as atomoxetine. These agents act mainly on catecholaminergic presynaptic mechanisms. Recently the European Medicines Agency (EMA) has approved another not psychostimulant drug, guanfacine extended release (ER), as a new option to the treatment of ADHD, which acts at postsynaptic level. Guanfacine stimulates postsynaptic alfa-2A adrenergic receptors so it inhibits the production of cAMP and closes HCN channels enhancing the effectiveness of the signal of the pyramidal neurons of the prefrontal cortex (PFC), thus improving working memory and attention. In addition, stimulation of the alpha-2A receptors promotes growth and maturation of the dendritic spines of pyramidal neurons of the medial PFc, that are associated with brain function such as learning and memory. In contrast with psychostimulants or atomoxetine, guanfacine mimics noradrenaline stimulation of postsynaptic receptors alfa-2A on the PFC.",2019,https://scholar.google.com.br/,no
1409,Translucency ratings of Blissymbols over repeated exposures by children with autism.,"The use of graphic symbols forms an integral part of augmentative and alternative communication (AAC) strategies, particularly for pre-literate children. Although some studies have indicated that typically developing children and those with autism are able to learn symbol meanings with multiple exposures to graphic symbols, little is known about how children with autism rate the degree to which the symbol represents its referent (translucency) with repeated exposures. The purpose of this study was to describe the translucency ratings of children with autism over three consecutive exposures. Twenty-two children with autism participated in a Blissymbol translucency task that included 40 symbols. The Blissymbol task was modified from Bornman, Alant, and du Preez (2009) , who explored the translucency of Blissymbols with typically developing children. Findings of this study indicated statistically significant differences in total translucency ratings of the Blissymbols by the children with autism between Day 1 and Day 3 (medium effect size) with Day 3 yielding more positive ratings than Day 1. No single Blissymbol showed statistically significant differences over the days. Findings are interpreted and further implications for research are discussed.",2019,https://scholar.google.com.br/,no
1410,"Systems biology, bioinformatics, and biomarkers in neuropsychiatry.","Although neuropsychiatric (NP) disorders are among the top causes of disability worldwide with enormous financial costs, they can still be viewed as part of the most complex disorders that are of unknown etiology and incomprehensible pathophysiology. The complexity of NP disorders arises from their etiologic heterogeneity and the concurrent influence of environmental and genetic factors. In addition, the absence of rigid boundaries between the normal and diseased state, the remarkable overlap of symptoms among conditions, the high inter-individual and inter-population variations, and the absence of discriminative molecular and/or imaging biomarkers for these diseases makes difficult an accurate diagnosis. Along with the complexity of NP disorders, the practice of psychiatry suffers from a ""top-down"" method that relied on symptom checklists. Although checklist diagnoses cost less in terms of time and money, they are less accurate than a comprehensive assessment. Thus, reliable and objective diagnostic tools such as biomarkers are needed that can detect and discriminate among NP disorders. The real promise in understanding the pathophysiology of NP disorders lies in bringing back psychiatry to its biological basis in a systemic approach which is needed given the NP disorders' complexity to understand their normal functioning and response to perturbation. This approach is implemented in the systems biology discipline that enables the discovery of disease-specific NP biomarkers for diagnosis and therapeutics. Systems biology involves the use of sophisticated computer software ""omics""-based discovery tools and advanced performance computational techniques in order to understand the behavior of biological systems and identify diagnostic and prognostic biomarkers specific for NP disorders together with new targets of therapeutics. In this review, we try to shed light on the need of systems biology, bioinformatics, and biomarkers in neuropsychiatry, and illustrate how the knowledge gained through these methodologies can be translated into clinical use providing clinicians with improved ability to diagnose, manage, and treat NP patients.",2019,https://scholar.google.com.br/,no
1411,The Changing Drug Culture: Use and Misuse of Cognition-Enhancing Drugs.,"There has been an increase in diagnoses of attention-deficit/hyperactivity disorder (ADHD), with approximately 9{\%} of American children now diagnosed, and a concomitant increase in the use of stimulants (eg, amphetamines, methylphenidate) to manage ADHD. Nonstimulant drugs (eg, atomoxetine, guanfacine, clonidine) also are used, but most patients are treated with stimulants. All of these drugs are effective for management of ADHD, and, overall, use in childhood does not seem to increase the risk of substance abuse later in life. However, widespread use has resulted in prescription stimulants being diverted for nonmedical uses, particularly by high school and college students seeking cognitive enhancement for improved academic performance. Studies of ADHD drugs for improving cognition in patients without ADHD have mixed results, and any improvements appear to be modest and short-term. Other substances also are used for cognitive enhancement. Drugs for Alzheimer disease are being used for mild cognitive impairment, though there is no evidence that they are effective. Creatine may have mild cognition-enhancing properties, but study results often are confounded by the addition of exercise, which by itself is thought to improve cognition. There is no evidence that other supplements, such as vitamins and omega-3 fatty acids, improve cognitive function.",2019,https://scholar.google.com.br/,no
1412,Examining the Effects of Video Modeling and Prompts to Teach Activities of Daily  Living Skills.,"Video modeling has been shown to be effective in teaching a number of skills to learners diagnosed with autism spectrum disorders (ASD). In this study, we taught two young men diagnosed with ASD three different activities of daily living skills (ADLS) using point-of-view video modeling. Results indicated that both participants met criterion for all ADLS. Participants did not maintain mastery criterion at a 1-month follow-up, but did score above baseline at maintenance with and without video modeling. * Point-of-view video models may be an effective intervention to teach daily living skills. * Video modeling with handheld portable devices (Apple iPod or iPad) can be just as effective as video modeling with stationary viewing devices (television or computer). * The use of handheld portable devices (Apple iPod and iPad) makes video modeling accessible and possible in a wide variety of environments.",2019,https://scholar.google.com.br/,no
1413,Facial phenotypes in subgroups of prepubertal boys with autism spectrum disorders are correlated with clinical phenotypes.,"BACKGROUND: The brain develops in concert and in coordination with the developing facial tissues, with each influencing the development of the other and sharing genetic signaling pathways. Autism spectrum disorders (ASDs) result from alterations in the embryological brain, suggesting that the development of the faces of children with ASD may result in subtle facial differences compared to typically developing children. In this study, we tested two hypotheses. First, we asked whether children with ASD display a subtle but distinct facial phenotype compared to typically developing children. Second, we sought to determine whether there are subgroups of facial phenotypes within the population of children with ASD that denote biologically discrete subgroups. METHODS: The 3dMD cranial System was used to acquire three-dimensional stereophotogrammetric images for our study sample of 8- to 12-year-old boys diagnosed with essential ASD (n = 65) and typically developing boys (n = 41) following approved Institutional Review Board protocols. Three-dimensional coordinates were recorded for 17 facial anthropometric landmarks using the 3dMD Patient software. Statistical comparisons of facial phenotypes were completed using Euclidean Distance Matrix Analysis and Principal Coordinates Analysis. Data representing clinical and behavioral traits were statistically compared among groups by using chi2 tests, Fisher's exact tests, Kolmogorov-Smirnov tests and Student's t-tests where appropriate. RESULTS: First, we found that there are significant differences in facial morphology in boys with ASD compared to typically developing boys. Second, we also found two subgroups of boys with ASD with facial morphology that differed from the majority of the boys with ASD and the typically developing boys. Furthermore, membership in each of these distinct subgroups was correlated with particular clinical and behavioral traits. CONCLUSIONS: Boys with ASD display a facial phenotype distinct from that of typically developing boys, which may reflect alterations in the prenatal development of the brain. Subgroups of boys with ASD defined by distinct facial morphologies correlated with clinical and behavioral traits, suggesting potentially different etiologies and genetic differences compared to the larger group of boys with ASD. Further investigations into genes involved in neurodevelopment and craniofacial development of these subgroups will help to elucidate the causes and significance of these subtle facial differences.",2019,https://scholar.google.com.br/,no
1414,A 3D learning playground for potential attention training in ADHD: A brain computer interface approach.,"This paper presents a novel brain-computer-interface (BCI) system that could potentially be used for enhancing the attention ability of subjects with attention deficit hyperactivity disorder (ADHD). It employs the steady state visual evoked potential (SSVEP) paradigm. The developed system consists of a 3D classroom environment with active 3D distractions and 2D games executed on the blackboard. The system is concealed as a game (with stages of varying difficulty) with an underlying story to motivate the subjects. It was tested on eleven healthy subjects and the results undeniably establish that by moving to a higher stage in the game where the 2D environment is changed to 3D along with the added 3D distractions, the difficulty level in keeping attention on the main task increases for the subjects. Results also show a mean accuracy of 92.26 +/- 7.97{\%} and a mean average selection time of 3.07 +/- 1.09 seconds.",2019,https://scholar.google.com.br/,no
1415,"Utility of the International Classification of Functioning, Disability and Health (ICF) for educational psychologists' work.","Despite embracing a bio-psycho-social perspective, the World Health Organization's International Classification of Functioning, Disability and Health (ICF) assessment framework has had limited application to date with children who have special educational needs (SEN). This study examines its utility for educational psychologists' work with children who have Autism Spectrum Disorders (ASD). Mothers of 40 children with ASD aged eight to 12 years were interviewed using a structured protocol based on the ICF framework. The Diagnostic Interview for Social and Communication Disorder (DISCO) was completed with a subset of 19 mothers. Internal consistency and inter-rater reliability of the interview assessments were found to be acceptable and there was evidence for concurrent and discriminant validity. Despite some limitations, initial support for the utility of the ICF model suggests its potential value across educational, health and care fields. Further consideration of its relevance to educational psychologists in new areas of multi-agency working is warranted.",2019,https://scholar.google.com.br/,no
1416,Does Gender Moderate the Relations Between Externalizing Behavior and Key Emergent Literacy Abilities? Evidence From a Longitudinal Study.,"Objective: There is a significant negative relation between externalizing behavior and emergent literacy skills among preschool children. Method: The purpose of this study was to examine the impact of gender on the predictive relation of externalizing behavior and emergent literacy in a group of 178 preschool children (mean age = 48.50 months, SD = 3.66, 48{\%} boys). Results: Externalizing behaviors predicted emergent literacy over time. Distinct patterns of predictive associations dependent on gender were found. Girls with higher levels of externalizing behaviors experienced less change in their vocabulary skills compared with the vocabulary change shown by girls with lower levels of these problem behaviors. Conclusion: The results suggest that early identification programs that include externalizing behavior problems and their relation with emergent literacy development should account for potential gender differences. A theoretical framework in which girls with behavior problems receive less opportunity for vocabulary acquisition is presented. (J. of Att. Dis. XXXX, XX(X) X-XX).",2019,https://scholar.google.com.br/,no
1417,Autism spectrum disorders in the era of mobile technologies: impact on caregivers.,"OBJECTIVE: This paper explores possible connections among existing literature on  parental stress, augmentative and alternative communication (AAC), and use of mobile technology for persons with autism spectrum disorder (ASD). METHODS: A narrative review of the literature. RESULTS: Parental support contributes to positive outcomes for children who use AAC. Parents identify communication as a high priority, but describe the process as challenging. AAC is often used with children with ASD, a population in which parental stress is especially high. Though there is research evidence that mobile technology is a promising tool for individuals with ASD, potentially misleading media anecdotes exist, and the effects on parental expectations and stress remain unstudied questions. CONCLUSION: Increased understanding of the connections in these research areas should help clarify the potential impact of mobile technologies on parental stress level, help to define appropriate future research directions, and contribute to development of appropriate caregiver training.",2019,https://scholar.google.com.br/,no
1418,"Out of the frying pan, into the fire: a case of heat shock and its fatal complications.","Exertional heat stroke incidence is on the rise and has become the third leading  cause of death in high school athletes. It is entirely preventable, yet this is a case of a 15-year-old, 97-kg male football player who presented unresponsive and hyperthermic after an August football practice. His blood pressure was 80/30, and his pulse was 180. He had a rectal temperature of 107.3 degrees F, and upon entering the emergency department, he was rapidly cooled in 40 minutes. As he progressed, he developed metabolic acidosis, elevated liver enzymes, a prolapsed mitral valve with elevated troponin levels, and worsening hypotension even with extracorporeal membrane oxygenation support. After 3 days in the hospital, this young man was pronounced dead as a result of complications from exertional heat stroke. We address not only the complications of his hospital course relative to his positive blood cultures but also the complications that can result from attention-deficit/hyperactivity disorder medication our patient was taking. As the population of young adults becomes more obese and more highly medicated for attention-deficit/hyperactivity disorder, we sought out these growing trends in correlation with the increase in incidence of heat-related illness. We also address the predisposing factors that make young high school athletes more likely to experience heat illness and propose further steps to educate this susceptible population.",2019,https://scholar.google.com.br/,no
1419,Successful percutaneous closure of spiral atrial septal defect.,"The case report of a 15-year-old patient with an unusual form of atrial septal defect is described. Echocardiography showed separation of the secundum and primum atrial septums due to abnormal posterior and leftward attachment of the primum septum into the roof of the left atrium. The morphology has been variably described as a 'double' atrial septum or 'spiral' atrial septal defect. Despite the technical challenge of this form of atrial septal defect, it was effectively closed by ensuring that all relevant septal structures were incorporated between the discs of the occlusion device. This was associated with a stable position and good medium-term outcome. This contrasts with the experience of others where device embolisation or technical failure has been described. LEARNING POINTS: The spiral atrial septal defect is characterised by an apparently 'double' atrial septum.Such atrial septal defects (ASDs) have been associated with a high rate of technical failure of transcatheter closure.3D echocardiography assists in understanding the anatomy of the defect.Following deployment of the ASD occlusion device transoesophageal echocardiography is essential to ensure that both septum primum and secundum are between the occluder discs.Catheter closure can be successful if close attention is paid to the morphology of the defect and incorporation of margins within the discs of the septal occluder.",2019,https://scholar.google.com.br/,no
1420,Task dissociation in prospective memory performance in individuals with ADHD.,"OBJECTIVE: The present study investigated, for the first time, event- and time-based prospective memory (PM) in the same sample of adults with ADHD within one paradigm using parallel task constraints. METHOD: A total of 25 individuals with ADHD and 25 matched neurotypical controls completed a computerized version of the Dresden Breakfast Task, which required participants to prepare breakfast following a set of rules and time restrictions. RESULTS: Although groups did not differ in event-based PM, results demonstrated a large-sized impairment in individuals with ADHD in time-based PM. CONCLUSION: Findings suggest a task-specific impairment in PM functioning and are discussed in an executive control framework of neurocognitive functioning in ADHD.",2019,https://scholar.google.com.br/,no
1421,"Tolerability, Safety, and Benefits of Risperidone in Children and Adolescents with Autism: 21-Month Follow-up After 8-Week Placebo-Controlled Trial.","OBJECTIVE: Risperidone has demonstrated efficacy for acute (8 week) and intermediate length (6 month) management of severe irritability and aggression in children and adolescents with autism. Less is known about the long-term effects of risperidone exposure in this population. We examined the tolerability, safety, and therapeutic benefit of risperidone exposure over a 1-2 year follow-up period. METHODS: In a naturalistic study, 84 children and adolescents 5-17 years of age (from an original sample of 101) were assessed an average of 21.4 months after initial entry into a placebo-controlled 8 week trial of risperidone for children and adolescents with autism and severe irritability. They were assessed at baseline and at follow-up on safety and tolerability measures (blood, urinalysis, electrocardiogram [ECG], medical history, vital signs, neurological symptoms, other adverse events), developmental measures (adaptive behavior, intelligence quotient [IQ]), and standardized rating instruments. Treatment over the follow-up period, after completion of protocol participation, was uncontrolled. Statistical analyses assessed outcome over time with or without prolonged risperidone therapy. RESULTS: Two-thirds of the 84 subjects continued to receive risperidone (mean 2.47 mg/day, S.D. 1.29 mg). At follow-up, risperidone was associated with more enuresis, more excessive appetite, and more weight gain, but not more adverse neurological effects. No clinically significant events were noted on blood counts, chemistries, urinalysis, ECG, or interim medical history. Regardless of drug condition at follow-up, there was considerable improvement in maladaptive behavior compared with baseline, including core symptoms associated with autism. Height and weight gains were elevated with risperidone. Social skills on Vineland Adaptive Behavior Scale (VABS) improved with risperidone. Parent-rated Aberrant Behavior Checklist (ABC) Irritability subscale scores were reduced in those taking risperidone at follow-up. Several other measures of maladaptive behavior (some related to socialization) also showed improved functioning in association with risperidone on the ABC or on the Modified Real Life Rating Scale. CONCLUSIONS: Increased appetite, weight gain, and enuresis are risks associated with long-term risperidone. Our data suggest that these risks were balanced by longer-term behavioral and social benefits for many children over 1.8 years of ongoing treatment.",2019,https://scholar.google.com.br/,no
1422,Risperidone and the 5-HT2A receptor antagonist M100907 improve probabilistic reversal learning in BTBR T + tf/J mice.,"Autism spectrum disorder (ASD) is a neurodevelopmental disorder characterized by  impaired social interactions with restricted interests and repetitive behaviors (RRBs). RRBs can severely limit daily living and be particularly stressful to family members. To date, there are limited options for treating this feature in ASD. Risperidone, an atypical antipsychotic, is approved to treat irritability in ASD, but less is known about whether it is effective in treating ""higher order"" RRBs, for example cognitive inflexibility. Risperidone also has multiple receptor targets in which only a subset may be procognitive and others induce cognitive impairment. 5HT2A receptor blockade represents one promising and more targeted approach, as various preclinical studies have shown that 5HT2A receptor antagonists improve cognition. The present study investigated whether risperidone and/or M100907, a 5HT2A receptor antagonist, improved probabilistic reversal learning performance in the BTBR T + tf/J (BTBR) mouse model of autism. The effects of these treatments were also investigated in C57BL/6J (B6) mice as a comparison strain. Using a spatial reversal learning test with 80/20 probabilistic feedback, similar to one in which ASD individuals exhibit impairments, both risperidone (0.125 mg) and M100907 (0.01 and 0.1 mg) improved reversal learning in BTBR mice. Risperidone (0.125 mg) impaired reversal learning in B6 mice. Improvement in probabilistic reversal learning performance resulted from treatments enhancing the maintenance of the newly correct choice pattern. Because risperidone can lead to unwanted side effects, treatment with a specific 5HT2A receptor antagonist may improve cognitive flexibility in individuals with ASD while also minimizing unwanted side effects.",2019,https://scholar.google.com.br/,no
1423,Working memory arrest in children with high-functioning autism compared to children with attention-deficit/hyperactivity disorder: results from a 2-year longitudinal study.,"The aim of this study was to analyse the development of verbal working memory in  children with high-functioning autism compared to children with attention-deficit/hyperactivity disorder and typically developing children. A total of 34 children with high-functioning autism, 72 children with attention-deficit/hyperactivity disorder and 45 typically developing children (age 9-16 years) were included at baseline and followed up approximately 25 months later. The children were given a letter/number sequencing task to assess verbal working memory. The performance of children with high-functioning autism on verbal working memory did not improve after 2 years, while improvement was observed in children with attention-deficit/hyperactivity disorder and typically developing children. The results indicate a different developmental trajectory for verbal working memory in children with high-functioning autism compared to children with attention-deficit/hyperactivity disorder and typically developing children. More research is needed to construct a developmental framework more suitable for children with autism spectrum disorder.",2019,https://scholar.google.com.br/,no
1424,Annual Research Review: New frontiers in developmental neuropharmacology: can long-term therapeutic effects of drugs be optimized through carefully timed early intervention?,"Our aim is to present a working model that may serve as a valuable heuristic to predict enduring effects of drugs when administered during development. Our primary tenet is that a greater understanding of neurodevelopment can lead to improved treatment that intervenes early in the progression of a given disorder and prevents symptoms from manifesting. The immature brain undergoes significant changes during the transitions between childhood, adolescence, and adulthood. Such changes in innervation, neurotransmitter levels, and their respective signaling mechanisms have profound and observable changes on typical behavior, but also increase vulnerability to psychiatric disorders when the maturational process goes awry. Given the remarkable plasticity of the immature brain to adapt to its external milieu, preventive interventions may be possible. We intend for this review to initiate a discussion of how currently used psychotropic agents can influence brain development. Drug exposure during sensitive periods may have beneficial long-term effects, but harmful delayed consequences may be possible as well. Regardless of the outcome, this information needs to be used to improve or develop alternative approaches for the treatment of childhood disorders. With this framework in mind, we present what is known about the effects of stimulants, antidepressants, and antipsychotics on brain maturation (including animal studies that use more clinically-relevant dosing paradigms or relevant animal models). We endeavor to provocatively set the stage for altering treatment approaches for improving mental health in non-adult populations.",2019,https://scholar.google.com.br/,no
1425,"Non-negative matrix factorization of multimodal MRI, fMRI and phenotypic data reveals differential changes in default mode subnetworks in ADHD.","In the multimodal neuroimaging framework, data on a single subject are collected  from inherently different sources such as functional MRI, structural MRI, behavioral and/or phenotypic information. The information each source provides is not independent, a subset of features from each modality maps to one or more common latent dimensions, which can be interpreted using generative models. These latent dimensions, or ""topics,"" provide a sparse summary of the generative process behind the features for each individual. Topic modeling, an unsupervised generative model, has been used to map seemingly disparate features to a common domain. We use Non-Negative Matrix Factorization (NMF) to infer the latent structure of multimodal ADHD data containing fMRI, MRI, phenotypic and behavioral measurements. We compare four different NMF algorithms and find that the sparsest decomposition is also the most differentiating between ADHD and healthy patients. We identify dimensions that map to interpretable, recognizable dimensions such as motion, default mode network activity, and other such features of the input data. For example, structural and functional graph theory features related to default mode subnetworks clustered with the ADHD-Inattentive diagnosis. Structural measurements of the default mode network (DMN) regions such as the posterior cingulate, precuneus, and parahippocampal regions were all related to the ADHD-Inattentive diagnosis. Ventral DMN subnetworks may have more functional connections in ADHD-I, while dorsal DMN may have less. ADHD topics are dependent upon diagnostic site, suggesting diagnostic differences across geographic locations. We assess our findings in light of the ADHD-200 classification competition, and contrast our unsupervised, nominated topics with previously published supervised learning methods. Finally, we demonstrate the validity of these latent variables as biomarkers by using them for classification of ADHD in 730 patients. Cumulatively, this manuscript addresses how multimodal data in ADHD can be interpreted by latent dimensions.",2019,https://scholar.google.com.br/,no
1426,"Commentary on ""Platelet Studies in Autism Spectrum Disorder Patients and First-Degree Relatives"".","We comment on the recent report entitled ""Platelet Studies in Autism Spectrum Disorder Patients and First-Degree Relatives"" [Molecular Autism 2015,6:57]. We find it commendable that the authors have investigated platelet factors potentially involved in the well-replicated observation of platelet hyperserotonemia in autism. However, we believe the results need a fuller discussion in the context of prior studies, think that certain aspects of the interpretation need to be reassessed, and attempt to provide a framework for further research in this area.",2019,https://scholar.google.com.br/,no
1427,Gene-environment interactions in cortical interneuron development and dysfunction: A review of preclinical studies.,"Cortical interneurons (cINs) are a diverse group of locally projecting neurons essential to the organization and regulation of neural networks. Though they comprise only approximately 20{\%} of neurons in the neocortex, their dynamic modulation of cortical activity is requisite for normal cognition and underlies multiple aspects of learning and memory. While displaying significant morphological, molecular, and electrophysiological variability, cINs collectively function to maintain the excitatory-inhibitory balance in the cortex by dampening hyperexcitability and synchronizing activity of projection neurons, primarily through use of the inhibitory neurotransmitter gamma-aminobutyric acid (GABA). Disruption of the excitatory-inhibitory balance is a common pathophysiological feature of multiple seizure and neuropsychiatric disorders, including epilepsy, schizophrenia, and autism. While most studies have focused on genetic disruption of cIN development in these conditions, emerging evidence indicates that cIN development is exquisitely sensitive to teratogenic disruption. Here, we review key aspects of cIN development, including specification, migration, and integration into neural circuits. Additionally, we examine the mechanisms by which prenatal exposure to common chemical and environmental agents disrupt these events in preclinical models. Understanding how genetic and environmental factors interact to disrupt cIN development and function has tremendous potential to advance prevention and treatment of prevalent seizure and neuropsychiatric illnesses.",2019,https://scholar.google.com.br/,no
1428,Toward the Autism Motor Signature: Gesture patterns during smart tablet gameplay  identify children with autism.,"Autism is a developmental disorder evident from infancy. Yet, its clinical identification requires expert diagnostic training. New evidence indicates disruption to motor timing and integration may underpin the disorder, providing a potential new computational marker for its early identification. In this study, we employed smart tablet computers with touch-sensitive screens and embedded inertial movement sensors to record the movement kinematics and gesture forces made by 37 children 3-6 years old with autism and 45 age- and gender-matched children developing typically. Machine learning analysis of the children's motor patterns identified autism with up to 93{\%} accuracy. Analysis revealed these patterns consisted of greater forces at contact and with a different distribution of forces within a gesture, and gesture kinematics were faster and larger, with more distal use of space. These data support the notion disruption to movement is core feature of autism, and demonstrate autism can be computationally assessed by fun, smart device gameplay.",2019,https://scholar.google.com.br/,no
1429,A new interactive computer simulation system for violence risk assessment of mentally disordered violent offenders.,"BACKGROUND: Assessment of risk of future violence has developed from reliance on  static indicators towards a more dynamic approach. In the latter context, however, the offender is seldom confronted with real life situations. AIMS: The aim of this study is to evaluate a computer-based system--Reactions on Display, which presents human interactions based on real-life situations--for its effectiveness in distinguishing between potentially violent offenders with mental disorder and a healthy comparison group. METHODS: Male offenders with autism spectrum disorders or psychosis were recruited from specialist forensic psychiatric units in Sweden and healthy participants from the local communities. Each consenting participant was presented with film clips of a man in neutral and violent situations, which at critical moments stopped the story to ask him to predict the thoughts, feelings and actions of the actor. RESULTS: Offender patients, irrespective of diagnosis, detected fewer emotional reactions in the actor in the non-violent sequence compared with controls. When asked to choose one of four violent actions, the offender patients chose more violent actions than did the controls. They also reported fewer physical reactions in the actors when actors were being violent. There were also some examples of incongruent or deviant responses by some individual patients. CONCLUSIONS AND IMPLICATIONS FOR PRACTICE: The use of interactive computer simulation techniques is not only generally acceptable to offender patients, but it also helps to differentiate their current response style to particular circumstances from that of healthy controls in a way that does not rely on their verbal abilities and may tap more effectively into their emotional reactions than standard verbal questions and answer approaches. This may pave the way for Reactions on Display providing a useful complement to traditional risk assessment, and a training route with respect to learning more empathic responding, thus having a role in aiding risk management.",2019,https://scholar.google.com.br/,no
1430,Therapeutics for childhood neurofibromatosis type 1 and type 2.,"OPINION STATEMENT: Neurofibromatosis type 1 (NF1) and type 2 (NF2) are genetically and medically distinct neurocutaneous disorders that are both associated with tumors affecting the central and peripheral nervous systems. NF1 has a frequency of 1 in 3,000, compared with 1 in 30,000 for NF2. Careful surveillance is important for both conditions, to allow early identification and treatment of complications. The most common and important problems in NF1 are cognitive impairment, optic pathway gliomas, plexiform neurofibromas, and orthopaedic issues. Early intervention and tailored educational programs are indicated for learning difficulties. Attention deficit hyperactivity disorder may be amenable to treatment with stimulant medication. A clinical trial is under way to evaluate lovastatin in the treatment of cognitive problems in children with NF1. Chemotherapy with vincristine and carboplatin is the current standard of care for symptomatic optic pathway gliomas, but new agents with improved efficacy are needed. Plexiform neurofibromas may be treated with surgery, but often recur. To date, no medical therapy has proven effective in limiting plexiform neurofibroma growth, but several candidate medications are under consideration in clinical trials. Malignant peripheral nerve sheath tumors may arise in preexisting plexiform neurofibromas, so changes in tumor growth or an increase in pain or focal neurologic deficit should prompt further investigation and early treatment with wide surgical resection, with or without adjuvant chemotherapy or radiotherapy. Specialist surgical intervention may be needed for scoliosis and tibial pseudoarthrosis. In NF2, surgical treatment remains a cornerstone of management for symptomatic progressive vestibular schwannomas, meningiomas, and spinal tumors. Vascular endothelial growth factor inhibitors show promise for the treatment of vestibular schwannomas, with the aim of delaying surgery, and other targeted molecular therapies are becoming available as investigational options. Hearing aids and brainstem and cochlear implants have a role in optimizing functional hearing in some patients. Specialist ophthalmology input should be arranged to monitor for ophthalmologic complications. A coordinated effort is needed to enroll NF1 and NF2 patients in international multicenter clinical trials of promising new pharmacologic agents. Genetic testing is useful for prenatal diagnosis and may be important in understanding individual responses to novel medical therapies in the future. Effective transition to adult services is important, considering the likelihood of further complications in the adult years.",2019,https://scholar.google.com.br/,no
1431,Technologies as support tools for persons with autistic spectrum disorder: a systematic review.,"This study analyzes the technologies most widely used to work on areas affected by the Autistic Spectrum Disorder (ASD). Technologies can focus on the strengths and weaknesses of this disorder as they make it possible to create controlled environments, reducing the anxiety produced by real social situations. Extensive research has proven the efficiency of technologies as support tools for therapy and their acceptation by ASD sufferers and the people who are with them on a daily basis. This article is organized by the types of systems developed: virtual reality applications, telehealth systems, social robots and dedicated applications, all of which are classified by the areas they center on: communication, social learning and imitation skills and other ASD-associated conditions. 40.5{\%} of the research conducted is found to be focused on communication as opposed to 37.8{\%} focused on learning and social imitation skills and 21.6{\%} which underlines problems associated with this disorder. Although most of the studies reveal how useful these tools are in therapy, they are generic tools for ASD sufferers in general, which means there is a lack of personalised tools to meet each person's needs.",2019,https://scholar.google.com.br/,no
1432,Research Units of Pediatric Psychopharmacology (RUPP) autism network randomized clinical trial of parent training and medication: one-year follow-up.,"OBJECTIVE: To follow up on a three-site, 24-week randomized clinical trial (N = 124) comparing antipsychotic medication alone (MED) with antipsychotic medication plus parent training in the behavior management (COMB) of children with autism spectrum disorders and severe behavior problems. The COMB treatment had shown a significant advantage for child behavioral noncompliance (p = .006, d = 0.34), irritability (p = .01, d = 0.48), and hyperactivity/noncompliance (p = .04, d = 0.55) with a lower medication dose. METHOD: One year after each participant's termination, the authors mailed an assessment packet with a return-addressed envelope, a telephone call alerted the family. Failure to return packets within 1 month elicited another contact and offers to resend. RESULTS: Eighty-seven of 124 families (70.2{\%}) participated in the follow-up. The improvement difference between treatments attenuated from after treatment to follow-up for noncompliance (d = 0.32 to 0.12) and irritability (d = 0.46 to 0.03). The follow-up differences were nonsignificant (the noncompliance difference also was nonsignificant after treatment for these 87 families). Sixty-seven percent of the COMB group and 53{\%} of the MED group were still taking risperidone, the original study medication. Most needed dose adjustments or additional medication, and the COMB group no longer had a significantly lower dose. All COMB families but only 39{\%} of MED families reported seeking parent training after treatment. Improvements in daily living skills during treatment predicted noncompliance improvement at follow-up for the COMB children, but noncompliance deterioration and especially hyperactivity/noncompliance deterioration for the MED children. CONCLUSIONS: The study treatment experience/familiarity greatly influenced the follow-up treatment: those who had received parent training reported seeking it, whereas those who had not received it tended not to seek it. The superiority of COMB over MED after treatment attenuated by more than half at follow-up.",2019,https://scholar.google.com.br/,no
1433,"Comorbid anxiety and social avoidance in treatment of severe childhood aggression: response to adding risperidone to stimulant and parent training, mediation of disruptive symptom response.","OBJECTIVE: In the four-site Treatment of Severe Childhood Aggression (TOSCA) study, addition of risperidone to stimulant and parent training moderately improved parent-rated disruptive behavior disorder (DBD) symptoms. This secondary study explores outcomes other than DBD and attention-deficit/hyperactivity disorder (ADHD) as measured by the Child and Adolescent Symptom Inventory-4R (CASI-4R). METHODS: A total of 168 children ages 6-12 with severe aggression (physical harm), DBD, and ADHD were randomized to parent training plus stimulant plus placebo (basic treatment) or parent training plus stimulant plus risperidone (augmented treatment) for 9 weeks. All received only parent training plus stimulant for the first 3 weeks, then those with room for improvement received a second drug (placebo or risperidone) for 6 weeks. CASI-4R category item means at baseline and week 9 were entered into linear mixed-effects models for repeated measures to evaluate group differences in changes. Mediation of the primary DBD outcome was explored. RESULTS: Parent ratings were nonsignificant with small/negligible effects, but teacher ratings (n=46 with complete data) showed significant augmented treatment advantage for symptoms of anxiety (p=0.013, d=0.71), schizophrenia spectrum (p=0.017, d=0.45), and impairment in these domains (p=0.02, d=0.26), all remaining significant after false discovery rate correction for multiple tests. Improvement in teacher-rated anxiety significantly (p=0.001) mediated the effect of risperidone augmentation on the primary outcome, the Disruptive-total of the parent-rated Nisonger Child Behavior Rating Form. CONCLUSIONS: Addition of risperidone to parent training plus stimulant improves not only parent-rated DBD as previously reported, but also teacher-rated anxiety-social avoidance. Improvement in anxiety mediates improvement in DBD, suggesting anxiety-driven fight-or-flight disruptive behavior with aggression, with implications for potential treatment strategies. Clinicians should attend to possible anxiety in children presenting with aggression and DBD. CLINICAL TRIAL REGISTRY: Treatment of Severe Childhood Aggression (The TOSCA Study). NCT00796302. clinicaltrials.gov.",2019,https://scholar.google.com.br/,no
1434,Geographic variation in the prevalence of attention-deficit/hyperactivity disorder: the sunny perspective.,"BACKGROUND: Attention-deficit/hyperactivity disorder (ADHD) is the most common psychiatric disorder of childhood, with average worldwide prevalence of 5.3{\%}, varying by region. METHODS: We assessed the relationship between the prevalence of ADHD and solar intensity (SI) (kilowatt hours/square meters/day) on the basis of multinational and cross-state studies. Prevalence data for the U.S. were based on self-report of professional diagnoses, prevalence data for the other countries were based on diagnostic assessment. The SI data were obtained from national institutes. RESULTS: In three datasets (across 49 U.S. states for 2003 and 2007, and across 9 non-U.S. countries) a relationship between SI and the prevalence of ADHD was found, explaining 34{\%}-57{\%} of the variance in ADHD prevalence, with high SI having an apparent preventative effect. Controlling for low birth weight, infant mortality, average income (socioeconomic status), latitude, and other relevant factors did not change these findings. Furthermore, these findings were specific to ADHD, not found for the prevalence of autism spectrum disorders or major depressive disorder. CONCLUSIONS: In this study we found a lower prevalence of ADHD in areas with high SI for both U.S. and non-U.S. data. This association has not been reported before in the literature. The preventative effect of high SI might be related to an improvement of circadian clock disturbances, which have recently been associated with ADHD. These findings likely apply to a substantial subgroup of ADHD patients and have major implications in our understanding of the etiology and possibly prevention of ADHD by medical professionals, schools, parents, and manufacturers of mobile devices.",2019,https://scholar.google.com.br/,no
1435,"Neurobiological circuits regulating attention, cognitive control, motivation, and emotion: disruptions in neurodevelopmental psychiatric disorders.","OBJECTIVE: This article aims to review basic and clinical studies outlining the roles of prefrontal cortical (PFC) networks in the behavior and cognitive functions that are compromised in childhood neurodevelopmental disorders and how these map into the neuroimaging evidence of circuit abnormalities in these disorders. METHOD: Studies of animals, normally developing children, and patients with neurodevelopmental disorders were reviewed, with focus on neuroimaging studies. RESULTS: The PFC provides ""top-down"" regulation of attention, inhibition/cognitive control, motivation, and emotion through connections with posterior cortical and subcortical structures. Dorsolateral and inferior PFC regulate attention and cognitive/inhibitory control, whereas orbital and ventromedial structures regulate motivation and affect. PFC circuitries are very sensitive to their neurochemical environment, and small changes in the underlying neurotransmitter systems, e.g. by medications, can produce large effects on mediated function. Neuroimaging studies of children with neurodevelopmental disorders show altered brain structure and function in distinctive circuits respecting this organization. Children with attention-deficit/hyperactivity disorder show prominent abnormalities in the inferior PFC and its connections to striatal, cerebellar, and parietal regions, whereas children with conduct disorder show alterations in the paralimbic system, comprising ventromedial, lateral orbitofrontal, and superior temporal cortices together with specific underlying limbic regions, regulating motivation and emotion control. Children with major depressive disorder show alterations in ventral orbital and limbic activity, particularly in the left hemisphere, mediating emotions. Finally, children with obsessive-compulsive disorder appear to have a dysregulation in orbito-fronto-striatal inhibitory control pathways, but also deficits in dorsolateral fronto-parietal systems of attention. CONCLUSIONS: Altogether, there is a good correspondence between anatomical circuitry mediating compromised functions and patterns of brain structure and function changes in children with neuropsychiatric disorders. Medications may optimize the neurochemical environment in PFC and associated circuitries, and improve structure and function.",2019,https://scholar.google.com.br/,no
1436,Comparative observations of learning engagement by students with developmental disabilities using an Ipad and computer: a pilot study.,"This study examined the use of the Apple iPad for learning by children with developmental disabilities (DD), including those on the autism spectrum. A single case design was used to record the participation of four students with DD when taught with their standard computer at baseline, followed by the introduction of the iPad. A six-component participation scale was developed to quantify observations of these students during the learning sessions. Visual analysis of data indicated no differences in participation with the iPad as compared to the computer for three of the four subjects. One subject appeared to have notably higher participation with the iPad. Individual variations were identified in each student along with some common concerns with attention, task persistence, and goal directed behavior with use of the iPad. Student academic scores improved during the course of iPad use. Nevertheless, the findings drawn from this pilot study do not justify the use of the iPad over the computer (and vice versa) for achieving academic goals in students with DD. The need to document best practices and barriers in use of emerging touch-tablet devices to support individualized education was clearly evident.",2019,https://scholar.google.com.br/,no
1437,Trauma and hyperactivity: differentiating symptoms and cause.,"CASE: Quintin is a 7-and-a-half-year-old male who presents to you with his long-term foster parents stating that the school ""wants to put him in a special behavior class."" You have cared for the child since he went into the foster parents/biological aunt and uncle's care at 14 months of age.Quintin has been healthy and is on no medication, he has no chronic diseases or other medical problems. He has never had physical trauma, but when you first met him at 14 months of age, his aunt and uncle could give no history about his infancy. The aunt's sister who is the biological mother is currently incarcerated for drug trafficking, and his biological father is an unknown.His toddler years were fairly uneventful. The aunt and uncle have 2 children of their own who are currently 12 and 15 years of age-at the time Quintin joined the family they were 5 and 8 years of age and so the initial adjustment was stressful for the family. The aunt worked full time throughout Quintin's toddlerhood and often in childcare he would have difficulty with drop-off.When he began at head start, he was often described as ""too busy"" and ""trouble on the playground,"" but he was highly verbal and intellectually curious, had many friends, and did well. Kindergarten was fairly uneventful in a full-day program, although he began to be more provocative at home, often getting into his cousins video games and once breaking his cousin's smart phone.He did well academically at the beginning of first grade. He was a solid reader by January of the year, but his activity and oppositionality were increasing. He was suspended 4 times between January and March for ""unsafe behavior"" including bolting from the playground during recess following the dare of an older student. His aunt and uncle present at primary care at their wits end. They state that at home he is increasingly angry. He responds much better to his uncle but can be very provocative with his aunt stating ""I don't have to listen to you because you are not my mother."" His aunt expressed concern when she was told by his teacher that ""Either he starts medication or he needs to go to a special classroom."" Where do you go from there?",2019,https://scholar.google.com.br/,no
1438,Effects of smoking abstinence on impulsive behavior among smokers high and low in ADHD-like symptoms.,"RATIONALE: Impulsivity, a multifaceted construct that includes inhibitory control and heightened preference for immediate reward, is central to models of drug use and abuse. Within a self-medication framework, abstinence from smoking may lead to an increase in impulsive behavior and the likelihood of relapse, particularly among persons with disorders (e.g., attention-deficit/hyperactivity disorder, ADHD) and personality traits (e.g., impulsivity) linked to impulsive behavior. OBJECTIVES: This study aimed to examine the effects of smoking abstinence on multiple measures of impulsivity among a non-clinical sample of adult smokers selected for high and low levels of ADHD symptoms. METHODS: In a within-subjects design, participants selected for high or low levels of self-reported ADHD symptoms (N = 56) completed sessions following overnight abstinence and when smoking as usual (order counterbalanced). Measures of impulsive behavior included response inhibition (i.e., stop signal task), interference control (i.e., attentional modification of prepulse inhibition (PPI) of startle), and impulsive choice (i.e., hypothetical delay discounting). RESULTS: As hypothesized, abstinence decreased response inhibition and PPI. Although ADHD symptoms moderated abstinence effects on impulsive choice and response inhibition, the pattern was opposite to our predictions: the low-ADHD group responded more impulsively when abstinent, whereas the high-ADHD group was relatively unaffected by abstinence. CONCLUSIONS: These findings highlight the importance of utilizing multiple laboratory measures to examine a multifactorial construct such as impulsive behavior and raise questions about how best to assess symptoms of ADHD and impulsivity among non-abstinent smokers.",2019,https://scholar.google.com.br/,no
1439,Optimizing participation of children with autism spectrum disorder experiencing sensory challenges: a clinical reasoning framework.,"BACKGROUND: Remedial sensory interventions currently lack supportive evidence and can be challenging to implement for families and clinicians. It may be timely to shift the focus to optimizing participation of children with autism spectrum disorders (ASD) through accommodation and self-regulation of their sensory differences. PURPOSE: A framework to guide practitioners in selecting strategies is proposed based on clinical reasoning considerations, including (a) research evidence, (b) client- and family-centredness, (c) practice contexts, (d) occupation-centredness, and (e) risks. KEY ISSUES: Information-sharing with families and coaching constitute the basis for intervention. Specific strategies are identified where sensory aversions or seeking behaviours, challenges with modulation of arousal, or sensory-related behaviours interfere with participation. Self-regulatory strategies are advocated. The application of universal design principles to shared environments is also recommended. IMPLICATIONS: The implications of this framework for future research, education, and practice are discussed. The clinical utility of the framework now needs to be tested.",2019,https://scholar.google.com.br/,no
1440,Mentalizing and motivation neural function during social interactions in autism spectrum disorders.,"Autism Spectrum Disorders (ASDs) are characterized by core deficits in social functions. Two theories have been suggested to explain these deficits: mind-blindness theory posits impaired mentalizing processes (i.e. decreased ability for establishing a representation of others' state of mind), while social motivation theory proposes that diminished reward value for social information leads to reduced social attention, social interactions, and social learning. Mentalizing and motivation are integral to typical social interactions, and neuroimaging evidence points to independent brain networks that support these processes in healthy individuals. However, the simultaneous function of these networks has not been explored in individuals with ASDs. We used a social, interactive fMRI task, the Domino game, to explore mentalizing- and motivation-related brain activation during a well-defined interval where participants respond to rewards or punishments (i.e. motivation) and concurrently process information about their opponent's potential next actions (i.e. mentalizing). Thirteen individuals with high-functioning ASDs, ages 12-24, and 14 healthy controls played fMRI Domino games against a computer-opponent and separately, what they were led to believe was a human-opponent. Results showed that while individuals with ASDs understood the game rules and played similarly to controls, they showed diminished neural activity during the human-opponent runs only (i.e. in a social context) in bilateral middle temporal gyrus (MTG) during mentalizing and right Nucleus Accumbens (NAcc) during reward-related motivation (Pcluster {\textless} 0.05 FWE). Importantly, deficits were not observed in these areas when playing against a computer-opponent or in areas related to motor and visual processes. These results demonstrate that while MTG and NAcc, which are critical structures in the mentalizing and motivation networks, respectively, activate normally in a non-social context, they fail to respond in an otherwise identical social context in ASD compared to controls. We discuss implications to both the mind-blindness and social motivation theories of ASD and the importance of social context in research and treatment protocols.",2019,https://scholar.google.com.br/,no
1441,Locus Ceruleus Norepinephrine Release: A Central Regulator of CNS Spatio-Temporal Activation?,"Norepinephrine (NE) is synthesized in the Locus Coeruleus (LC) of the brainstem,  from where it is released by axonal varicosities throughout the brain via volume transmission. A wealth of data from clinics and from animal models indicates that this catecholamine coordinates the activity of the central nervous system (CNS) and of the whole organism by modulating cell function in a vast number of brain areas in a coordinated manner. The ubiquity of NE receptors, the daunting number of cerebral areas regulated by the catecholamine, as well as the variety of cellular effects and of their timescales have contributed so far to defeat the attempts to integrate central adrenergic function into a unitary and coherent framework. Since three main families of NE receptors are represented-in order of decreasing affinity for the catecholamine-by: alpha2 adrenoceptors (alpha2Rs, high affinity), alpha1 adrenoceptors (alpha1Rs, intermediate affinity), and beta adrenoceptors (betaRs, low affinity), on a pharmacological basis, and on the ground of recent studies on cellular and systemic central noradrenergic effects, we propose that an increase in LC tonic activity promotes the emergence of four global states covering the whole spectrum of brain activation: (1) sleep: virtual absence of NE, (2) quiet wake: activation of alpha2Rs, (3) active wake/physiological stress: activation of alpha2- and alpha1-Rs, (4) distress: activation of alpha2-, alpha1-, and beta-Rs. We postulate that excess intensity and/or duration of states (3) and (4) may lead to maladaptive plasticity, causing-in turn-a variety of neuropsychiatric illnesses including depression, schizophrenic psychoses, anxiety disorders, and attention deficit. The interplay between tonic and phasic LC activity identified in the LC in relationship with behavioral response is of critical importance in defining the short- and long-term biological mechanisms associated with the basic states postulated for the CNS. While the model has the potential to explain a large number of experimental and clinical findings, a major challenge will be to adapt this hypothesis to integrate the role of other neurotransmitters released during stress in a centralized fashion, like serotonin, acetylcholine, and histamine, as well as those released in a non-centralized fashion, like purines and cytokines.",2019,https://scholar.google.com.br/,no
1442,Environment- and activity-dependent dopamine neurotransmitter plasticity in the adult substantia nigra.,"The ability of neurons to change the amount or type of neurotransmitter they use, or 'neurotransmitter plasticity', is an emerging new form of adult brain plasticity. For example, it has recently been shown that neurons in the adult rat hypothalamus up- or down-regulate dopamine (DA) neurotransmission in response to the amount of light the animal receives (photoperiod), and that this in turn affects anxiety- and depressive-like behaviors (Dulcis et al., 2013). In this Chapter I consolidate recent evidence from my laboratory suggesting neurons in the adult mouse substantia nigra pars compacta (SNc) also undergo DA neurotransmitter plasticity in response to persistent changes in their electrical activity, including that driven by the mouse's environment or behavior. Specifically, we have shown that the amounts of tyrosine hydroxylase (TH, the rate-limiting enzyme in DA synthesis) gene promoter activity, TH mRNA and TH protein in SNc neurons increases or decreases after approximately 20h of altered electrical activity. Also, infusion of ion-channel agonists or antagonists into the midbrain for 2 weeks results in approximately 10{\%} ( approximately 500 neurons) more or fewer TH immunoreactive (TH+) SNc neurons, with no change in the total number of SNc neurons (TH+ and TH-). Targeting ion-channels mediating cell-autonomous pacemaker activity in, or synaptic input and afferent pathways to, SNc neurons are equally effective in this regard. In addition, exposing mice to different environments (sex pairing or environment enrichment) for 1-2 weeks induces approximately 10{\%} more or fewer TH+ SNc (and ventral tegmental area or VTA) neurons and this is abolished by concurrent blockade of synaptic transmission in midbrain. Although further research is required to establish SNc (and VTA) DA neurotransmitter plasticity, and to determine whether it alters brain function and behavior, it is an exciting prospect because: (1) It may play important roles in movement, motor learning, reward, motivation, memory and cognition, and (2) Imbalances in midbrain DA cause symptoms associated with several prominent brain and behavioral disorders such as schizophrenia, addiction, obsessive-compulsive disorder, depression, Parkinson's disease and attention-deficit and hyperactivity disorder. Midbrain DA neurotransmitter plasticity may therefore play a role in the etiology of these symptoms, and might also offer new treatment options.",2019,https://scholar.google.com.br/,no
1443,"Neuroprotective effect of Tagara, an Ayurvedic drug against methyl mercury induced oxidative stress using rat brain mitochondrial fractions.","BACKGROUND: Methyl mercury (MeHg), an important environmental toxicant is implicated in neurological disorders such as Hunter-Russell syndrome and Autism. Therefore, the present work is in search of new drugs that can alleviate MeHg toxicity. In this connection, Tagara, an ayurvedic drug is used for assessing its neuro protective effect against MeHg toxicity. METHODS: In the present study, we assessed the phytochemical contents of Tagara by colorimetric and HPLC analyses. The neuroprotective effect of Tagara on MeHg induced neurotoxicity was measured in terms of viability by MTT assay and oxidative stress in terms of catalase activity, glutathione and thiobarbituric acid reactive substance levels. Further, the chelating effect of Tagara towards MeHg was performed to identify the molecular mechanism. Statistical analysis was done by statistical package for social sciences (SPSS) version 16.0. RESULTS: The results demonstrated that Tagara contains significant amounts of phenols and flavonoids. Also, HPLC analysis of Tagara revealed the presence of essential oils such as hydroxyvalerenic and valerenic acids. Our results demonstrated that exposure of rat brain mitochondrial fractions to MeHg resulted in a dose dependent death in MTT assay and IC50 value was found to be 10 muM. However, a 250 mug dose of Tagara effectively prevented MeHg induced mitochondrial damage. The oxidative stress caused by MeHg results in elevated levels of reactive oxygen species as evidenced by elevated TBARS (Thiobarbituric acid-reactive substances) levels and diminished catalase enzyme activity and glutathione content. However, Tagara at 250 mug concentration offsets these alterations caused by MeHg. Further, Tagara also diminished GSH oxidation caused by MeHg, confirming its chelating effect, one of the molecular mechanisms that triggers protection against oxidative damage. CONCLUSION: Our results revealed that MeHg induced toxicity is predominantly mediated through oxidative stress mechanism and the propensity of Tagara to abolish such reactions. Hence, we propose that Tagara with a source of potential neuroprotectants may be a useful approach to alleviate MeHg associated neurotoxicity.",2019,https://scholar.google.com.br/,no
1444,Trends in psychopharmacologic treatment of tic disorders in children and adolescents in Germany.,"Data on medical treatment of children and adolescents with tic disorders are scarce. This study examined the administrative prevalence of psychopharmacological prescriptions in this patient group in Germany. Data of the largest German health insurance fund were analysed. In outpatients aged 0-19 years with diagnosed tic disorder, psychotropic prescriptions were evaluated for the years 2006 and 2011. In 2011, the percentage of psychotropic prescriptions was slightly higher than in 2006 (21.2 vs. 18.6{\%}). The highest prescription prevalence was found in Tourette syndrome (51.5 and 53.0{\%}, respectively). ADHD drugs were most frequently prescribed, followed by antipsychotics. In 2011, prescriptions of second generation antipsychotics (SGA) were higher and prescriptions of first generation antipsychotics (FGA) lower than in 2006. Concerning prescribed antipsychotic substances, in 2011 risperidone prescriptions were higher and tiapride prescriptions lower. Paediatricians issued 37.4{\%}, and child and adolescent psychiatrists issued 37.1{\%} of psychotropic prescriptions. The FGA/SGA ratio was highest in GPs (1.25) and lowest in child and adolescent psychiatrists (0.96). From 2006 to 2011, there was only a slight increase in psychotropic prescriptions for children and adolescents with a diagnosis of tic disorder in Germany, which stands in contrast towards the significant increase in psychotropic prescriptions in other child and adolescent psychiatric disorders (e.g. ADHD). There were marked differences in treatment patterns by tic disorder subgroups, with Tourette syndrome patients receiving most frequently psychopharmacotherapy. Risperidone prescriptions increased, probably reflecting a switch in prescribing practice towards up-to-date treatment guidelines. In primary care physicians, dissemination of current tic disorder treatment guidelines might constitute an important educational goal.",2019,https://scholar.google.com.br/,no
1445,Efficacy of stimulants for cognitive enhancement in non-attention deficit hyperactivity disorder youth: a systematic review.,"BACKGROUND AND AIMS: Increasing prescription stimulant abuse among youth without  diagnoses of attention deficit hyperactivity disorder (ADHD) is of concern. The most frequently cited motive for abuse is improved academic achievement via neurocognitive enhancement. Our aim in reviewing the literature was to identify neurocognitive effects of prescription stimulants in non-ADHD youth. METHODS: A systematic review was conducted for youth aged 12-25 years using Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. Fourteen papers were included. RESULTS: Modafinil appears to improve reaction time (P {\textless}/= 0.04), logical reasoning (P {\textless}/= 0.05) and problem-solving. Methylphenidate appears to improve performance in novel tasks and attention-based tasks (P {\textless}/= 0.05), and reduces planning latency in more complex tasks (P {\textless}/= 0.05). Amphetamine has been shown to improve consolidation of information (0.02 {\textgreater}/= P {\textless}/= 0.05), leading to improved recall. Across all three types of prescription stimulants, research shows improved attention with lack of consensus on whether these improvements are limited to simple versus complex tasks in varying youth populations. CONCLUSIONS: The heterogeneity of the non-attention deficit hyperactivity disorder youth population, the variation in cognitive task characteristics and lack of replication of studies makes assessing the potential global neurocognitive benefits of stimulants among non-attention deficit hyperactivity disorder youth difficult, however, some youth may derive benefit in specific cognitive domains.",2019,https://scholar.google.com.br/,no
1446,Sex differences in prenatal epigenetic programming of stress pathways.,"Maternal stress experience is associated with neurodevelopmental disorders including schizophrenia and autism. Recent studies have examined mechanisms by which changes in the maternal milieu may be transmitted to the developing embryo and potentially translated into programming of the epigenome. Animal models of prenatal stress have identified important sex- and temporal-specific effects on offspring stress responsivity. As dysregulation of stress pathways is a common feature in most neuropsychiatric diseases, molecular and epigenetic analyses at the maternal-embryo interface, especially in the placenta, may provide unique insight into identifying much-needed predictive biomarkers. In addition, as most neurodevelopmental disorders present with a sex bias, examination of sex differences in the inheritance of phenotypic outcomes may pinpoint gene targets and specific windows of vulnerability in neurodevelopment, which have been disrupted. This review discusses the association and possible contributing mechanisms of prenatal stress in programming offspring stress pathway dysregulation and the importance of sex.",2019,https://scholar.google.com.br/,no
1447,Visual motion imagery neurofeedback based on the hMT+/V5 complex: evidence for a  feedback-specific neural circuit involving neocortical and cerebellar regions.,"OBJECTIVE: Current approaches in neurofeedback/brain-computer interface research  often focus on identifying, on a subject-by-subject basis, the neural regions that are best suited for self-driven modulation. It is known that the hMT+/V5 complex, an early visual cortical region, is recruited during explicit and implicit motion imagery, in addition to real motion perception. This study tests the feasibility of training healthy volunteers to regulate the level of activation in their hMT+/V5 complex using real-time fMRI neurofeedback and visual motion imagery strategies. APPROACH: We functionally localized the hMT+/V5 complex to further use as a target region for neurofeedback. An uniform strategy based on motion imagery was used to guide subjects to neuromodulate hMT+/V5. MAIN RESULTS: We found that 15/20 participants achieved successful neurofeedback. This modulation led to the recruitment of a specific network as further assessed by psychophysiological interaction analysis. This specific circuit, including hMT+/V5, putative V6 and medial cerebellum was activated for successful neurofeedback runs. The putamen and anterior insula were recruited for both successful and non-successful runs. SIGNIFICANCE: Our findings indicate that hMT+/V5 is a region that can be modulated by focused imagery and that a specific cortico-cerebellar circuit is recruited during visual motion imagery leading to successful neurofeedback. These findings contribute to the debate on the relative potential of extrinsic (sensory) versus intrinsic (default-mode) brain regions in the clinical application of neurofeedback paradigms. This novel circuit might be a good target for future neurofeedback approaches that aim, for example, the training of focused attention in disorders such as ADHD.",2019,https://scholar.google.com.br/,no
1448,Visual Hybrid Development Learning System (VHDLS) framework for children with autism.,"The effect of education on children with autism serves as a relative cure for their deficits. As a result of this, they require special techniques to gain their attention and interest in learning as compared to typical children. Several studies have shown that these children are visual learners. In this study, we proposed a Visual Hybrid Development Learning System (VHDLS) framework that is based on an instructional design model, multimedia cognitive learning theory, and learning style in order to guide software developers in developing learning systems for children with autism. The results from this study showed that the attention of children with autism increased more with the proposed VHDLS framework.",2019,https://scholar.google.com.br/,no
1449,Brief report: repetitive behaviors in young children with autism spectrum disorder and developmentally similar peers: a follow up to Watt et al. (2008).,"The present study extended the findings of Watt et al. (J Autism Dev Disord 38:1518-1533, 2008) by investigating repetitive and stereotyped behaviors (RSB) demonstrated by children (n = 50) and typical development (TD, n = 50) matched on developmental age, gender, and parents' education level. RSB were coded from videotaped Communication and Symbolic Behavior Scales Behavior Samples (Wetherby and Prizant 2002) using the Noldus Pro Observer(c) video software. Children with ASD demonstrated significantly higher frequencies of RSB with body objects excluding categories involving banging or tapping objects or surfaces. Behaviors demonstrated by both groups indicated overlapping RSB profiles at this age. These findings highlight the significance of RSB in the early identification and support the need for future research to further determine ASD-specific RSB.",2019,https://scholar.google.com.br/,no
1450,Adult rats treated with risperidone during development are hyperactive.,"Risperidone is an antipsychotic drug approved for use in children, but little is  known about the long-term effects of early-life risperidone treatment. In animals, prolonged risperidone administration during development increases forebrain dopamine receptor expression immediately upon the cessation of treatment. A series of experiments was performed to ascertain whether early-life risperidone administration altered locomotor activity, a behavior sensitive to dopamine receptor function, in adult rats. One additional behavior modulated by forebrain dopamine function, spatial reversal learning, was also measured during adulthood. In each study, Long-Evans rats received daily subcutaneous injections of vehicle or 1 of 2 doses of risperidone (1.0 and 3.0 mg/kg per day) from postnatal Days 14 to 42. Weight gain during development was slightly yet significantly reduced in risperidone-treated rats. In the first 2 experiments, early-life risperidone administration was associated with increased locomotor activity at 1 week postadministration through approximately 9 months of age, independent of changes in weight gain. In a separate experiment, it was found that the enhancing effect of early-life risperidone on locomotor activity occurred in males and female rats. A final experiment indicated that spatial reversal learning was unaffected in adult rats administered risperidone early in life. These results indicate that locomotor activity during adulthood is permanently modified by early-life risperidone treatment. The findings suggest that chronic antipsychotic drug use in pediatric populations (e.g., treatment for the symptoms of autism) could modify brain development and alter neural set points for specific behaviors during adulthood.",2019,https://scholar.google.com.br/,no
1451,The Experiences of Late-diagnosed Women with Autism Spectrum Conditions: An Investigation of the Female Autism Phenotype.,"We used Framework Analysis to investigate the female autism phenotype and its impact upon the under-recognition of autism spectrum conditions (ASC) in girls and women. Fourteen women with ASC (aged 22-30 years) diagnosed in late adolescence or adulthood gave in-depth accounts of: 'pretending to be normal', of how their gender led various professionals to miss their ASC, and of conflicts between ASC and a traditional feminine identity. Experiences of sexual abuse were widespread in this sample, partially reflecting specific vulnerabilities from being a female with undiagnosed ASC. Training would improve teachers' and clinicians' recognition of ASC in females, so that timely identification can mitigate risks and promote wellbeing of girls and women on the autism spectrum.",2019,https://scholar.google.com.br/,no
1452,Assistive technology as a predictor of general or alternate assessment among elementary-aged students with autism spectrum disorders.,"The No Child Left Behind Act of 2001 specifically mandates that all students participate in the general assessment process or some form of alternate assessment as a measure of school accountability for student academic progress. Although levels of communication difficulties, intellectual impairment, and specific diagnoses such as autism spectrum disorders (ASDs) are correlated with increased probability of participating in alternate assessment methods, very little empirical research has focused on identifying predictors for students' assessment modality. Archival data from the Special Education Elementary Longitudinal Study (SEELS, 2005) were used to examine variables that predict whether elementary school students with ASD participated in the general or alternate assessment. Results indicated that receptive and expressive communication abilities appear to influence participation in the general vs. alternate assessment in tandem with access to assistive technology. Students with ASDs were approximately 2.71 times more likely to participate in the general assessment when they had access to assistive technology. Next, we performed a second, follow-up analysis for only ASD students with communication problems. The odds ratio value increased to 14.9 indicating that ASD students with communication problems that had access to assistive technology were almost 15 times more likely to participate in the general assessment than students with communication problems without access to assistive technology.",2019,https://scholar.google.com.br/,no
1453,Resting state brain oscillations and symptom profiles in attention deficit/hyperactivity disorder.,"Our perspective on resting-state electroencephalogram (EEG) is that it provides a window into the substrate of cognitive and perceptual processing, reflecting the dynamic potential of the brain's current functional state. In an extended research program into the electrophysiology of attention deficit/hyperactivity disorder (AD/HD), we have examined resting-state EEG power and coherence, and event-related potentials (ERPs), in children, adolescents, and adults with the disorder. We sought initially to identify consistent AD/HD anomalies in these measures, relative to normal control subjects, and then to understand how these differences related to existing models of AD/HD. An emergent strand in this program has been to clarify the EEG correlates of ""arousal"" and to understand the role of arousal dysfunction as a core anomaly in AD/HD. To date, findings in this strand serve to rule out a commonly held dictum in the AD/HD field: that elevated theta/beta ratio is an indicator of hypo-arousal. In turn, this requires further work to elucidate the ratio's functional significance in the disorder. Our brain dynamics studies relating prestimulus EEG amplitude and phase states to ERP outcomes are expected to help in this regard, but we are still at a relatively early stage, currently examining these relationships in control children, in order to better understand normal aspects of brain dynamics before turning to children with AD/HD. This range of studies provides a framework for our recent work relating resting-state EEG anomalies, in individuals with AD/HD, to their symptom profile. This has had promising results, indicating links between increased inattention scores and reduced resting EEG gamma power. With resting-state EEG coherence, reduced left lateralized coherences across several bands have correlated negatively with inattention scores, while reduced frontal interhemispheric coherence has been correlated negatively with hyperactivity/impulsivity scores. Such linkages appear to provide encouraging leads for future EEG research in AD/HD.",2019,https://scholar.google.com.br/,no
1454,Mammalian FMRP S499 Is Phosphorylated by CK2 and Promotes Secondary Phosphorylation of FMRP.,"The fragile X mental retardation protein (FMRP) is an mRNA-binding regulator of protein translation that associates with 4-6{\%} of brain transcripts and is central to neurodevelopment. Autism risk genes' transcripts are overrepresented among FMRP-binding mRNAs, and FMRP loss-of-function mutations are responsible for fragile X syndrome, the most common cause of monogenetic autism. It is thought that FMRP-dependent translational repression is governed by the phosphorylation of serine residue 499 (S499). However, recent evidence suggests that S499 phosphorylation is not modulated by metabotropic glutamate receptor class I (mGluR-I) or protein phosphatase 2A (PP2A), two molecules shown to regulate FMRP translational repression. Moreover, the mammalian FMRP S499 kinase remains unknown. We found that casein kinase II (CK2) phosphorylates murine FMRP S499. Further, we show that phosphorylation of FMRP S499 permits phosphorylation of additional, nearby residues. Evidence suggests that these nearby residues are modulated by mGluR-I and PP2A pathways. These data support an alternative phosphodynamic model of FMRP that is harmonious with prior studies and serves as a framework for further investigation.",2019,https://scholar.google.com.br/,no
1455,Neuroglialpharmacology: white matter pathophysiologies and psychiatric treatments.,"Psychotropic treatments such as second generation or atypical antipsychotics are  efficacious in a wide spectrum of psychiatric disorders ranging from schizophrenia to depression, bipolar disorder, and autism. These treatments are associated with peripheral metabolic derangements that are often also present in drug-naive patients. Furthermore, altering lipid composition/levels (with omega 3 fatty acids) and ameliorating oxidative toxicities may treat/prevent disease. The above observations are reexamined from the perspective of a myelin-centered model of the human brain. The model proposes that the human brain's extensive myelination required higher metabolic resources that caused evolutionary adaptations resulting in our quadratic (inverted U) myelination trajectory that peaks in the sixth decade of life. It further proposes that optimal brain function depends on exquisite action potential synchronization that myelin makes possible and that myelin's exceptional vulnerability to subtle metabolic/oxidative abnormalities may promote both developmental and degenerative diseases. Available data are integrated herein to suggest that widely used psychotropic treatments have under-appreciated CNS metabolic and neurotransmitter effects on myelination, its plasticity, and repair that may substantially contribute to their mechanisms of action.",2019,https://scholar.google.com.br/,no
1456,Heterogeneity and convergence: the synaptic pathophysiology of autism.,"Autism is a developmental disorder characterised by a high heterogeneity of clinical diagnoses and genetic associations. This heterogeneity is a challenge for the identification of the pathophysiology of the disease and for the development of new therapeutic strategies. New conceptual approaches are being used to try to challenge this complexity and gene cluster analysis studies suggest that the pathophysiology of autism is associated with a dysregulation of specific cellular mechanisms. This review will present the experimental evidence for a convergence of synaptic pathophysiology between syndromic and non-syndromic forms of autism, grouped under the generic term of autism spectrum disorders. In particular I will highlight the results from genetic mouse models identifying a convergence of dysregulation of the synaptic type I metabotropic glutamate receptor pathway in mouse models for autism spectrum disorders. These results help to build a new conceptual framework for the study of the synaptic phenotype of autism, which is important for the identification of new therapeutic strategies.",2019,https://scholar.google.com.br/,no
1457,Robust classification of protein variation using structural modelling and large-scale data integration.,"Existing methods for interpreting protein variation focus on annotating mutation  pathogenicity rather than detailed interpretation of variant deleteriousness and frequently use only sequence-based or structure-based information. We present VIPUR, a computational framework that seamlessly integrates sequence analysis and structural modelling (using the Rosetta protein modelling suite) to identify and interpret deleterious protein variants. To train VIPUR, we collected 9477 protein variants with known effects on protein function from multiple organisms and curated structural models for each variant from crystal structures and homology models. VIPUR can be applied to mutations in any organism's proteome with improved generalized accuracy (AUROC .83) and interpretability (AUPR .87) compared to other methods. We demonstrate that VIPUR's predictions of deleteriousness match the biological phenotypes in ClinVar and provide a clear ranking of prediction confidence. We use VIPUR to interpret known mutations associated with inflammation and diabetes, demonstrating the structural diversity of disrupted functional sites and improved interpretation of mutations associated with human diseases. Lastly, we demonstrate VIPUR's ability to highlight candidate variants associated with human diseases by applying VIPUR to de novo variants associated with autism spectrum disorders.",2019,https://scholar.google.com.br/,no
1458,Sensitive and specific detection of mosaic chromosomal abnormalities using the Parent-of-Origin-based Detection (POD) method.,"BACKGROUND: Mosaic somatic alterations are present in all multi-cellular organisms, but the physiological effects of low-level mosaicism are largely unknown. Most mosaic alterations remain undetectable with current analytical approaches, although the presence of such alterations is increasingly implicated as causative for disease. RESULTS: Here, we present the Parent-of-Origin-based Detection (POD) method for chromosomal abnormality detection in trio-based SNP microarray data. Our software implementation, triPOD, was benchmarked using a simulated dataset, outperformed comparable software for sensitivity of abnormality detection, and displayed substantial improvement in the detection of low-level mosaicism while maintaining comparable specificity. Examples of low-level mosaic abnormalities from a large autism dataset demonstrate the benefits of the increased sensitivity provided by triPOD. The triPOD analyses showed robustness across multiple types of Illumina microarray chips. Two large, clinically-relevant datasets were characterized and compared. CONCLUSIONS: Our method and software provide a significant advancement in the ability to detect low-level mosaic abnormalities, thereby opening new avenues for research into the implications of mosaicism in pathogenic and non-pathogenic processes.",2019,https://scholar.google.com.br/,no
1459,Impact of Attention-Deficit Hyperactivity Disorder on School Performance: What are the Effects of Medication?,"Attention-deficit hyperactivity disorder (ADHD) affects an estimated 5-7 {\%} of schoolchildren worldwide. School functioning and academic achievement are frequently impaired by ADHD and represent one of the main reasons children start ADHD medication. Multiple potential causal pathways exist between ADHD and impaired school performance. In this review, we decompose school performance into three components and assess the impact of ADHD and its treatments on academic performance (assessed by grade point average [GPA], time on-task, percentage of work completed as well as percent completed correctly), academic skills (as measured by achievement tests and cognitive measures), and academic enablers (such as study skills, motivation, engagement, classroom behavior and interpersonal skills). Most studies examined only the short-term effects of medication on school performance. In these, ADHD medications have been observed to improve some aspects of school performance, with the largest impact on measures of academic performance such as seatwork productivity and on-task performance. In a subset of children, these benefits may translate into detectable improvements in GPA and achievement testing. However, limited data exists to support whether these changes are sustained over years. Optimizing medication effects requires periodic reassessment of school performance, necessitating a collaborative effort involving patients, parents, school staff and prescribers. Even with systematic reassessment, behavioral-based treatments and additional school-based services may be needed to maximize academic performance for the many youth with ADHD and prominent impairments in school performance.",2019,https://scholar.google.com.br/,no
1460,Decreased amygdala-insula resting state connectivity in behaviorally and emotionally dysregulated youth.,"The Research Domain Criteria (RDoC) adopts a dimensional approach for examining pathophysiological processes underlying categorically defined psychiatric diagnoses. We used this framework to examine relationships among symptom dimensions, diagnostic categories, and resting state connectivity in behaviorally and emotionally dysregulated youth selected from the Longitudinal Assessment of Manic Symptoms study (n=42) and healthy control youth (n=18). Region of interest analyses examined relationships among resting state connectivity, symptom dimensions (behavioral and emotional dysregulation measured with the Parent General Behavior Inventory-10 Item Mania Scale [PGBI-10M], dimensional severity measures of mania, depression, anxiety), and diagnostic categories (Bipolar Spectrum Disorders, Attention Deficit Hyperactivity Disorder, Anxiety Disorders, and Disruptive Behavior Disorders). After adjusting for demographic variables, two dimensional measures showed significant inverse relationships with resting state connectivity, regardless of diagnosis: 1) PGBI-10M with amygdala-left posterior insula/bilateral putamen, and 2) depressive symptoms with amygdala-right posterior insula connectivity. Diagnostic categories showed no significant relationships with resting state connectivity. Resting state connectivity between amygdala and posterior insula decreased with increasing severity of behavioral and emotional dysregulation and depression, this suggests an intrinsic functional uncoupling of key neural regions supporting emotion processing and regulation. These findings support the RDoC dimensional approach for characterizing pathophysiologic processes that cut across different psychiatric disorders.",2019,https://scholar.google.com.br/,no
1461,Head-To-Head Comparison of Different Solubility-Enabling Formulations of Etoposide and Their Consequent Solubility-Permeability Interplay.,"The purpose of this study was to conduct a head-to-head comparison of different solubility-enabling formulations, and their consequent solubility-permeability interplay. The low-solubility anticancer drug etoposide was formulated in several strengths of four solubility-enabling formulations: hydroxypropyl-beta-cyclodextrin, the cosolvent polyethylene glycol 400 (PEG-400), the surfactant sodium lauryl sulfate, and an amorphous solid dispersion formulation. The ability of these formulations to increase the solubility of etoposide was investigated, followed by permeability studies using the parallel artificial membrane permeability assay (PAMPA) and examination of the consequent solubility-permeability interplay. All formulations significantly increased etoposide's apparent solubility. The cyclodextrin-, surfactant-, and cosolvent-based formulations resulted in a concomitant decreased permeability that could be modeled directly from the proportional increase in the apparent solubility. On the contrary, etoposide permeability remained constant when using the ASD formulation, irrespective of the increased apparent solubility provided by the formulation. In conclusion, supersaturation resulting from the amorphous form overcomes the solubility-permeability tradeoff associated with other formulation techniques. Accounting for the solubility-permeability interplay may allow to develop better solubility-enabling formulations, thereby maximizing the overall absorption of lipophilic orally administered drugs.",2019,https://scholar.google.com.br/,no
1462,Virtual reality in autism: state of the art.,"Autism spectrum disorders are characterized by core deficits with regard to three domains, i.e. social interaction, communication and repetitive or stereotypic behaviour. It is crucial to develop intervention strategies helping individuals with autism, their caregivers and educators in daily life. For this purpose, virtual reality (VR), i.e. a simulation of the real world based on computer graphics, can be useful as it allows instructors and therapists to offer a safe, repeatable and diversifiable environment during learning. This mini review examines studies that have investigated the use of VR in autism.",2019,https://scholar.google.com.br/,no
1463,The effect of organisational resources and eligibility issues on transition from  child and adolescent to adult mental health services.,"OBJECTIVES: To investigate the organisational factors that impede or facilitate transition of young people from child and adolescent (CAMHS) to adult mental health services (AMHS). METHODS: Thirty-four semi-structured interviews were conducted with health and social care professionals working in child and adult services in four English NHS Mental Health Trusts and voluntary organisations. Data were analysed thematically using a structured framework. RESULTS: Findings revealed a lack of clarity on service availability and the operation of different eligibility criteria between child and adult mental health services, with variable service provision for young people with attention deficit hyperactivity disorder, autism spectrum disorders and learning disabilities. High workloads and staff shortages were perceived to influence service thresholds and eligibility criteria. CONCLUSIONS: A mutual lack of understanding of services and structures together with restrictive eligibility criteria exacerbated by perceived lack of resources can impact negatively on the transition between CAMHS and AMHS, disrupting continuity of care for young people.",2019,https://scholar.google.com.br/,no
1464,Feasibility of parent-mediated behavioural intervention for behavioural problems  in children with Autism Spectrum Disorder in Nigeria: a pilot study.,"BACKGROUND: Autism Spectrum Disorders (ASD) is a disabling and lifelong neuro-developmental disorder. Challenging behaviours such as aggression and self injury are common maladaptive behaviours in ASD which adversely affect the mental health of both the affected children and their caregivers. Although there is evidence-base for parent-delivered behavioural intervention for children with ASD and challenging behaviours, there is no published research on the feasibility of such an intervention in sub-Saharan Africa. This study assessed the feasibility of parent-mediated behavioural intervention for challenging behaviour in children with ASD in Nigeria. METHODS: This was a pre-post intervention pilot study involving 20 mothers of children with DSM-5 diagnosis of ASD recruited from a Child and Adolescent Mental Health Service out-patient Unit. All the mothers completed five sessions of weekly manualised group-based intervention from March to April, 2015. The intervention included Functional Behavioural Analysis for each child followed by an individualised behaviour management plan. The primary outcome measure was the Aggression and Self Injury Questionnaire, which assessed both Aggression towards a Person and Property (APP) and Self Injurious Behaviour (SIB). The mothers' knowledge of the intervention content was the secondary outcome. All outcome measures were completed at baseline and after the intervention. The mothers' level of satisfaction with the programme was also assessed. Treatment effect was evaluated with Wilcoxon Signed Rank Tests of baseline and post-intervention scores on outcome measures. RESULTS: The children were aged 3-17 years (mean = 10.7 years, SD 4.6 years), while their mothers' ages ranged from 32 to 52 years (mean 42.8 years, SD 6.4 years). The post intervention scores in all four domains of the APP and SIB were significantly reduced compared with pre-intervention scores. The mothers' knowledge of the intervention content significantly increased post-intervention. The intervention was well received with the vast majority (75 {\%}) of participants being very satisfied and all (100 {\%}) were willing to recommend the programme to a friend whose child has similar difficulties. CONCLUSIONS: Parent-mediated behavioural intervention is a feasible and promising treatment for challenging behaviour in children with ASD in Nigeria. Behavioural intervention should be an integral component in scaling up services for children with ASD in Nigeria.",2019,https://scholar.google.com.br/,no
1465,Implementation and experimentation of TEDIS: an information system dedicated to patients with pervasive developmental disorders.,"This article aims at describing the implementation and experimentation of TEDIS,  an information system dedicated to patients with Pervasive Developmental Disorder. The experiment included 30 prospective patient records aged from 3.2 to 7.5 with an average of 6.3. Preliminary patient data analysis highlighted the need of improving the data collection process, by making relevant data systematically and accurately documented. Despite a small study ample size, data analysis also showed the interest of such information system in making evident improvements in patient care and resources allocation after medical and clinical expert assessment.",2019,https://scholar.google.com.br/,no
1466,Current State and Model for Development of Technology-Based Care for Attention Deficit Hyperactivity Disorder.,"INTRODUCTION: Care (i.e., evaluation and intervention) delivered through technology is used in many areas of mental health services, including for persons with attention deficit hyperactivity disorder (ADHD). Technology can facilitate care for individuals with ADHD, their parents, and their care providers. The adoption of technological tools for ADHD care requires evidence-based studies to support the transition from development to integration into use in the home, school, or work for persons with the disorder. The initial phase, which is development of technological tools, has begun in earnest, however, the evidence base for many of these tools is lacking. In some instances, the uptake of a piece of technology into home use or clinical practice may be further along than the research to support its use. METHODS: In this study, we review the current evidence regarding technology for ADHD and also propose a model to evaluate the support for other tools that have yet to be tested. RESULTS: We propose using the Research Domain Criteria as a framework for evaluating the tools' relationships to dimensions related to ADHD. CONCLUSION: This article concludes with recommendations for testing new tools that may have promise in improving the evaluation or treatment of persons with ADHD.",2019,https://scholar.google.com.br/,no
1467,Effects of occupational exposure to chlorpyrifos on neuropsychological function:  a prospective longitudinal study.,"BACKGROUND: Exposure to chlorpyrifos (CPF), an organophosphorus (OP) anticholinesterase insecticide, occurs typically in settings where multiple agents are present (e.g., agriculture) and quantitative dose measures may be absent (e.g., pesticide application). Such exposures allow few opportunities to study potential neurobehavioral effects of CPF alone. We studied the relationship between CPF exposure and behavioral function among CPF manufacturing workers, which allowed identification, measurement, and estimation of exposure and important non-exposure variables that potentially could affect study findings. METHODS: A prospective longitudinal study design was used to compare neurobehavioral function over a one-year period among 53 CPF workers and 60 referent workers. Quantitative and qualitative measures were used, and potential confounders were identified and tested for possible inclusion in our statistical models. Neurobehavioral function was assessed by neuropsychological tests covering various behavioral domains that may be adversely affected by exposure to CPF in sufficient amount. RESULTS: CPF workers had significantly greater CPF exposures during the study period than did referents at levels where physiologic effects on plasma butyrylcholinesterase (BuChE) activity were apparent and with higher 3,5,6-trichloro-2-pyridinol (TCPy/Cr) urinary excretion (p{\textless}0.0001) and lower average BuChE activity (p{\textless}0.01). No evidence for impaired neurobehavioral domains by either group of workers was observed at baseline, on repeat examination, or between examinations. CPF workers scored higher than referent workers on the verbal memory domain score (p=0.03) at baseline, but there were no significant changes in verbal memory over time and no significant group-by-time interactions. CONCLUSIONS: The study provides important information about CPF exposure in the workplace by not supporting our working hypothesis that CPF exposure associated with various aspects of the manufacturing process would be accompanied by adverse neurobehavioral effects detectable by quantitative neurobehavioral testing. Some aspects making this workplace site attractive for study and also present limitations for the generalization of results to other situations that might have exposures that vary widely between and within different facilities and locations. For example, these results might not apply to occupations such as applicators with higher exposure or to workers with low educational levels.",2019,https://scholar.google.com.br/,no
1468,Response inhibition in preschoolers at familial risk for attention deficit hyperactivity disorder: a behavioral and electrophysiological stop-signal study.,"Children participating in the Ben-Gurion Infant Development Study were assessed with a dynamic-tracking version of the stop-signal task at the age of 5 years. The sample consisted of 60 males. Stop-signal reaction time (SSRT) was correlated with concurrent ratings of the child's attention deficit hyperactivity disorder (ADHD) symptoms. Paternal symptoms measured in the child's early infancy predicted the child's performance in the stop-signal task: Paternal inattentiveness predicted SSRT, whereas hyperactivity predicted error proportion. Maternal symptoms were not correlated with the performance of the child in the task. A subsample of children, who were tested while electrophysiological brain activity was measured, showed that having higher ADHD symptomatology, especially hyperactivity, correlated with less activity in the brain areas that are usually recruited by children for successful inhibition.",2019,https://scholar.google.com.br/,no
1469,Music-based Autism Diagnostics (MUSAD) - A newly developed diagnostic measure for adults with intellectual developmental disabilities suspected of autism.,"The MUSAD was developed as a diagnostic observational instrument in an interactional music framework. It is based on the ICD-10/DSM-5 criteria for autism spectrum disorder (ASD) and was designed to assess adults on a lower level of functioning, including individuals with severe language impairments. This study aimed to evaluate the psychometric properties of the newly developed instrument. METHODS: Calculations were based on a consecutive clinical sample of N=76 adults with intellectual and developmental disabilities (IDD) suspected of ASD. Objectivity, test-retest reliability, and construct validity were calculated and a confirmatory factor analysis was applied to verify a reduced and optimized test version. RESULTS: The structural model showed a good fit, while internal consistency of the subscales was excellent (omega{\textgreater}.92). Item difficulties ranged between .04{\textless}/=pi{\textless}/=.82 and item-total correlation from .21 to .85. Objectivity was assessed by comparing the scorings of two external raters based on a subsample of n=12, interrater agreement was .71 (ICC 2, 1). Reliability was calculated for four test repetitions: the average ICC (3, 1) was .69. Convergent ASD measures correlated significantly with the MUSAD, while the discriminant Modified Overt Aggression Scale (MOAS) showed no significant overlap. CONCLUSION: Confirmation of factorial structure and acceptable psychometric properties suggest that the MUSAD is a promising new instrument for diagnosing ASD in adults with IDD.",2019,https://scholar.google.com.br/,no
1470,Updating the research domain criteria: the utility of a motor dimension.,"Within the NIMH Research Domain Criteria (RDoC) framework, dimensions of behavior are investigated across diagnoses with the goal of developing a better understanding of their underlying neural substrates. Currently, this framework includes five domains: cognitive, social, arousal/regulatory, negative, and positive valence systems. We argue that the inclusion of a motor systems domain is sorely needed as well. Independent of medication, distinct areas of motor dysfunction (e.g. motor planning/inhibition/learning/coordination, involuntary movements) commonly appear across a number of mental disorders (e.g. schizophrenia, bipolar disorder, autism, attention deficit hyperactivity disorder, Alzheimer's disease, depression) as well as neurological disorders accompanied by significant psychological symptoms (e.g. Parkinson's disease). In addition, motor systems are amenable to study across multiple levels of analysis from the cellular molecular level focusing on cytoarchitechtonics and neurotransmitter systems, to networks and circuits measured using neuroimaging, and finally at the level of overt behavioral performance. Critically, the neural systems associated with motor performance have been relatively well defined, and different circuits have been linked to distinct aspects of motor behavior. As such, they may also be differentially associated with symptoms and motor dysfunction across diagnoses, and be uniquely informative about underlying etiology. Importantly, motor signs can change across stages of illness, they are also often present in the prodromal phases of disease and closely linked with course, suggesting that these behaviors represent a core feature reflective of pathogenic processes. The inclusion of a motor domain would allow researchers to better understand psychopathology more broadly, and may also reveal important contributions to disease processes across diagnoses.",2019,https://scholar.google.com.br/,no
1471,Human variants in the neuronal basic helix-loop-helix/Per-Arnt-Sim (bHLH/PAS) transcription factor complex NPAS4/ARNT2 disrupt function.,"Neuronal Per-Arnt-Sim homology (PAS) Factor 4 (NPAS4) is a neuronal activity-dependent transcription factor which heterodimerises with ARNT2 to regulate genes involved in inhibitory synapse formation. NPAS4 functions to maintain excitatory/inhibitory balance in neurons, while mouse models have shown it to play roles in memory formation, social interaction and neurodegeneration. NPAS4 has therefore been implicated in a number of neuropsychiatric or neurodegenerative diseases which are underpinned by defects in excitatory/inhibitory balance. Here we have explored a broad set of non-synonymous human variants in NPAS4 and ARNT2 for disruption of NPAS4 function. We found two variants in NPAS4 (F147S and E257K) and two variants in ARNT2 (R46W and R107H) which significantly reduced transcriptional activity of the heterodimer on a luciferase reporter gene. Furthermore, we found that NPAS4.F147S was unable to activate expression of the NPAS4 target gene BDNF due to reduced dimerisation with ARNT2. Homology modelling predicts F147 in NPAS4 to lie at the dimer interface, where it appears to directly contribute to protein/protein interaction. We also found that reduced transcriptional activation by ARNT2 R46W was due to disruption of nuclear localisation. These results provide insight into the mechanisms of NPAS4/ARNT dimerisation and transcriptional activation and have potential implications for cognitive phenotypic variation and diseases such as autism, schizophrenia and dementia.",2019,https://scholar.google.com.br/,no
1472,Neuropsychopharmacotherapeutic efficacy of curcumin in experimental paradigm of autism spectrum disorders.,"AIM: Neuroinflammatory response triggered by the stimulation of matrix metalloproteinases plays a pivotal role in the development of autistic phenotype. MMPs stimulate inflammatory cytokines release along with mitochondrial deficits that ultimately lead to neuronal dysfunction and precipitate autistic symptoms. The aim of the present study was to explore the neuropsychopharmacotherapeutic efficacy of curcumin in the experimental paradigm of autism spectrum disorders. MATERIALS AND METHODS: 1M propanoic acid (4mul) was infused over 10min into the anterior portion of the caudoputamen to induce autistic behavior in rats. Curcumin (50, 100 and 200mg/kg) was administered per orally starting from 2nd day of surgery and continued up to 28th day. Rats were tested for various neurobehavioural paradigms like social interaction, stereotypy, locomotor activity, anxiety, novelty, depression, spatial learning and memory as well as for repetitive and pervasive behavior. In addition, biochemical tests for oxidative stress, mitochondrial complexes, TNF-alpha and MMP-9 were also carried out. KEY FINDINGS: Intracerebroventricular injection of propanoic acid produced neurological, sensory, behavioral, biochemical and molecular deficits which were assessed as endophenotype of autism spectrum disorders. Regular treatment with curcumin for four weeks significantly and dose dependently restored neurological, behavioral, biochemical and molecular changes associated with autistic phenotype in rats. SIGNIFICANCE: The major finding of the study is that curcumin restored the core and associated symptoms of autistic phenotype by suppressing oxidative-nitrosative stress, mitochondrial dysfunction, TNF-alpha and MMP-9 in PPA-induced autism in rats. Therefore, curcumin can be developed as a potential neuropsychopharmacotherapeutic adjunct for autism spectrum disorders (ASD).",2019,https://scholar.google.com.br/,no
1473,The amygdala as a hub in brain networks that support social life.,"A growing body of evidence suggests that the amygdala is central to handling the  demands of complex social life in primates. In this paper, we synthesize extant anatomical and functional data from rodents, monkeys, and humans to describe the topography of three partially distinct large-scale brain networks anchored in the amygdala that each support unique functions for effectively managing social interactions and maintaining social relationships. These findings provide a powerful componential framework for parsing social behavior into partially distinct neural underpinnings that differ among healthy people and disintegrate or fail to develop in neuropsychiatric populations marked by social impairment, such as autism, antisocial personality disorder, and frontotemporal dementia.",2019,https://scholar.google.com.br/,no
1474,Impact of time on task on ADHD patient's performances in a virtual classroom.,"BACKGROUND: Use of virtual reality tool is interesting for the evaluation of Attention Deficit/Hyperactivity Disorder (ADHD) patients. The virtual environment offers the opportunity to administer controlled task like the typical neuropsychological tools, but in an environment much more like standard classroom. Previous studies showed that a virtual classroom was able to distinguish performances of children with and without ADHD, but the evolution of performances over time has not been explored. The aim of this work was to study time on task effects on performances of ADHD children compared to controls in a virtual classroom (VC). METHODS: 36 boys aged from 7 to 10 years completed the virtual classroom task. We compared the performance of the children diagnosed with ADHD with those of the control children. We also compared attentional performances recorded in the virtual classroom with measures of the Continuous Performance Test (CPT II). RESULTS: Our results showed that patients differ from control subjects in term of time effect on performances. If controls sustained performances over time in the virtual reality task, ADHD patients showed a significant performance decrement over time. Performances at the VC correlated with CPT II measures. CONCLUSION: ADHD children are vulnerable to a time on task effect on performances which could explain part of their difficulties. Virtual reality is a reliable method to test ADHD children ability to sustain performances over time.",2019,https://scholar.google.com.br/,no
1475,"The self to other model of empathy: providing a new framework for understanding empathy impairments in psychopathy, autism, and alexithymia.","Despite increasing empirical and theoretical work on empathy, particularly on the content of empathic representations, there is a relative lack of consensus regarding the information processing necessary for empathy to occur. Here we attempt to delineate a mechanistic cognitive model of empathy in order to provide a framework within which neuroimaging work on empathy can be located, and which may be used in order to understand various disorders characterised by atypical levels of empathy. To this end data from individuals with psychopathy, autism, and alexithymia inform the model, and the model is used to provide a unifying framework for any empathy impairments seen in these disorders. The model adopts a developmental framework and tries to address the four difficult questions of empathy: How do we know what another is feeling? What is the role of theory of mind in empathy? How does the state of another cause a corresponding state in the self? How do we represent another's emotion once emotional contagion has taken place?",2019,https://scholar.google.com.br/,no
1476,Food and drug administration regulation of drugs that raise blood pressure.,"Although it is recognized that a systolic blood pressure (SBP) increase {\textgreater}/= 2 mm  Hg or a diastolic blood pressure (DBP) increase {\textgreater}/= 1 mm Hg increases the risk of heart attacks and strokes in middle-aged adults, the Food and Drug Administration (FDA) lacks an adequate policy for regulating medications that increase blood pressure (BP). Some FDA reviewers consider a clinically significant increase in BP to occur only if a drug raises SBP {\textgreater}/= 20 mm Hg or if a drug raises DBP {\textgreater}/= 10 to 15 mm Hg. In recent years, numerous drugs have been regulated or taken off the market due to cardiovascular safety concerns. The list includes rofecoxib (Vioxx), valdecoxib (Bextra), nonselective nonsteroidal anti-inflammatory drugs, sibutramine (Meridia), and phenylpropanolamine. It is probable that the hypertensive effect of these drugs explains why they increase the risk of adverse cardiovascular events. Other drugs, notably serotonin-norepinephrine reuptake inhibitors and drugs used to treat attention deficit hyperactivity disorder, were approved without cardiovascular safety data despite the fact that they raise BP comparable to valdecoxib and sibutramine. It is the responsibility of the FDA to ensure that drugs are properly labeled regarding risk. Even if a drug raises BP only modestly, FDA guidelines for new drug approvals should include a requirement for cardiovascular safety data. However, such guidelines will not address the problem of how to obtain cardiovascular safety data for the many already approved drugs that increase BP. The FDA should play a role in obtaining cardiovascular safety data for such drugs.",2019,https://scholar.google.com.br/,no
1477,Seeing the doctor without fear: www.doctortea.org for the desensitization from medical visits in Autism Spectrum Disorders.,"INTRODUCTION: Doctor Tea is an online website designed to facilitate medical visits for those with autism spectrum disorder and other disabilities. People diagnosed with autism not only have greater medical needs than the general population, but also have particular characteristics that are often not accommodated by medical services. This lack of medical accommodation often creates a very complicated, and sometimes traumatic experience, when visiting medical facilities. Individuals with autism have great difficulty understanding social situations and contexts, such as medical tests or consultations, as well as difficulty in tolerating new situations and atypical sensory thresholds. Doctor Tea aims to reduce anxiety before medical consultations and procedures from a safe and well-known environment (school, home, etc.). MATERIAL AND METHOD: The website, www.doctortea.org, provides information and materials (videos, cartoon, 3D animations, pictogram sequences, etc.) about the most frequent medical procedures and practices for patients with autism. The website also offers information to the doctors and families of patients with autism about the most common medical problems associated with autism. RESULTS: A total of 17,199 different users visited the website during 2015, with a total of 23,348 online visitors from more than 70 different countries since the website's release in November 2014. CONCLUSIONS: The familiarisation with the medical procedures and its environment appears to decrease the anxiety in patients with disabilities during medical visits, as well as optimising the effectiveness of their medical visits and tests.",2019,https://scholar.google.com.br/,no
1478,"Sleep-promoting medications in children: physician prescribing habits in Southwestern Ontario, Canada.","BACKGROUND: Research indicates that physicians may frequently use pharmacotherapy to treat pediatric insomnia despite minimal safety data and very limited indications. Canadian data on the subject are lacking. This study aimed to determine physicians' views on and prescribing habits for sleep-promoting over-the-counter medication (OTCM) and prescription (RXM) medications for children. METHODS: A modified 26-item version of the 'Pediatric Sleep Medication Survey', originally developed by Judith Owens and colleagues, was sent to 100 pediatricians and a random sample of 421 family physicians in Southwestern Ontario, Canada. RESULTS: A total of 67 returned surveys were sufficiently complete for analysis. Sixty-one respondents indicated their specialty (28 pediatricians, 33 family physicians). In a typical 6-month period, 89{\%} and 66{\%} of respondents have recommended OTCM and RXM, respectively, for children with sleep problems. Only 20{\%} have received any formal training on pediatric sleep disorders. The most common circumstances and sleep problems for which OTCM or RXM were recommended were mood disorders, developmental delay and attention deficit hyperactivity disorder (ADHD) (56, 40, and 39{\%}, respectively), and insomnia, bedtime struggles/delayed sleep onset and circadian rhythm disorders (52, 48, and 28{\%}, respectively). A total of 30{\%} recommended OTCM or RXM to otherwise healthy children with sleep problems. Melatonin (73{\%}), OTC antihistamines (41{\%}), antidepressants (37{\%}), and benzodiazepines (29{\%}) were the most commonly recommended OTCM and RXM, respectively. CONCLUSIONS: Respondents in our sample frequently use pharmacotherapy to treat pediatric sleep problems, few have received any training in this area. Our findings indicate the need for evidence-based guidelines and regular physician training in the management of pediatric sleep disorders.",2019,https://scholar.google.com.br/,no
1479,"Contentment in ""Songs of the Gorilla Nation: My Journey through Autism"": A Humanbecoming Hermeneutic Study.","This article is an example of the use of narrative in the form of a memoir to explore the humanly lived experience of contentment. The humanbecoming school of thought provided a philosophical foundation and theoretical framework for this hermeneutic interpretation of Dawn Prince-Hughes' published memoir, ""Songs of the Gorilla Nation: My Journey through Autism."" The findings-contentment is enduring serenity unfolding with inspiring unburdening as cherished convictions arise amid disharmony answer the research question: what is contentment as humanly lived? This study enhances knowledge about contentment as quality of life.",2019,https://scholar.google.com.br/,no
1480,What virtual reality research in addictions can tell us about the future of obesity assessment and treatment.,"Virtual reality (VR), a system of human-computer interaction that allows researchers and clinicians to immerse people in virtual worlds, is gaining considerable traction as a research, education, and treatment tool. Virtual reality has been used successfully to treat anxiety disorders such as fear of flying and post-traumatic stress disorder, as an aid in stroke rehabilitation, and as a behavior modification aid in the treatment of attention deficit disorder. Virtual reality has also been employed in research on addictive disorders. Given the strong evidence that drug-dependent people are highly prone to use and relapse in the presence of environmental stimuli associated with drug use, VR is an ideal platform from which to study this relationship. Research using VR has shown that drug-dependent people react with strong craving to specific cues (e.g., cigarette packs, liquor bottles) as well as environments or settings (e.g., bar, party) associated with drug use. Virtual reality has also been used to enhance learning and generalization of relapse prevention skills in smokers by reinforcing these skills in lifelike environments. Obesity researchers and treatment professionals, building on the lessons learned from VR research in substance abuse, have the opportunity to adapt these methods for investigating their own research and treatment questions. Virtual reality is ideally suited to investigate the link between food cues and environmental settings with eating behaviors and self-report of hunger. In addition, VR can be used as a treatment tool for enhancing behavior modification goals to support healthy eating habits by reinforcing these goals in life-like situations.",2019,https://scholar.google.com.br/,no
1481,Malignant rhabdoid tumor of the bladder and ganglioglioma in a 14 year-old male with a germline 22q11.2 deletion.,"Malignant rhabdoid tumors (MRTs) are rare pediatric malignancies characterized by clinically aggressive lesions that typically show loss of SMARCB1 expression. We herein describe a case of a malignant rhabdoid tumor of the bladder in a 14-year-old male with an autism spectrum disorder and a de novo 3 Mb germline deletion in chromosome band 22q11.2 that included the SMARCB1 gene. The malignancy developed in the setting of chronic hematuria ({\textgreater}2 years) following the occurrence of two other lesions: a central nervous system ganglioglioma and an intraoral dermoid cyst. MRTs of the bladder are exceedingly rare, and this patient is the oldest child reported with this tumor to date. This case adds to the growing body of literature regarding the recently described, phenotypically diverse, distal 22q11.2 syndrome. Furthermore, this is the first reported case in which an MRT of the bladder appears to have developed from a pre-existing bladder lesion. Finally, this case further supports a rhabdoid tumorigenesis model in which heterozygous loss of SMARCB1 predisposes to initial tumor formation with intact SMARCB1 expression, with subsequent inactivation of the other SMARCB1 allele, which results in transformation into more malignant lesions.",2019,https://scholar.google.com.br/,no
1482,Openness and avoidance--a longitudinal study of fathers of children with intellectual disability.,"BACKGROUND: Fathers' interactions with children who have intellectual disabilities (ID) or developmental delays (DD) have increased over the past few decades and may be expected to continue to increase as maternal and paternal roles, along with other gender roles, become more equal. The aim of the present study was to explore fathers' experiences of parenthood in relation to a child with ID/DD from the initial discovery of the disability to 5 years later. METHODS: Fathers' experiences of parenting children with ID/DD were explored in a longitudinal framework. Seven Swedish fathers of young children with ID/DD participated in a series of semi-structured interviews from 2005 to 2010, and their accounts were subjected to interpretative phenomenological analysis. RESULTS: The analysis revealed three themes: (1) An interrupted path - no longer taking things for granted, which describes the fathers' reactions to their children's diagnosis, (2) Being a good father, which describes the fathers' overall perceptions of their parenting of a child with ID/DD, and (3) Dealing with the unexpected, which describes fathers' individual ways of integrating, managing, and living with the knowledge of their child's disability over the 5 years during which fathers were interviewed. CONCLUSIONS: Fathers' individual paths need to be taken into consideration when offering psychological support to families of children with ID/DD.",2019,https://scholar.google.com.br/,no
1483,The effects of Psychotropic drugs On Developing brain (ePOD) study: methods and design.,"BACKGROUND: Animal studies have shown that methylphenidate (MPH) and fluoxetine (FLX) have different effects on dopaminergic and serotonergic system in the developing brain compared to the developed brain. The effects of Psychotropic drugs On the Developing brain (ePOD) study is a combination of different approaches to determine whether there are related findings in humans. METHODS/DESIGN: Animal studies were carried out to investigate age-related effects of psychotropic drugs and to validate new neuroimaging techniques. In addition, we set up two double-blind placebo controlled clinical trials with MPH in 50 boys (10-12 years) and 50 young men (23-40 years) suffering from ADHD (ePOD-MPH) and with FLX in 40 girls (12-14 years) and 40 young women (23-40 years) suffering from depression and anxiety disorders (ePOD-SSRI). Trial registration numbers are: Nederlands Trial Register NTR3103 and NTR2111. A cross-sectional cohort study on age-related effects of these psychotropic medications in patients who have been treated previously with MPH or FLX (ePOD-Pharmo) is also ongoing. The effects of psychotropic drugs on the developing brain are studied using neuroimaging techniques together with neuropsychological and psychiatric assessments of cognition, behavior and emotion. All assessments take place before, during (only in case of MPH) and after chronic treatment. DISCUSSION: The combined results of these approaches will provide new insight into the modulating effect of MPH and FLX on brain development.",2019,https://scholar.google.com.br/,no
1484,Robots Learn to Recognize Individuals from Imitative Encounters with People and Avatars.,"Prior to language, human infants are prolific imitators. Developmental science grounds infant imitation in the neural coding of actions, and highlights the use of imitation for learning from and about people. Here, we used computational modeling and a robot implementation to explore the functional value of action imitation. We report 3 experiments using a mutual imitation task between robots, adults, typically developing children, and children with Autism Spectrum Disorder. We show that a particular learning architecture--specifically one combining artificial neural nets for (i) extraction of visual features, (ii) the robot's motor internal state, (iii) posture recognition, and (iv) novelty detection--is able to learn from an interactive experience involving mutual imitation. This mutual imitation experience allowed the robot to recognize the interactive agent in a subsequent encounter. These experiments using robots as tools for modeling human cognitive development, based on developmental theory, confirm the promise of developmental robotics. Additionally, findings illustrate how person recognition may emerge through imitative experience, intercorporeal mapping, and statistical learning.",2019,https://scholar.google.com.br/,no
1485,Intolerance of uncertainty as a framework for understanding anxiety in children and adolescents with autism spectrum disorders.,"Anxiety is a problem for many children diagnosed with autism spectrum disorders (ASDs). There is a paucity of models of the cognitive processes underlying this. Intolerance of uncertainty (IU) has utility in explaining anxiety in neurotypical populations but has only recently received attention in ASD. We modelled the relationship between anxiety and IU in ASD and a typically developing comparison group, using parent and child self-report measures. Results confirmed significant relationships between IU and anxiety in children with ASD which appears to function similarly in children with and without ASD. Results were consistent with a causal model suggesting that IU mediates the relationship between ASD and anxiety. The findings confirm IU as a relevant construct in ASD.",2019,https://scholar.google.com.br/,no
1486,Evaluating complications of local anesthesia administration and reversal with phentolamine mesylate in a portable pediatric dental clinic.,"This study sought to identify and quantify complications with local anesthetic administration and reversal on consecutive patients seen for comprehensive dental care in a school-based, portable dental clinic, and includes data on the patients seen by the participating portable dental providers. In 923 dental visits where local anesthetic was administered, a standardized form was used to gain further information and identify any complications, this was accompanied by a questionnaire for the student's teacher, in order to quantify the student's distraction and disruption ratings following the dental visit. After statistical analysis of the 923 consecutive cases, the overall complication rate was 5.3{\%}. All of the complications were considered to be mild or moderate, and there were no severe event reports. The complications encountered most frequently (n = 49) were associated with self-inflicted soft tissue injury. The results of this study indicate that comprehensive care with local anesthesia delivered by a school-based portable dental clinic has a low risk of complications. Whereas safe administration of dental care is achievable with or without phentolamine mesylate as a local anesthetic reversal agent, its use was determined to improve safety outcomes. Three factors appeared to directly increase the incidence of complications: the administration of an inferior alveolar nerve block, attention deficit disorder, and obesity. Teacher evaluations demonstrated that children receiving care by a portable dental team were able to reorient back to classwork and were not disruptive to classmates.",2019,https://scholar.google.com.br/,no
1487,Effects of school-wide positive behavioral interventions and supports on child behavior problems.,"OBJECTIVE: School-Wide Positive Behavioral Interventions and Supports (SWPBIS) is a universal prevention strategy currently implemented in {\textgreater}16,000 schools across the United States. SWPBIS intends to reduce students' behavior problems by altering staff behaviors and developing systems and supports to meet children's behavioral needs. The current study reports intervention effects on child behaviors and adjustment from an effectiveness trial of SWPBIS. METHODS: The sample of 12,344 elementary school children was 52.9{\%} male, 45.1{\%} African American, and 46.1{\%} Caucasian. Approximately 49{\%} received free or reduced-priced meals, and 12.9{\%} received special education services at baseline. The trial used a group randomized controlled effectiveness design implemented in 37 elementary schools. Multilevel analyses were conducted on teachers' ratings of children's behavior problems, concentration problems, social-emotional functioning, prosocial behavior, office discipline referrals, and suspensions at 5 time points over the course of 4 school years. RESULTS: The multilevel results indicated significant effects of SWPBIS on children's behavior problems, concentration problems, social-emotional functioning, and prosocial behavior. Children in SWPBIS schools also were 33{\%} less likely to receive an office discipline referral than those in the comparison schools. The effects tended to be strongest among children who were first exposed to SWPBIS in kindergarten. CONCLUSIONS: These findings provide support for the hypothesized reduction in behavior problems and improvements in prosocial behavior and effective emotion regulation after training in SWPBIS. The SWPBIS framework appears to be a promising approach for reducing problems and promoting adjustment among elementary school children.",2019,https://scholar.google.com.br/,no
1488,"Methamphetamine produces bidirectional, concentration-dependent effects on dopamine neuron excitability and dopamine-mediated synaptic currents.","Amphetamine-like compounds are commonly used to enhance cognition and to treat attention deficit/hyperactivity disorder, but they also function as positive reinforcers and are self-administered at doses far exceeding clinical relevance. Many of these compounds (including methamphetamine) are substrates for dopamine reuptake transporters, elevating extracellular dopamine by inhibiting uptake and promoting reverse transport. This produces an increase in extracellular dopamine that inhibits dopamine neuron firing through autoreceptor activation and consequently blunts phasic dopamine neurotransmission, an important learning signal. However, these mechanisms do not explain the beneficial behavioral effects observed at clinically useful concentrations. In the present study, we have used patch-clamp electrophysiology in slices of mouse midbrain to show that, surprisingly, low concentrations of methamphetamine actually enhance dopamine neurotransmission and increase dopamine neuron firing through a dopamine transporter-mediated excitatory conductance. Both of these effects are reversed by higher concentrations of methamphetamine, which inhibit firing through dopamine D2 autoreceptor activation and decrease the peak amplitude of dopamine-mediated synaptic currents. These competing, concentration-dependent effects of methamphetamine suggest a mechanistic interplay by which lower concentrations of methamphetamine can overcome autoreceptor-mediated inhibition at the soma to increase phasic dopamine transmission.",2019,https://scholar.google.com.br/,no
1489,"Parent Use and Efficacy of a Self-Administered, Tablet-Based Parent Training Intervention: A Randomized Controlled Trial.","BACKGROUND: Parent training programs are traditionally delivered in face-to-face  formats and require trained facilitators and weekly parent attendance. Implementing face-to-face sessions is challenging in busy primary care settings and many barriers exist for parents to attend these sessions. Tablet-based delivery of parent training offers an alternative to face-to-face delivery to make parent training programs easier to deliver in primary care settings and more convenient and accessible to parents. We adapted the group-based Chicago Parent Program (CPP) to be delivered as a self-administered, tablet-based program called the ezParent program. OBJECTIVE: The purpose of this study was to (1) assess the feasibility of the ezParent program by examining parent satisfaction with the program and the percent of modules completed, (2) test the efficacy of the ezParent program by examining the effects compared with a control condition for improving parenting and child behavior in a sample of low-income ethnic minority parents of young children recruited from a primary care setting, and (3) compare program completion and efficacy with prior studies of the group-based CPP. METHODS: The study used a two-group randomized controlled trial (RCT) design with repeated measures follow up. Subjects (n=79) were randomly assigned to an intervention or attention control condition. Data collection was at baseline and 12 and 24 weeks post baseline. Parents were recruited from a large, urban, primary care pediatric clinic. ezParent module completion was calculated as the percentage of the six modules completed by the intervention group parents. Attendance in the group-based CPP was calculated as the percentage of attendance at sessions 1 through 10. Satisfaction data were summarized using item frequencies. Parent and child data were analyzed using a repeated measures analysis of variance (RM-ANOVA) with simple contrasts to determine if there were significant intervention effects on the outcome measures. Effect sizes for between group comparisons were calculated for all outcome variables and compared with CPP group based archival data. RESULTS: ezParent module completion rate was 85.4{\%} (34.2/40, 95{\%} confidence interval [CI] = 78.4{\%}-93.7{\%}) and was significantly greater (P{\textless}.05) than face-to-face CPP group attendance (135.2/267, 50.6{\%}) attendance of sessions, 95{\%} CI = 46.8{\%}-55.6{\%}). ezParent participants reported the program as very helpful (35/40, 88.0{\%}) and they would highly recommend the program (33/40, 82.1{\%}) to another parent. ezParent participants showed greater improvements in parenting warmth (F1,77 = 4.82, P{\textless}.05) from time 1 to 3. No other significant differences were found. Cohen's d effect sizes for intervention group improvements in parenting warmth, use of corporal punishment, follow through, parenting stress, and intensity of child behavior problems were comparable or greater than those of the group-based CPP. CONCLUSIONS: Data from this study indicate the feasibility and acceptability of the ezParent program in a low-income, ethnic minority population of parents and comparable effect sizes with face-to-face delivery for parents.",2019,https://scholar.google.com.br/,no
1490,"A study protocol testing the implementation, efficacy, and cost effectiveness of  the ezParent program in pediatric primary care.","INTRODUCTION: Up to 20{\%} of children demonstrate behavior problems that interfere  with relationship development and academic achievement. Parent participation in behavioral parent training programs has been shown to decrease child problem behaviors and promote positive parent-child relationships. However, attendance and parent involvement in face-to-face parent training remain low. Testing the implementation, efficacy, and cost of alternative delivery models is needed to (a) increase the reach and sustainability of parent training interventions and (b) address the barriers to parent participation and implementation of such programs, specifically in primary health care settings. The purpose of this paper is to describe the study protocol evaluating the implementation, efficacy, and cost-effectiveness of delivering the tablet-based ezParent program in pediatric primary care sites. METHODS: The implementation of the ezParent in four pediatric primary care sites will be evaluated using a descriptive design and cost-effectiveness analysis. The efficacy of the ezParent will be tested using a randomized controlled trial design with 312 parents of 2 to 5year old children from pediatric primary care settings. Data on parenting and child behavior outcomes will be obtained from all participants at baseline, and 3, 6, and 12months post baseline. DISCUSSION: Integrating and evaluating the implementation of the ezParent in pediatric primary care is an innovative opportunity to promote positive parenting with potential for universal access to the preschool population and for low cost by building on existing infrastructure in pediatric primary care.",2019,https://scholar.google.com.br/,no
1491,Experiences of handwriting and using a computerized ATD in school: adolescents with Asperger's syndrome.,"Adolescents with Asperger's syndrome (AS), often have handwriting difficulties that affect their academic performance. The purpose of this descriptive multiple-case mixed-method study was to highlight how adolescents with AS experience writing in the school setting when writing by hand and when using a computerized Assistive Technology Device (ATD), for writing. A qualitative content analysis approach was used, including interviews with five adolescents, their parents, and their teachers. This was complemented by asking the adolescents to rate their perceived performance and satisfaction of writing with and without the ATD. All adolescents described handwriting difficulties, but a reduced ability to express oneself in writing was also common. Initiating and completing writing tasks was often so demanding that it caused resistance to the activity. Several advantages when using the ATD were described by the participants and the self-ratings showed higher scores for performance of and satisfaction with writing when the ATD was used. The results show that teachers' encouragement seemed to be important for the initiation and continuation of use of the ATD.",2019,https://scholar.google.com.br/,yes
1492,Commentary on the abuse of metal chelation therapy in patients with autism spectrum disorders.,"Approximately half a million patients with autism spectrum disorders are subjected to chelation therapy in the US annually. The overwhelming majority of such cases are chelated for non-accepted medical indications. These patients may seek evaluation when a urine sample is assayed after the administration of a chelating agent and the values obtained have been improperly compared to references ranges for non-chelated urines, causing falsely elevated results. Legitimate practitioners confronted with such data must decide, preferably in consultation with the patient or their guardian(s), whether to do further testing using legitimate methodology or to simply dismiss the results of the improper testing. Bayesian principles tell us that further testing is likely to yield results within normal reference ranges. However, under some circumstances, it is useful to do such testing in order to demonstrate that there is no need for chelation therapy. Unnecessary chelation therapy is expensive, can cause significant acute adverse effects, and may be associated with long-term consequences.",2019,https://scholar.google.com.br/,no
1493,How relevant is the framework being used with autism spectrum disorders today?,"Camarata (2014) provides a comprehensive summary of the current state of the research on early identification and intervention for children with autism spectrum disorders (ASD). Extending on the foundations provided by Camarata, this commentary discusses the value of a diagnosis of ASD and questions whether there is sufficient evidence on which to base continuing calls for early identification and ASD-specific intervention. Gaps are highlighted in the evidence base, suggestions made about how to fill those gaps, and an alternative framework is proposed for achieving best outcomes for children with early developmental problems of the type seen in ASD and their families.",2019,https://scholar.google.com.br/,no
1494,Understanding carers' lived experience of stigma: the voice of families with a child on the autism spectrum.,"Existing research suggests that there are several unique challenges associated with caring for a child on the autism spectrum. Despite a growing evidence base regarding autism spectrum disorders and their increasing prevalence, children on the autism spectrum and their families continue to perceive stigmatisation from various sources throughout the community. These perceptions of stigma can profoundly impact the quality of life of these children and their carers alike. This exploratory study sought to investigate carers' perceptions of stigma in caring for a child with high functioning autism. Fifteen carers from Sydney and the South Coast regions of New South Wales, Australia, participated in semi-structured interviews regarding their caring experiences and any perceived encounters with stigma. Four domains of stigmatising experiences were identified: (i) lack of knowledge, (ii) judgement, (iii) rejection and (iv) lack of support. These domains were each reported to exist in four main contexts: (i) school, (ii) public, (iii) family and (iv) friends. These domains and contexts established a framework which provided a detailed account of how and where carers felt stigmatised, including the suggestion of a stigmatising pathway through the four domains. The main contexts in which stigma was perceived also appeared to be related, with those carers who experienced stigma in one context being more likely to report similar experiences in other contexts. Any attempts to empower carers in the face of stigmatisation should therefore consider each of these domains, the pathway that connects them and the relationship between different social contexts. Through identifying this pathway, supportive services can be acutely aware of how carers may perceive potentially stigmatising experiences and therefore provide appropriate interventions or support for the relevant stage of the pathway.",2019,https://scholar.google.com.br/,no
1495,Prenatal stress-induced increases in placental inflammation and offspring hyperactivity are male-specific and ameliorated by maternal antiinflammatory treatment.,"Adverse experiences during gestation such as maternal stress and infection are known risk factors for neurodevelopmental disorders, including schizophrenia, autism, and attention deficit/hyperactivity disorder. The mechanisms by which these distinct exposures may confer similar psychiatric vulnerability remain unclear, although likely involve pathways common to both stress and immune responses at the maternal-fetal interface. We hypothesized that maternal stress-induced activation of immune pathways within the placenta, the sex-specific maternal-fetal intermediary, may contribute to prenatal stress programming effects on the offspring. Therefore, we assessed for markers indicative of stress-induced placental inflammation, and examined the ability of maternal nonsteroidal antiinflammatory drug (NSAID) treatment to ameliorate placental effects and thereby rescue the stress-dysregulation phenotype observed in our established mouse model of early prenatal stress (EPS). As expected, placental gene expression analyses revealed increased levels of immune response genes, including the proinflammatory cytokines IL-6 and IL-1beta, specifically in male placentas. NSAID treatment partially ameliorated these EPS effects. Similarly, in adult offspring, males displayed stress-induced locomotor hyperactivity, a hallmark of dopaminergic dysregulation, which was ameliorated by maternal NSAID treatment. Fitting with these outcomes and supportive of dopamine pathway involvement, expression of dopamine D1 and D2 receptors was altered by EPS in males. These studies support an important interaction between maternal stress and a proinflammatory state in the long-term programming effects of maternal stress.",2019,https://scholar.google.com.br/,no
1496,PET imaging for attention deficit preclinical drug testing in neurofibromatosis-1 mice.,"Attention system abnormalities represent a significant barrier to scholastic achievement in children with neurofibromatosis-1 (NF1). Using a novel mouse model of NF1-associated attention deficit (ADD), we demonstrate a presynaptic defect in striatal dopaminergic homeostasis and leverage this finding to apply [(11)C]-raclopride positron-emission tomography (PET) in the intact animal. While methylphenidate and l-Deprenyl correct both striatal dopamine levels on PET imaging and defective attention system function in Nf1 mutant mice, pharmacologic agents that target de-regulated cyclic AMP and RAS signaling in these mice do not. These studies establish a robust preclinical model to evaluate promising agents for NF1-associated ADD.",2019,https://scholar.google.com.br/,no
1497,Media addiction in a 10-year-old boy.,"CASE: Bryan is a 10-year-old boy who is brought to his pediatrician by his parents with concerns about oppositional behaviors. Bryan's parents report that he has always been hyperactive and oppositional since a very young age. He has been previously diagnosed with attention-deficit hyperactivity disorder and has been treated with appropriate stimulant medications for several years, however, despite this, his parents feel increasingly unable to manage his difficult behaviors. He refuses to do chores or follow through with household routines. He refuses to go to bed at night. His family feels unable to take him to public places because he ""climbs all over everything."" At school, he acts up in class, is often disruptive, and requires close supervision by teachers. He was recently kicked off of the school bus. He has very few friends, and his parents state that other children do not enjoy to be around him. Bryan's parents also report that he is ""obsessed"" with electronics. He spends most his free time watching TV and movies and playing computer games. He has a television in his bedroom because otherwise he ""monopolizes"" the family television. The family also owns several portable electronic devices that he frequently uses. Bryan insists on watching TV during meals and even that the TV stays on in an adjacent room while showering. He gets up early each morning and turns on the television. He refuses to leave the house unless he can take a portable screen device with him. His parents admit to difficulty placing limits on this behavior because they feel it is the only way to keep his other behaviors under control. His mother explains ""it is our only pacifier"" and that attempts to place restrictions are met with explosive tantrums and have thus been short lived. These efforts have also been impeded due to the habits of his parents and older sibling, who also enjoy spending a significant amount of time watching television.",2019,https://scholar.google.com.br/,no
1498,Developing an eBook-Integrated High-Fidelity Mobile App Prototype for Promoting Child Motor Skills and Taxonomically Assessing Children's Emotional Responses Using Face and Sound Topology.,"Developing gross and fine motor skills and expressing complex emotion is critical for child development. We introduce ""StorySense"", an eBook-integrated mobile app prototype that can sense face and sound topologies and identify movement and expression to promote children's motor skills and emotional developmental. Currently, most interactive eBooks on mobile devices only leverage ""low-motor"" interaction (i.e. tapping or swiping). Our app senses a greater breath of motion (e.g. clapping, snapping, and face tracking), and dynamically alters the storyline according to physical responses in ways that encourage the performance of predetermined motor skills ideal for a child's gross and fine motor development. In addition, our app can capture changes in facial topology, which can later be mapped using the Facial Action Coding System (FACS) for later interpretation of emotion. StorySense expands the human computer interaction vocabulary for mobile devices. Potential clinical applications include child development, physical therapy, and autism.",2019,https://scholar.google.com.br/,yes
1499,"Communication and Language in Learners Who Are Deaf and Hard of Hearing With Disabilities: Theories, Research, and Practice.","Findings are presented from communication intervention research in three areas related to deafness with disability (DWD): D/deaf and hard of hearing (DHH) with (a) intellectual disability, (b) autism spectrum disorders, (c) deafblindness. Early identification, prevalence, theoretical perspectives, and evidence-based practices are discussed. Developmental theory, behavioral theory, and social-interactionism theory undergird many assessment and intervention practices in communication. The tri-focus framework and the four aspects of communication are useful frameworks. While communication research is a relative strength in the deafblindness field, a dire need exists for research in the other two DWD areas. Across all DWD areas there is a need for interventions addressing receptive language. Effective communication and language intervention can only occur when children who are DWD are identified early, placed in individually suitable classrooms with appropriately prepared professionals, and provided with services that build on their strengths and meet their needs.",2019,https://scholar.google.com.br/,no
1500,Technology Use and Sleep Quality in Preadolescence and Adolescence.,"STUDY OBJECTIVES: The purpose of this study was to analyze differences between preadolescents and adolescents on the use of technology and to test the contribution of using Internet and mobile phone, and circadian preference on sleep quality. METHODS: We recruited a sample of 850 (364 males) preadolescents and adolescents. Self-report questionnaires about sleep schedule, sleep wake behavior problems, circadian preferences, and the use of technology (e.g., Internet and mobile phone) were administered. Students were asked to fill out the School Sleep Habits Survey, a self-report questionnaire on the use of technology, the Mobile Phone Involvement Questionnaire (MPIQ), and the Shorter Promis Questionnaire (SPQ). RESULTS: Adolescents reported more sleep problems, a tendency toward eveningness, and an increase of Internet and phone activities, as well as social network activities, while preadolescents were more involved in gaming console and television viewing. The regression analysis performed separately in the two age groups showed that sleep quality was affected by the circadian preference (eveningness) in both groups. Adolescents' bad sleep quality was consistently associated with the mobile phone use and number of devices in the bedroom, while in preadolescents, with Internet use and turning-off time. CONCLUSIONS: The evening circadian preference, mobile phone and Internet use, numbers of other activities after 21:00, late turning off time, and number of devices in the bedroom have different negative influence on sleep quality in preadolescents and adolescents.",2019,https://scholar.google.com.br/,no
1501,An open label trial of donepezil for enhancement of rapid eye movement sleep in young children with autism spectrum disorders.,"BACKGROUND: Rapid eye movement (REM) sleep is greatest in the developing brain, is driven by acetylcholine, and may represent a protected time for neuroplasticity. Recently published data from our lab observed that children with autism spent significantly less time in this state during a single night recording than did typically developing children and those with developmental delay without autism. The objective of this study was to determine whether or not donepezil can increase the REM {\%} in children with diagnosed autism spectrum disorder (ASD) found to have REM {\%} values of at least two standard deviations below expected for age. METHODS: Five subjects found to have an ASD (ages 2.5-6.9 years) and demonstrated deficits in REM sleep compared with within-lab controls were enrolled in a dose finding study of donepezil. Each subject was examined by polysomnography for REM sleep augmentation after drug administration. RESULTS: REM sleep as a percentage of Total Sleep Time was increased significantly and REM latency was decreased significantly after drug administration in all subjects. No other observed sleep parameter was changed significantly. CONCLUSIONS: Donepezil can increase the amount of time that children with an ASD spend in the REM sleep state. A double-blind, placebo-controlled trial is needed to assess the association between REM sleep augmentation and learning, cognition, and behavior in such children.",2019,https://scholar.google.com.br/,no
1502,"Development and User Satisfaction of ""Plan-It Commander,"" a Serious Game for Children with ADHD.","The need for engaging treatment approaches within mental health care has led to the application of gaming approaches to existing behavioral training programs (i.e., gamification). Because children with attention deficit/hyperactivity disorder (ADHD) tend to have fewer problems with concentration and engagement when playing digital games, applying game technologies and design approaches to complement treatment may be a useful means to engage this population in their treatment. Unfortunately, gamified training programs currently available for ADHD have been limited in their ability to demonstrate in-game behavior skills that generalize to daily life situations. Therefore, we developed a new serious game (called ""Plan-It Commander"") that was specifically designed to promote behavioral learning and promotes strategy use in domains of daily life functioning such as time management, planning/organizing, and prosocial skills that are known to be problematic for children with ADHD. An interdisciplinary team contributed to the development of the game. The game's content and approach are based on psychological principles from the Self-Regulation Model, Social Cognitive Theory, and Learning Theory. In this article, game development and the scientific background of the behavioral approach are described, as well as results of a survey (n = 42) to gather user feedback on the first prototype of the game. The findings suggest that participants were satisfied with this game and provided the basis for further development and research to the game. Implications for developing serious games and applying user feedback in game development are discussed.",2019,https://scholar.google.com.br/,no
1503,An iPad-based picture and video activity schedule increases community shopping skills of a young adult with autism spectrum disorder and intellectual disability.,"OBJECTIVE: To evaluate the iPad 2 with Book Creator software to provide visual cues and video prompting to teach shopping skills in the community to a young adult with an autism spectrum disorder and intellectual disability. METHODS: A multiple probe across settings design was used to assess effects of the intervention on the participant's independence with following a shopping list in a grocery store across three community locations. RESULTS: Visual cues and video prompting substantially increased the participant's shopping skills within two of the three community locations, skill increases maintained after the intervention was withdrawn, and shopping skills generalized to two untaught shopping items. Social validity surveys suggested that the participant's parent and staff favorably viewed the goals, procedures, and outcomes of intervention. CONCLUSIONS: The iPad 2 with Book Creator software may be an effective way to teach independent shopping skills in the community, additional replications are needed.",2019,https://scholar.google.com.br/,no
1504,Quantitative and qualitative characteristics of the school and home language environments of preschool-aged children with ASD.,"The purpose of this research was to begin to characterize and compare the school  and home language environments of 10 preschool-aged children with Autism Spectrum Disorders (ASD). Naturalistic language samples were collected from each child, utilizing Language ENvironment Analysis (LENA) digital voice recorder technology, at 3-month intervals over the course of one year. LENA software was used to identify 15-min segments of each sample that represented the highest number of adult words used during interactions with each child for all school and home language samples. Selected segments were transcribed and analyzed using Systematic Analysis of Language Transcripts (SALT). LENA data was utilized to evaluate quantitative characteristics of the school and home language environments and SALT data was utilized to evaluate quantitative and qualitative characteristics of language environment. Results revealed many similarities in home and school language environments including the degree of semantic richness, and complexity of adult language, types of utterances, and pragmatic functions of utterances used by adults during interactions with child participants. Study implications and recommendations for future research are discussed. LEARNING OUTCOMES: The reader will be able to, (1) describe how two language sampling technologies can be utilized together to collect and analyze language samples, (2) describe characteristics of the school and home language environments of young children with ASD, and (3) identify environmental factors that may lead to more positive expressive language outcomes of young children with ASD.",2019,https://scholar.google.com.br/,no
1505,The ecocultural context and child behavior problems: A qualitative analysis in rural Nepal.,"Commonly used paradigms for studying child psychopathology emphasize individual-level factors and often neglect the role of context in shaping risk and protective factors among children, families, and communities. To address this gap, we evaluated influences of ecocultural contextual factors on definitions, development of, and responses to child behavior problems and examined how contextual knowledge can inform culturally responsive interventions. We drew on Super and Harkness' ""developmental niche"" framework to evaluate the influences of physical and social settings, childcare customs and practices, and parental ethnotheories on the definitions, development of, and responses to child behavior problems in a community in rural Nepal. Data were collected between February and October 2014 through in-depth interviews with a purposive sampling strategy targeting parents (N = 10), teachers (N = 6), and community leaders (N = 8) familiar with child-rearing. Results were supplemented by focus group discussions with children (N = 9) and teachers (N = 8), pile-sort interviews with mothers (N = 8) of school-aged children, and direct observations in homes, schools, and community spaces. Behavior problems were largely defined in light of parents' socialization goals and role expectations for children. Certain physical settings and times were seen to carry greater risk for problematic behavior when children were unsupervised. Parents and other adults attempted to mitigate behavior problems by supervising them and their social interactions, providing for their physical needs, educating them, and through a shared verbal reminding strategy (samjhaune). The findings of our study illustrate the transactional nature of behavior problem development that involves context-specific goals, roles, and concerns that are likely to affect adults' interpretations and responses to children's behavior. Ultimately, employing a developmental niche framework will elucidate setting-specific risk and protective factors for culturally compelling intervention strategies.",2019,https://scholar.google.com.br/,no
1506,Measuring Cardiac Autonomic Nervous System (ANS) Activity in Toddlers - Resting and Developmental Challenges.,"The autonomic nervous system (ANS) consists of two branches, the parasympathetic  and sympathetic nervous systems, and controls the function of internal organs (e.g., heart rate, respiration, digestion) and responds to everyday and adverse experiences (1). ANS measures in children have been found to be related to behavior problems, emotion regulation, and health (2-7). Therefore, understanding the factors that affect ANS development during early childhood is important. Both branches of the ANS affect young children's cardiovascular responses to stimuli and have been measured noninvasively, via external monitoring equipment, using valid and reliable measures of physiological change (8-11). However, there are few studies of very young children with simultaneous measures of the parasympathetic and sympathetic nervous systems, which limits understanding of the integrated functioning of the two systems. In addition, the majority of existing studies of young children report on infants' resting ANS measures or their reactivity to commonly used mother-child interaction paradigms, and less is known about ANS reactivity to other challenging conditions. We present a study design and standardized protocol for a non-invasive and rapid assessment of cardiac autonomic control in 18 month old children. We describe methods for continuous monitoring of the parasympathetic and sympathetic branches of the ANS under resting and challenge conditions during a home or laboratory visit and provide descriptive findings from our sample of 140 ethnically diverse toddlers using validated equipment and scoring software. Results revealed that this protocol can produce a range of physiological responses to both resting and developmentally challenging conditions, as indicated by changes in heart rate and indices of parasympathetic and sympathetic activity. Individuals demonstrated variability in resting levels, responses to challenges, and challenge reactivity, which provides additional evidence that this protocol is useful for the examination of ANS individual differences for toddlers.",2019,https://scholar.google.com.br/,no
1507,"Mobile phone use, blood lead levels, and attention deficit hyperactivity symptoms in children: a longitudinal study.","BACKGROUND: Concerns have developed for the possible negative health effects of radiofrequency electromagnetic field (RF-EMF) exposure to children's brains. The purpose of this longitudinal study was to investigate the association between mobile phone use and symptoms of Attention Deficit Hyperactivity Disorder (ADHD) considering the modifying effect of lead exposure. METHODS: A total of 2,422 children at 27 elementary schools in 10 Korean cities were examined and followed up 2 years later. Parents or guardians were administered a questionnaire including the Korean version of the ADHD rating scale and questions about mobile phone use, as well as socio-demographic factors. The ADHD symptom risk for mobile phone use was estimated at two time points using logistic regression and combined over 2 years using the generalized estimating equation model with repeatedly measured variables of mobile phone use, blood lead, and ADHD symptoms, adjusted for covariates. RESULTS: The ADHD symptom risk associated with mobile phone use for voice calls but the association was limited to children exposed to relatively high lead. CONCLUSIONS: The results suggest that simultaneous exposure to lead and RF from mobile phone use was associated with increased ADHD symptom risk, although possible reverse causality could not be ruled out.",2019,https://scholar.google.com.br/,no
1508,Sensing Technologies for Autism Spectrum Disorder Screening and Intervention.,"This paper reviews the state-of-the-art in sensing technologies that are relevant for Autism Spectrum Disorder (ASD) screening and therapy. This disorder is characterized by difficulties in social communication, social interactions, and repetitive behaviors. It is diagnosed during the first three years of life. Early and intensive interventions have been shown to improve the developmental trajectory of the affected children. The earlier the diagnosis, the sooner the intervention therapy can begin, thus, making early diagnosis an important research goal. Technological innovations have tremendous potential to assist with early diagnosis and improve intervention programs. The need for careful and methodological evaluation of such emerging technologies becomes important in order to assist not only the therapists and clinicians in their selection of suitable tools, but to also guide the developers of the technologies in improving hardware and software. In this paper, we survey the literatures on sensing technologies for ASD and we categorize them into eye trackers, movement trackers, electrodermal activity monitors, tactile sensors, vocal prosody and speech detectors, and sleep quality assessment devices. We assess their effectiveness and study their limitations. We also examine the challenges faced by this growing field that need to be addressed before these technologies can perform up to their theoretical potential.",2019,https://scholar.google.com.br/,no
1509,Aberrant Cross-Brain Network Interaction in Children With Attention-Deficit/Hyperactivity Disorder and Its Relation to Attention Deficits: A Multisite and Cross-Site Replication Study.,"BACKGROUND: Attention-deficit/hyperactivity disorder (ADHD) is increasingly viewed as a disorder stemming from disturbances in large-scale brain networks, yet the exact nature of these impairments in affected children is poorly understood. We investigated a saliency-based triple-network model and tested the hypothesis that cross-network interactions between the salience network (SN), central executive network, and default mode network are dysregulated in children with ADHD. We also determined whether network dysregulation measures can differentiate children with ADHD from control subjects across multisite datasets and predict clinical symptoms. METHODS: Functional magnetic resonance imaging data from 180 children with ADHD and control subjects from three sites in the ADHD-200 database were selected using case-control design. We investigated between-group differences in resource allocation index (RAI) (a measure of SN-centered triple network interactions), relation between RAI and ADHD symptoms, and performance of multivariate classifiers built to differentiate children with ADHD from control subjects. RESULTS: RAI was significantly lower in children with ADHD than in control subjects. Severity of inattention symptoms was correlated with RAI. Remarkably, these findings were replicated in three independent datasets. Multivariate classifiers based on cross-network coupling measures differentiated children with ADHD from control subjects with high classification rates (72{\%} to 83{\%}) for each dataset. A novel cross-site classifier based on training data from one site accurately (62{\%} to 82{\%}) differentiated children with ADHD on test data from the two other sites. CONCLUSIONS: Aberrant cross-network interactions between SN, central executive network, and default mode network are a reproducible feature of childhood ADHD. The triple-network model provides a novel, replicable, and parsimonious systems neuroscience framework for characterizing childhood ADHD and predicting clinical symptoms in affected children.",2019,https://scholar.google.com.br/,no
1510,Design and development of a Virtual Dolphinarium for children with autism.,"The recent proliferation of virtual reality (VR) technology applications in the autism therapy to promote learning and positive behavior among such children has produced optimistic results in developing a variety of skills and abilities in them. Dolphin-assisted therapy has also become a topic of public and research interest for autism intervention and treatment. This paper will present an innovative design and development of a Virtual Dolphinarium for potential autism intervention. Instead of emulating the swimming with dolphins, our virtual dolphin interaction program will allow children with autism to act as dolphin trainers at the poolside and to learn (nonverbal) communication through hand gestures with the virtual dolphins. Immersive visualization and gesture-based interaction are implemented to engage children with autism within an immersive room equipped with a curved screen spanning a 320( degrees ) and a high-end five-panel projection system. This paper will also report a pilot study to establish trial protocol of autism screening to explore the participants' readiness for the virtual dolphin interaction. This research will have two potential benefits in the sense of helping children with autism and protecting the endangered species.",2019,https://scholar.google.com.br/,no
1511,Attention.,"The ability to focus one's attention on important environmental stimuli while ignoring irrelevant stimuli is fundamental to human cognition and intellectual function. Attention is inextricably linked to perception, learning and memory, and executive function, however, it is often impaired in a variety of neuropsychiatric disorders, including Alzheimer's disease, schizophrenia, depression, and attention deficit hyperactivity disorder (ADHD). Accordingly, attention is considered as an important therapeutic target in these disorders. The purpose of this chapter is to provide an overview of the most common behavioral paradigms of attention that have been used in animals (particularly rodents) and to review the literature where these tasks have been employed to elucidate neurobiological substrates of attention as well as to evaluate novel pharmacological agents for their potential as treatments for disorders of attention. These paradigms include two tasks of sustained attention that were developed as rodent analogues of the human Continuous Performance Task (CPT), the Five-Choice Serial Reaction Time Task (5-CSRTT) and the more recently introduced Five-Choice Continuous Performance Task (5C-CPT), and the Signal Detection Task (SDT) which was designed to emphasize temporal components of attention.",2019,https://scholar.google.com.br/,no
1512,Early identification and early intervention in autism spectrum disorders: accurate and effective?,"Over the past decade, there has been increased interest in identifying autism and autism spectrum disorder (ASD) in toddlers. Although there is a strong rationale for identifying ASD early and delivering effective intervention, a recent report in the journal Pediatrics raises important questions about the scientific evidence currently available supporting early intervention. In addition, the British National Health Service (NHS) has not adopted universal screening for autism, even though the American (US) Academy of Pediatrics endorsed a recommendation that all toddlers be screened for ASD by the age of 24 months (in 2007). The goal of this initiative is to identify and, where indicated, provide early intervention for autism and ASD. Although it is inarguable that this is a worthwhile and laudable goal, the systematic study of this goal is confounded by the inherent difficulty in reliably identifying autism in 24-month-old toddlers. It is challenging to demonstrate intervention effects in the absence of randomly assigned control groups in an increasingly heterogeneous ASD population. The purpose of this paper is to examine the current literature on early identification and early intervention in autism and ASD and to provide a framework for examining these issues.",2019,https://scholar.google.com.br/,no
1513,Handheld Devices and Video Modeling to Enhance the Learning of Self-Help Skills in Adolescents With Autism Spectrum Disorder.,"The viewing of videos is a much-studied intervention to teach self-help, social,  and vocational skills. Many of the studies to date looked at video modeling using televisions, computers, and other large screens. This study looked at the use of video modeling on portable handheld devices to teach hand washing to three adolescent students with an autism spectrum disorder. Three students participated in this 4-week study conducted by occupational therapists. Baseline data were obtained for the first student for 1 week, the second for 2 weeks, and the third for 3 weeks, videos were introduced when the participants each finished the baseline phase. Given the cognitive and motor needs of the participants, the occupational therapist set the player so that the participants only had to press the play button to start the video playing. The participants were able to hold the players and view at distances that were most appropriate for their individual needs and preferences. The results suggest that video modeling on a handheld device improves the acquisition of self-help skills.",2019,https://scholar.google.com.br/,no
1514,Using Tic-Tac software to reduce anxiety-related behaviour in adults with autism  and learning difficulties during waiting periods: a pilot study.,"Deficits in the perception of time and processing of changes across time are commonly observed in individuals with autism. This pilot study evaluated the efficacy of the use of the software tool Tic-Tac, designed to make time visual, in three adults with autism and learning difficulties. This research focused on applying the tool in waiting situations where the participants exhibited anxiety-related behaviour. The intervention followed a baseline and intervention (AB) design, and a partial interval recording procedure was used to code the presence of stereotypes, nervous utterances, wandering or other examples of nervousness during the selected waiting situations. The results showed that the use of Tic-Tac resulted in lower levels of anxiety-related behaviour in all three participants, compared to the baseline, suggesting that this software may be an effective technology for helping people with autism with organisation and predictability during waiting periods. The results are discussed in terms of limitations and implications for further study.",2019,https://scholar.google.com.br/,no
1515,An eighteen-month follow-up of a pilot parent-delivered play-based intervention to improve the social play skills of children with attention deficit hyperactivity disorder and their playmates.,"BACKGROUND: Children with attention deficit hyperactivity disorder (ADHD) experience significant ongoing social difficulties which occur in multiple contexts. Interventions designed to improve these social difficulties have demonstrated minimal effectiveness. Thus, there is a clear need to establish interventions that are effective in addressing the social difficulties of children with ADHD across contexts and in the long term. AIM: To examine the long-term effectiveness and appropriateness of a pilot parent-delivered intervention designed to improve the social play skills of children with ADHD and their playmates. METHOD: Participants included five children with ADHD who had completed the intervention 18-months prior, their typically developing playmates and mothers of children with ADHD. Blinded ratings from the Test of Playfulness were used to measure children's social play: post-intervention and 18-months following the intervention in the home and clinic. Wilcoxon signed-ranks and Cohen's-d calculations were used to measure effectiveness. Parents' perspectives of the appropriateness of the intervention were explored through semi-structured interviews and data were analysed thematically. RESULTS: The social play skills of children with ADHD and their playmates were maintained following the intervention in the home and clinic. Thematic analysis revealed four core-themes against an intervention appropriateness framework: new parenting tools, a social shift, adapting strategies over time and the next developmental challenge. CONCLUSION: The parent-delivered intervention demonstrated long-term effectiveness and appropriateness for improving children's social play skills. SIGNIFICANCE: These preliminary results are promising as maintaining treatment effects and achieving generalisation across contexts has remained an unachieved goal for most psycho-social interventions.",2019,https://scholar.google.com.br/,no
1516,"Correct developmental expression level of Rai1 in forebrain neurons is required for control of body weight, activity levels and learning and memory.","Potocki-Lupski syndrome (PTLS) is a genomic disorder associated with an approximately 3 Mb duplication in 17p11.2. Clinical features include leanness, intellectual disability, autistic features and developmental deficits. RAI1 gene dosage is associated with the PTLS phenotypes. To understand where and when Rai1 overexpression is detrimental, we generated a mouse that over-expresses Rai1 conditionally in forebrain neurons (I-Rai1). Phenotypic characterization of I-Rai1 mice showed significant underweight, hyperactivity and impaired learning and memory ability compared with wild-type littermates. Doxycycline administration can turn off the transgene expression allowing the restoration of Rai1 normal expression levels. When the transgene was turned off from conception to 3 months of age, no phenotypic differences were observed between I-Rai1 and their wild-type littermates. Surprisingly, we found that turning off the transgene expression before the onset of the phenotypes (1-3 months) or after the onset of the phenotypes (3-5 months) cannot prevent nor reverse the phenotypic outcomes. Our results indicate that Rai1 dosage in forebrain neurons is critical during the development and is related to body weight regulation, activity levels and learning and memory.",2019,https://scholar.google.com.br/,no
1517,Toward Developmental Connectomics of the Human Brain.,"Imaging connectomics based on graph theory has become an effective and unique methodological framework for studying structural and functional connectivity patterns of the developing brain. Normal brain development is characterized by continuous and significant network evolution throughout infancy, childhood, and adolescence, following specific maturational patterns. Disruption of these normal changes is associated with neuropsychiatric developmental disorders, such as autism spectrum disorders or attention-deficit hyperactivity disorder. In this review, we focused on the recent progresses regarding typical and atypical development of human brain networks from birth to early adulthood, using a connectomic approach. Specifically, by the time of birth, structural networks already exhibit adult-like organization, with global efficient small-world and modular structures, as well as hub regions and rich-clubs acting as communication backbones. During development, the structure networks are fine-tuned, with increased global integration and robustness and decreased local segregation, as well as the strengthening of the hubs. In parallel, functional networks undergo more dramatic changes during maturation, with both increased integration and segregation during development, as brain hubs shift from primary regions to high order functioning regions, and the organization of modules transitions from a local anatomical emphasis to a more distributed architecture. These findings suggest that structural networks develop earlier than functional networks, meanwhile functional networks demonstrate more dramatic maturational changes with the evolution of structural networks serving as the anatomical backbone. In this review, we also highlighted topologically disorganized characteristics in structural and functional brain networks in several major developmental neuropsychiatric disorders (e.g., autism spectrum disorders, attention-deficit hyperactivity disorder and developmental dyslexia). Collectively, we showed that delineation of the brain network from a connectomics perspective offers a unique and refreshing view of both normal development and neuropsychiatric disorders.",2019,https://scholar.google.com.br/,no
1518,Connectomics in psychiatric research: advances and applications.,"Psychiatric disorders disturb higher cognitive functions and severely compromise  human health. However, the pathophysiological mechanisms underlying psychiatric disorders are very complex, and understanding these mechanisms remains a great challenge. Currently, many psychiatric disorders are hypothesized to reflect ""faulty wiring"" or aberrant connectivity in the brains. Imaging connectomics is arising as a promising methodological framework for describing the structural and functional connectivity patterns of the human brain. Recently, alterations of brain networks in the connectome have been reported in various psychiatric disorders, and these alterations may provide biomarkers for disease diagnosis and prognosis for the evaluation of treatment efficacy. Here, we summarize the current achievements in both the structural and functional connectomes in several major psychiatric disorders (eg, schizophrenia, attention-deficit/hyperactivity disorder, and autism) based on multi-modal neuroimaging data. We highlight the current progress in the identification of these alterations and the hypotheses concerning the aberrant brain networks in individuals with psychiatric disorders and discuss the research questions that might contribute to a further mechanistic understanding of these disorders from a connectomic perspective.",2019,https://scholar.google.com.br/,no
1519,Characteristics of the gastrointestinal microbiome in children with autism spectrum disorder: a systematic review.,"BACKGROUND: A high prevalence of gastrointestinal (GI) symptoms has been reported in children with Autism Spectrum Disorders (ASD). However, results from studies about the GI mircobiome of such children have been inconsistent. AIM: Integrate the results of studies that examine the distribution of different GI microorganisms in children with ASD. METHODS: Studies related to the GI microbiome in children with ASD were identified through PubMed, Embase, PsycINFO, ISI web of knowledge, Ovid/Medline, the Cochrane Library, the Chinese National Knowledge Infrastructure (CNKI) database, the Chongqing VIP database for Chinese Technical Periodicals, WANFANG DATA, and the China BioMedical Literature Service System (SinoMed). Studies were screened for inclusion following pre-defined inclusion and exclusion criteria. Software Review Manager 5.2.6 was used for statistical analysis. RESULTS: A total of 15 cross-sectional studies, all of which had relatively small samples, were included in the final analysis. Only one of the included studies was from China. Among the 15 studies, 11 studies (with a combined sample of 562 individuals) reported significant differences between ASD children and controls in the prevalence of GI bacteria, particularly bacteria in the Firmicutes, Bacteroidetes and Proteobacteria phyla. However, due to the substantial heterogeneity in methodology and the often contradictory results of different studies, it was not possible to pool the results into a meta-analysis. CONCLUSIONS: To date, studies on the GI microbiome in children with ASD are limited in quantity and quality. There does, however, appear to be a 'signal' suggesting significant differences in the GI microbiome between ASD children and children without ASD, so there would be value in continuing this line of research. To improve validity and decrease the heterogeneity of findings, future studies should enlarge sample sizes, standardize methods and assess relevant confounding variables, such as the severity of GI symptoms and the use of medications, special diets and supplements.",2019,https://scholar.google.com.br/,no
1520,Development of children born to mothers with cancer during pregnancy: comparing in utero chemotherapy-exposed children with nonexposed controls.,"OBJECTIVE: Cancer is diagnosed in approximately 1 per 1000 pregnant women. Lifesaving cancer therapy given to the mother during pregnancy appears in conflict with the interest of the developing fetus. Often, termination of pregnancy is suggested but has not been proven in any type of cancer to improve maternal prognosis, while very few studies have documented the long-term effects of in utero chemotherapy exposure on child outcome. To counsel patients about the risk of continuing a pregnancy while undergoing cancer treatment, we performed developmental testing to provide more detailed follow-up on children exposed in utero to chemotherapy. STUDY DESIGN: Mother-infant pairs, enrolled in the Cancer and Pregnancy Registry, were offered developmental testing for children who were {\textgreater}/=18 months of age. Based on age, the Bayley Scales of Infant Development-Third Edition, the Wechsler Preschool and Primary Scale of Intelligence-Revised, the Wechsler Intelligence Scale for Children, Third Edition, or the Wechsler Individual Achievement Test was administered. All parents or primary caregivers completed the Child Behavior Checklist, a parent questionnaire to assess behavior and emotional issues. Results of children exposed to chemotherapy before delivery were compared with children whose mothers were also diagnosed with cancer during pregnancy but did not receive chemotherapy before delivery. RESULTS: No significant differences were noted in cognitive skills, academic achievement, or behavioral competence between the chemotherapy-exposed group and the unexposed children. Of children, 95{\%} scored within normal limits on cognitive assessments, 71{\%} and 79{\%} of children demonstrated at or above age equivalency in mathematics and reading scores, respectively, and 79{\%} of children scored within normal limits on measures of behavior. Older children had significantly higher rates of internalizing behavior problems. CONCLUSION: We could not demonstrate a significant difference in cognitive ability, school performance, or behavioral competence for children exposed to chemotherapy in utero compared with nonexposed controls. The majority of these children scored within normal limits on all developmental measures. Premature birth was more prevalent in the chemotherapy-exposed group yet did not predict developmental outcome. Older children in the sample demonstrated higher rates of internalizing behavior problems.",2019,https://scholar.google.com.br/,no
1521,Animal model of methylphenidate's long-term memory-enhancing effects.,"Methylphenidate (MPH), introduced more than 60 years ago, accounts for two-thirds of current prescriptions for attention deficit hyperactivity disorder (ADHD). Although many studies have modeled MPH's effect on executive function, almost none have directly modeled its effect on long-term memory (LTM), even though improvement in LTM is a critical target of therapeutic intervention in ADHD. We examined the effects of a wide range of doses of MPH (0.01-10 mg/kg, i.p.) on Pavlovian fear learning, a leading model of memory. MPH's effects were then compared to those of atomoxetine (0.1-10 mg/kg, i.p.), bupropion (0.5-20 mg/kg, i.p.), and citalopram (0.01-10 mg/kg, i.p.). At low, clinically relevant doses, MPH enhanced fear memory, at high doses it impaired memory. MPH's memory-enhancing effects were not confounded by its effects on locomotion or anxiety. Further, MPH-induced memory enhancement seemed to require both dopamine and norepinephrine transporter inhibition. Finally, the addictive potential of MPH (1 mg/kg and 10 mg/kg) was compared to those of two other psychostimulants, amphetamine (0.005 mg/kg and 1.5 mg/kg) and cocaine (0.15 mg/kg and 15 mg/kg), using a conditioned place preference and behavioral sensitization paradigm. We found that memory-enhancing effects of psychostimulants observed at low doses are readily dissociable from their reinforcing and locomotor activating effects at high doses. Together, our data suggest that fear conditioning will be an especially fruitful platform for modeling the effects of psychostimulants on LTM in drug development.",2019,https://scholar.google.com.br/,no
1522,Toward an interdisciplinary approach to understanding sensory function in autism  spectrum disorder.,"Heightened interest in sensory function in persons with autism spectrum disorder  (ASD) presents an unprecedented opportunity for impactful, interdisciplinary work between neuroscientists and clinical practitioners for whom sensory processing is a focus. In spite of this promise, and a number of overlapping perspectives on sensory function in persons with ASD, neuroscientists and clinical practitioners are faced with significant practical barriers to transcending disciplinary silos. These barriers include divergent goals, values, and approaches that shape each discipline, as well as different lexical conventions. This commentary is itself an interdisciplinary effort to describe the shared perspectives, and to conceptualize a framework that may guide future investigation in this area. We summarize progress to date and issue a call for clinical practitioners and neuroscientists to expand cross-disciplinary dialogue and to capitalize on the complementary strengths of each field to unveil the links between neural and behavioral manifestations of sensory differences in persons with ASD. Joining forces to face these challenges in a truly interdisciplinary way will lead to more clinically informed neuroscientific investigation of sensory function, and better translation of those findings to clinical practice. Likewise, a more coordinated effort may shed light not only on how current approaches to treating sensory processing differences affect brain and behavioral responses to sensory stimuli in individuals with ASD, but also on whether such approaches translate to gains in broader characteristics associated with ASD. It is our hope that such interdisciplinary undertakings will ultimately converge to improve assessment and interventions for persons with ASD. Autism Res 2016, 9: 920-925. (c) 2016 International Society for Autism Research, Wiley Periodicals, Inc.",2019,https://scholar.google.com.br/,no
1523,Expressive visual text-to-speech as an assistive technology for individuals with  autism spectrum conditions.,"Adults with Autism Spectrum Conditions (ASC) experience marked difficulties in recognising the emotions of others and responding appropriately. The clinical characteristics of ASC mean that face to face or group interventions may not be appropriate for this clinical group. This article explores the potential of a new interactive technology, converting text to emotionally expressive speech, to improve emotion processing ability and attention to faces in adults with ASC. We demonstrate a method for generating a near-videorealistic avatar (XpressiveTalk), which can produce a video of a face uttering inputted text, in a large variety of emotional tones. We then demonstrate that general population adults can correctly recognize the emotions portrayed by XpressiveTalk. Adults with ASC are significantly less accurate than controls, but still above chance levels for inferring emotions from XpressiveTalk. Both groups are significantly more accurate when inferring sad emotions from XpressiveTalk compared to the original actress, and rate these expressions as significantly more preferred and realistic. The potential applications for XpressiveTalk as an assistive technology for adults with ASC is discussed.",2019,https://scholar.google.com.br/,no
1524,Large-scale brain systems in ADHD: beyond the prefrontal-striatal model.,"Attention-deficit/hyperactivity disorder (ADHD) has long been thought to reflect  dysfunction of prefrontal-striatal circuitry, with involvement of other circuits largely ignored. Recent advances in systems neuroscience-based approaches to brain dysfunction have facilitated the development of models of ADHD pathophysiology that encompass a number of different large-scale resting-state networks. Here we review progress in delineating large-scale neural systems and illustrate their relevance to ADHD. We relate frontoparietal, dorsal attentional, motor, visual and default networks to the ADHD functional and structural literature. Insights emerging from mapping intrinsic brain connectivity networks provide a potentially mechanistic framework for an understanding of aspects of ADHD such as neuropsychological and behavioral inconsistency, and the possible role of primary visual cortex in attentional dysfunction in the disorder.",2019,https://scholar.google.com.br/,no
1525,The inclusion of siblings in social skills training groups for boys with Asperger syndrome.,"This pilot investigation evaluated the effectiveness of siblings as generalisation agents in an 8-week social skills training (SST) program designed for boys with Asperger syndrome (AS). Twenty-one boys aged 8-12 participated in a SST group alone, with a sibling, or remained in a wait-list control group. After training, participants' identification of non-verbal social cues significantly improved and was maintained at 3-month follow-up, irrespective of sibling involvement. Similar trends existed for participants' ability to accurately interpret emotions relative to controls. Improvements did not extend to parent and teacher ratings on standardised social skills measures, suggesting poor generalisation, or questionable sensitivity of measures to taught skills. Results suggest some promise in improving social skills training for children with AS.",2019,https://scholar.google.com.br/,no
1526,Mechanisms and therapeutic challenges in autism spectrum disorders: insights from Rett syndrome.,"PURPOSE OF REVIEW: A major challenge for understanding neurodevelopmental disorders, including autism spectrum disorders (ASDs), is to advance the findings from gene discovery to an exposition of neurobiological mechanisms that underlie these disorders and subsequently translate this knowledge into mechanism-based therapeutics. A promising way to proceed is revealed by the recent studies of rare subsets of ASDs. In this review, we summarize the latest advances in the mechanisms and emerging therapeutics for a rare single-gene ASD, Rett syndrome. RECENT FINDINGS: Rett syndrome is caused by mutations in the gene coding for methyl CpG-binding protein 2 (MeCP2). Although MeCP2 has diverse functions, examination of MeCP2 mutant mice suggests the hypothesis that MeCP2 deficiency leads to aberrant maturation and maintenance of synapses and circuits in multiple brain systems. Some of the deficits arise from alterations in specific intracellular pathways such as the PI3K/Akt signaling pathway. These abnormalities can be at least partially rescued in MeCP2 mutant mice by treatment with therapeutic agents. SUMMARY: Mechanism-based therapeutics are emerging for single-gene neurodevelopmental disorders such as Rett syndrome. Given the complexity of MeCP2 function, future directions include combination therapeutics that target multiple molecules and pathways. Such approaches will likely be applicable to other ASDs as well.",2019,https://scholar.google.com.br/,no
1527,Absence of evidence for increase in risk for autism or attention-deficit hyperactivity disorder following antidepressant exposure during pregnancy: a replication study.,"Multiple studies have examined the risk of prenatal antidepressant exposure and risk for autism spectrum disorder (ASD) or attention-deficit hyperactivity disorder (ADHD), with inconsistent results. Precisely estimating such risk, if any, is of great importance in light of the need to balance such risk with the benefit of depression and anxiety treatment. We developed a method to integrate data from multiple New England health systems, matching offspring and maternal health data in electronic health records to characterize diagnoses and medication exposure. Children with ASD or ADHD were matched 1:3 with children without neurodevelopmental disorders. Association between maternal antidepressant exposure and ASD or ADHD liability was examined using logistic regression, adjusting for potential sociodemographic and psychiatric confounding variables. In new cohorts of 1245 ASD cases and 1701 ADHD cases, along with age-, sex- and socioeconomic status matched controls, neither disorder was significantly associated with prenatal antidepressant exposure in crude or adjusted models (adjusted odds ratio 0.90, 95{\%} confidence interval 0.50-1.54 for ASD, 0.97, 95{\%} confidence interval 0.53-1.69 for ADHD). Pre-pregnancy antidepressant exposure significantly increased risk for both disorders. These results suggest that prior reports of association between prenatal antidepressant exposure and neurodevelopmental disease are likely to represent a false-positive finding, which may arise in part through confounding by indication. They further demonstrate the potential to integrate data across electronic health records studies spanning multiple health systems to enable efficient pharmacovigilance investigation.",2019,https://scholar.google.com.br/,no
1528,The pharmacological and non-pharmacological treatment of attention deficit hyperactivity disorder in children and adolescents: protocol for a systematic review and network meta-analysis of randomized controlled trials.,"BACKGROUND: Attention deficit hyperactivity disorder (ADHD) is one of the most common neurodevelopmental disorders of children and adolescents, with a significant impact on health services and the community in terms of economic and social burdens. The objective of this systematic review will be to evaluate the comparative efficacy and safety of pharmacological and non-pharmacological treatments in children and adolescents with ADHD. METHODS: Searches involving PubMed/MEDLINE and the Cochrane Database of Systematic Reviews will be used to identify related systematic reviews and relevant randomized trials. Search results will be supplemented by reports from the regulatory and health technology agencies, clinical trials registers and by data requested from trialists and/or pharmaceutical companies. We will consider studies evaluating pharmacological interventions (e.g. stimulants, non-stimulants, antidepressants), psychological interventions (e.g. behavioural interventions, cognitive training and neurofeedback) and complementary and alternative medicine interventions (e.g. dietary interventions, supplement with fatty acids, vitamins, minerals, aminoacids, herbal treatment, homeopathy, and mind-body interventions including massage, chiropractic, acupuncture, yoga, meditation, Tai chi). Eligible control conditions will be placebo, waitlist, no treatment and usual care. Randomized controlled trials of a minimum of 3 weeks duration will be included. The primary outcomes of interest will be the proportion of patients who responded to treatment and who dropped out of the allocated treatment, respectively. Secondary outcomes will include treatment discontinuation due to adverse events, as well as the occurrences of serious adverse events and specific adverse events (decreased weight, anorexia, insomnia and sleep disturbances, anxiety, syncope and cardiovascular events). Two reviewers will independently screen references identified by the literature search, as well as potentially relevant full-text articles in duplicate. Data will be abstracted and risk of bias will be appraised by two team members independently. Conflicts at all levels of screening and abstraction will be resolved through discussion. Random-effects pairwise meta-analyses and Bayesian network meta-analyses will be conducted where appropriate. DISCUSSION: This systematic review and network meta-analysis will compare the efficacy and safety of treatments used for ADHD in children and adolescents. The findings will assist patients, clinicians and healthcare providers to make evidence-based decisions regarding treatment selection. SYSTEMATIC REVIEW REGISTRATION: PROSPERO CRD42014015008 .",2019,https://scholar.google.com.br/,no
1529,Environmental circumstances influencing tic expression in children.,"AIM: To assess the clinical features and severity of tics and environmental factors influencing tic expression in a cohort of children with tic disorders. METHODS: We performed a cross-sectional study in a cohort of children and adolescents (N = 92) with tic disorders referred to the outpatient clinic of a tertiary-level paediatric centre in Barcelona. The severity of tics was evaluated using the Yale Global Tic Severity Scale (YGTSS). A questionnaire including a list of environmental factors and common daily activities that might influence tic occurrence was completed for patients greater than 5 years old. RESULTS: Children were classified as having Tourette syndrome (TS) (52 patients), chronic motor or phonic tics (22 patients) and tics of less than 12 months' duration (18 patients). Tics worsened with stressful situations, activities related to school, playing video games and watching TV. A significant proportion of children reported a reduction in tics while they were concentrating on artistic or creative activities or when playing sports and participating in outdoor activities. The YGTSS scores were higher for TS patients (P {\textless} .001) and correlated positively with the time of evolution of tics (r = .273, P = .026). Poor school performance was associated with TS (p = .043) and higher scores on the YGTSS (P = .018), as well as attention deficit/hyperactivity disorder (P = .007). CONCLUSIONS: Several activities of daily living were identified as modifying tic severity in children and may be important clues for tic management. In a subgroup of children with TS, tics were associated with significant morbidity and poor academic performance. Our results emphasise the importance of developing specific school programmes and tailored recommendations in patients with TS.",2019,https://scholar.google.com.br/,no
1530,Improving outcomes for youth with ADHD: a conceptual framework for combined neurocognitive and skill-based treatment approaches.,"Attention-deficit/hyperactivity disorder (ADHD) is a prevalent and chronic mental health condition that often results in substantial impairments throughout life. Although evidence-based pharmacological and psychosocial treatments exist for ADHD, effects of these treatments are acute, do not typically generalize into non-treated settings, rarely sustain over time, and insufficiently affect key areas of functional impairment (i.e., family, social, and academic functioning) and executive functioning. The limitations of current evidence-based treatments may be due to the inability of these treatments to address underlying neurocognitive deficits that are related to the symptoms of ADHD and associated areas of functional impairment. Although efforts have been made to directly target the underlying neurocognitive deficits of ADHD, extant neurocognitive interventions have shown limited efficacy, possibly due to misspecification of training targets and inadequate potency. We argue herein that despite these limitations, next-generation neurocognitive training programs that more precisely and potently target neurocognitive deficits may lead to optimal outcomes when used in combination with specific skill-based psychosocial treatments for ADHD. We discuss the rationale for such a combined treatment approach, prominent examples of this combined treatment approach for other mental health disorders, and potential combined treatment approaches for pediatric ADHD. Finally, we conclude with directions for future research necessary to develop a combined neurocognitive + skill-based treatment for youth with ADHD.",2019,https://scholar.google.com.br/,no
1531,"Clinical characteristics, nocturnal antidiuretic hormone levels, and responsiveness to DDAVP of school children with primary nocturnal enuresis.","PURPOSE: Decreased nocturnal antidiuretic hormone (ADH) excretion has been suggested to be a causative factor for PNE in children. We investigate the demographic characteristics and nocturnal ADH levels of children with PNE who attended a tertiary referral center and to determine their response to treatment with desamino-D-arginine vasopressin (DDAVP). METHODS: We performed a retrospective study in 90 PNE children aged 6-12 years. We recorded the gender, height, weight, number of children per family, and psychosocial problems and compared these findings with the corresponding data obtained from a national survey. We also measured the nocturnal ADH levels and evaluated the response rate to DDAVP. RESULTS: The number of PNE patients decreased with an increase in age. Enuresis was significantly associated with male gender (P = 0.044) and more number of children per family (P = 0.043). The rates of comorbidity with defecation problems, obesity, attention-deficit hyperactivity disorder (ADHD), and overweight were 36.7, 17.8, 12.2, and 10{\%}, respectively. Although the prevalence of obesity and ADHD was higher among children with PNE, there was no significant difference between PNE patients and their prevalence in the community. The ADH levels at 2 a.m. and 8 a.m. were 0.87 +/- 0.75 and 0.89 +/- 0.76 pg/ml, respectively. In the 50 (55.5{\%}) patients who received DDAVP treatment, the complete- and partial response rates were 86 and 14{\%}, respectively. CONCLUSIONS: Our data confirmed that PNE was predominant in boys and larger family, and similar to the findings for disease prevalence, the number of children seeking treatment tended to decrease with increasing age. Low ADH levels were recognized as a possible cause of PNE, thereby explaining the good response to DDAVP treatment in Taiwanese children with PNE.",2019,https://scholar.google.com.br/,no
1532,A genome-wide study shows a limited contribution of rare copy number variants to  Alzheimer's disease risk.,"We assessed the role of rare copy number variants (CNVs) in Alzheimer's disease (AD) using intensity data from 3260 AD cases and 1290 age-matched controls from the genome-wide association study (GWAS) conducted by the Genetic and Environmental Risk for Alzheimer's disease Consortium (GERAD). We did not observe a significant excess of rare CNVs in cases, although we did identify duplications overlapping APP and CR1 which may be pathogenic. We looked for an excess of CNVs in loci which have been highlighted in previous AD CNV studies, but did not replicate previous findings. Through pathway analyses, we observed suggestive evidence for biological overlap between single nucleotide polymorphisms and CNVs in AD susceptibility. We also identified that our sample of elderly controls harbours significantly fewer deletions {\textgreater}1 Mb than younger control sets in previous CNV studies on schizophrenia and bipolar disorder (P = 8.9 x 10(-4) and 0.024, respectively), raising the possibility that healthy elderly individuals have a reduced rate of large deletions. Thus, in contrast to diseases such as schizophrenia, autism and attention deficit/hyperactivity disorder, CNVs do not appear to make a significant contribution to the development of AD.",2019,https://scholar.google.com.br/,no
1533,Interventions for preschool children at high risk for ADHD: a comparative effectiveness review.,"OBJECTIVES: The US Agency for Healthcare Research and Quality sponsored a comparative effectiveness review of interventions for preschoolers at risk for attention-deficit/hyperactivity disorder (ADHD). METHODS: Medline, Cochrane CENTRAL, Embase, PsycInfo, and Education Resources Information Center were searched from 1980 to November 24, 2011. Selected studies were comparative, and enrolled children {\textless}6 years with clinically significant disruptive behavior, including ADHD. The interventions evaluated were parent behavior training (PBT), combined home and school/day care interventions, and methylphenidate use. Data were extracted by using customized software. Two independent raters evaluated studies as good, fair, or poor by using the Effective Public Health Practice Project Quality Assessment Tool for Quantitative Studies Risk of Bias. Overall strength of evidence (SOE) was rated for each intervention's effectiveness, accounting for study design, systematic error, consistency of results, directness of evidence, and certainty regarding outcome. RESULTS: Fifty-five studies were examined. Only studies examining PBT interventions could be pooled statistically using meta-analysis. Eight ""good"" studies examined PBT, total n = 424, SOE was high for improved child behavior, standardized mean difference = -0.68 (95{\%} confidence interval: -0.88 to -0.47), with minimal heterogeneity among studies. Only 1 good study evaluated methylphenidate, total n = 114, therefore, SOE for methylphenidate was low. Combined home and school/day care interventions showed inconsistent results. The literature reported adverse effects for methylphenidate but not for PBT. CONCLUSIONS: With more studies consistently documenting effectiveness, PBT interventions have greater evidence of effectiveness than methylphenidate for treatment of preschoolers at risk for ADHD.",2019,https://scholar.google.com.br/,no
1534,No Title,"(1) Compare effectiveness and adverse events of interventions (pharmacological, psychosocial, or behavioral, and the combination of pharmacological and psychosocial or behavioral interventions) for preschoolers at high risk for attention deficit hyperactivity disorder (ADHD), (2) compare long-term effectiveness and adverse events of interventions for ADHD among persons of all ages, and (3) describe how identification and treatment for ADHD vary by geography, time period, provider type, and sociodemographic characteristics, compared with endemic prevalence. MEDLINE(R), Cochrane CENTRAL, EMBASE, PsycInfo, and ERIC (Education Resources Information Center) were searched from 1980 to May 31, 2010. Reference lists of included studies and gray literature were searched manually. Reviewers applied preset criteria to screen all citations. Decisions required agreement between two independent reviewers, with disagreements regarding inclusion or exclusion resolved by a third. The Effective Public Health Practice Project (EPHPP) process was used to evaluate internal validity of publications regarding interventions for preschoolers at high risk of ADHD and long-term outcomes following interventions for ADHD in persons of all ages. Overall strength of the evidence (SOE) was assessed using the GRADE approach, accounting for risk of bias and study design, consistency of results, directness of evidence, and degree of certainty regarding outcomes of interest. Of included studies, only a subset could be pooled statistically using meta-analytic techniques. For the first objective, we rated as ""good"" quality eight studies of parent behavior training (PBT) with 424 participants. These demonstrated high SOE for improving child behavior (standardized mean difference [SMD] = -0.68, 95-percent confidence interval [CI], -0.88 to -0.47). A single ""good"" quality study of methylphenidate (MPH) with 114 preschool children provided low SOE for improving child behavior (SMD = -0.83, 95-percent CI, -1.21 to -0.44). Adverse effects were present for preschool children treated with MPH, adverse effects were not mentioned for PBT. For the second objective, the majority of studies were open extension trials without continuation of untreated comparison groups. Evidence from the single ""good"" quality study of MPH demonstrated low SOE for reduction of symptoms, with SMD = -0.54 (95-percent CI, -0.79 to -0.29). Evidence from the single ""good"" quality study of atomoxetine demonstrated low SOE for reduction of symptoms, with SMD = -0.40 (95-percent CI, -0.61 to -0.18). Evidence from the single ""good"" quality study of combined psychostimulant medication with behavioral/psychosocial interventions provided low SOE, with SMD = -0.70 (95-percent CI, -0.95 to -0.46). Safety reports for pharmacological interventions derived from observational studies on uncontrolled extensions of clinical trials, as well as from administrative databases, provided inconclusive evidence for growth, cerebrovascular, and cardiac adverse effects. Evidence that psychostimulant use in childhood improves long-term outcomes was inconclusive. For the third objective, a discussion of contextual issues and factors relating to underlying prevalence and rates of diagnosis and treatment was included. Population-based data were relatively scarce and lacked uniform methods and settings, which interfered with interpretation. The available evidence suggested that underlying prevalence of ADHD varies less than rates of diagnosis and treatment. Patterns of diagnosis and treatment appeared to be associated with such factors as locale, time period, and patient or provider characteristics. The SOE for PBT as the first-line intervention for improved behavior among preschoolers at risk for ADHD was high, while the SOE for methylphenidate for improved behavior among preschoolers was low. Evidence regarding long-term outcomes following interventions for ADHD was sparse among persons of all ages, and therefore inconclusive, with one exception. Primary school-age children, mostly boys with ADHD combined type, showed improvements in symptomatic behavior maintained for 12 to 14 months using pharmacological agents, specifically methylphenidate medication management or atomoxetine. Other subgroups, interventions, and long-term outcomes were under-researched. Evidence regarding large-scale patterns of diagnosis and treatment compared with endemic rates of disorder was inconclusive.",2019,https://scholar.google.com.br/,no
1535,Remotely-supervised transcranial direct current stimulation (tDCS) for clinical trials: guidelines for technology and protocols.,"The effect of transcranial direct current stimulation (tDCS) is cumulative. Treatment protocols typically require multiple consecutive sessions spanning weeks or months. However, traveling to clinic for a tDCS session can present an obstacle to subjects and their caregivers. With modified devices and headgear, tDCS treatment can be administered remotely under clinical supervision, potentially enhancing recruitment, throughput, and convenience. Here we propose standards and protocols for clinical trials utilizing remotely-supervised tDCS with the goal of providing safe, reproducible and well-tolerated stimulation therapy outside of the clinic. The recommendations include: (1) training of staff in tDCS treatment and supervision, (2) assessment of the user's capability to participate in tDCS remotely, (3) ongoing training procedures and materials including assessments of the user and/or caregiver, (4) simple and fail-safe electrode preparation techniques and tDCS headgear, (5) strict dose control for each session, (6) ongoing monitoring to quantify compliance (device preparation, electrode saturation/placement, stimulation protocol), with corresponding corrective steps as required, (7) monitoring for treatment-emergent adverse effects, (8) guidelines for discontinuation of a session and/or study participation including emergency failsafe procedures tailored to the treatment population's level of need. These guidelines are intended to provide a minimal level of methodological rigor for clinical trials seeking to apply tDCS outside a specialized treatment center. We outline indication-specific applications (Attention Deficit Hyperactivity Disorder, Depression, Multiple Sclerosis, Palliative Care) following these recommendations that support a standardized framework for evaluating the tolerability and reproducibility of remote-supervised tDCS that, once established, will allow for translation of tDCS clinical trials to a greater size and range of patient populations.",2019,https://scholar.google.com.br/,no
1536,Molecular handoffs in nitrergic neurotransmission.,"Postsynaptic density (PSD) proteins in excitatory synapses are relatively immobile components, while there is a structured organization of mobile scaffolding proteins lying beneath the PSDs. For example, shank proteins are located further away from the membrane in the cytosolic faces of the PSDs, facing the actin cytoskeleton. The rationale of this organization may be related to important roles of these proteins as ""exchange hubs"" for the signaling proteins for their migration from the subcortical cytosol to the membrane. Notably, PSD95 have also been demonstrated in prejunctional nerve terminals of nitrergic neuronal varicosities traversing the gastrointestinal smooth muscles. It has been recently reported that motor proteins like myosin Va play important role in transcytosis of nNOS. In this review, the hypothesis is forwarded that nNOS delivered to subcortical cytoskeleton requires interactions with scaffolding proteins prior to docking at the membrane. This may involve significant role of ""shank,"" named for SRC-homology (SH3) and multiple ankyrin repeat domains, in nitric oxide synthesis. Dynein light chain LC8-nNOS from acto-myosin Va is possibly exchanged with shank, which thereafter facilitates transposition of nNOS for binding with palmitoyl-PSD95 at the nerve terminal membrane. Shank knockout mice, which present with features of autism spectrum disorders, may help delineate the role of shank in enteric nitrergic neuromuscular transmission. Deletion of shank3 in humans is a monogenic cause of autism called Phelan-McDermid syndrome. One fourth of these patients present with cyclical vomiting, which may be explained by junctionopathy resulting from shank deficit in enteric nitrergic nerve terminals.",2019,https://scholar.google.com.br/,no
1537,Augmented reality-based self-facial modeling to promote the emotional expression  and social skills of adolescents with autism spectrum disorders.,"Autism spectrum disorders (ASD) are characterized by a reduced ability to understand the emotions of other people, this ability involves recognizing facial expressions. This study assessed the possibility of enabling three adolescents with ASD to become aware of facial expressions observed in situations in a school setting simulated using augmented reality (AR) technology. The AR system provided three-dimensional (3-D) animations of six basic facial expressions overlaid on participant faces to facilitate practicing emotional judgments and social skills. Based on the multiple baseline design across subjects, the data indicated that AR intervention can improve the appropriate recognition and response to facial emotional expressions seen in the situational task.",2019,https://scholar.google.com.br/,no
1538,Speech-generating devices: effectiveness of interface design-a comparative study  of autism spectrum disorders.,"BACKGROUND: We analyzed the efficacy of the interface design of speech generating devices on three non-verbal adolescents with autism spectrum disorder (ASD), in hopes of improving their on-campus communication and cognitive disability. The intervention program was created based on their social and communication needs in school. Two operating interfaces were designed and compared: the Hierarchical Relating Menu and the Pie Abbreviation-Expansion Menu. METHODS: The experiment used the ABCACB multiple-treatment reversal design. The test items included: (1) accuracy of operating identification, (2) interface operation in response to questions, (3) degree of independent completion. Each of these three items improved with both intervention interfaces. RESULTS: The children were able to operate the interfaces skillfully and respond to questions accurately, which evidenced the effectiveness of the interfaces. CONCLUSIONS: We conclude that both interfaces are efficacious enough to help nonverbal children with ASD at different levels.",2019,https://scholar.google.com.br/,no
1539,Motivation for everyday social participation in cognitively able individuals with autism spectrum disorder.,"OBJECTIVE: The purpose of the present study was to examine motivation for the contextual nature of motivations for social participation in cognitively able adolescents and adults with autism spectrum disorder, using self-determination theory as a theoretical framework. METHODS: Fourteen Australians and 16 Taiwanese (aged 16-45 years) with Asperger's syndrome and high functioning autism were asked to carry a device which prompted them seven times/day for 7 days, to record what they were doing, with whom, perceived difficulty and social reciprocity, and the reasons for engaging in a situation, which were then coded into degree of self-determination. RESULTS: Multilevel analyses showed that participants were more likely to be self-determined while engaging in ""solitary/parallel leisure"" and ""social activities"" than in other types of activities. Interactions with ""family members"" and ""casual/intimate friends"" were also positively associated with self-determined motivation. Further, participants were more likely to perceive higher levels of being listened to during interaction with casual/intimate friends than in interaction with other people. Global social anxiety served as a moderator for their perceptions of difficulty and social reciprocity during social engagement. CONCLUSION: The findings highlight the context-dependent motivations for social engagement of cognitively able individuals with autism spectrum disorder.",2019,https://scholar.google.com.br/,no
1540,Initial Drug Dissolution from Amorphous Solid Dispersions Controlled by Polymer Dissolution and Drug-Polymer Interaction.,"PURPOSE: To identify the key formulation factors controlling the initial drug and polymer dissolution rates from an amorphous solid dispersion (ASD). METHODS: Ketoconazole (KTZ) ASDs using PVP, PVP-VA, HMPC, or HPMC-AS as polymeric matrix were prepared. For each drug-polymer system, two types of formulations with the same composition were prepared: 1. Spray dried dispersion (SDD) that is homogenous at molecular level, 2. Physical blend of SDD (80{\%} drug loading) and pure polymer (SDD-PB) that is homogenous only at powder level. Flory-Huggins interaction parameters (chi) between KTZ and the four polymers were obtained by Flory-Huggins model fitting. Solution (13)C NMR and FT-IR were conducted to investigate the specific drug-polymer interaction in the solution and solid state, respectively. Intrinsic dissolution of both the drug and the polymer from ASDs were studied using a Higuchi style intrinsic dissolution apparatus. PXRD and confocal Raman microscopy were used to confirm the absence of drug crystallinity on the tablet surface before and after dissolution study. RESULTS: In solid state, KTZ is completely miscible with PVP, PVP-VA, or HPMC-AS, demonstrated by the negative chi values of -0.36, -0.46, -1.68, respectively, while is poorly miscible with HPMC shown by a positive chi value of 0.23. According to solution (13)C NMR and FT-IR studies, KTZ interacts with HPMC-AS strongly through H-bonding and dipole induced interaction, with PVPs and PVP-VA moderately through dipole-induced interactions, and with HPMC weakly without detectable attractive interaction. Furthermore, the ""apparent"" strength of drug-polymer interaction, measured by the extent of peak shift on NMR or FT-IR spectra, increases with the increasing number of interacting drug-polymer pairs. For ASDs with the presence of considerable drug-polymer interactions, such as KTZ/PVPs, KTZ/PVP-VA, or KTZ /HPMC-AS systems, drug released at the same rate as the polymer when intimate drug-polymer mixing was ensured (i.e., the SDD systems), while drug released much slower than the polymer when molecular level mixing or drug-polymer interaction was absent (SDD-PB systems). For ASDs without drug-polymer interaction (i.e., KTZ/HPMC systems), the mixing homogeneity had little impact on the release rate of either the drug or the polymer thus SDD and SDD-PB demonstrated the same drug or polymer release rate, while the drug released slowly and independently of polymer release. CONCLUSIONS: The initial drug release from an ASD was controlled by 1) the polymer release rate, 2) the strength of drug-polymer interaction, including the intrinsic interaction caused by the chemistry of the drug and the polymer (measured by the chi value), as well as that the apparent interaction caused by the drug-polymer ratio (measure by the extent of peak shift on spectroscopic analysis), and 3) the level of mixing homogeneity between the drug and polymer. In summary, the selection of polymer, drug-polymer ratio, and ASD processing conditions have profound impacts on the dissolution behavior of ASDs. Graphical Abstract Relationship between initial drug and polymer dissolution rates from amorphous solid dispersions with different mixing uniformity and drug-polymer interactions.",2019,https://scholar.google.com.br/,no
1541,Using virtual reality environment to improve joint attention associated with pervasive developmental disorder.,"The focus of this study is using data glove to practice Joint attention skill in  virtual reality environment for people with pervasive developmental disorder (PDD). The virtual reality environment provides a safe environment for PDD people. Especially, when they made errors during practice in virtual reality environment, there is no suffering or dangerous consequences to deal with. Joint attention is a critical skill in the disorder characteristics of children with PDD. The absence of joint attention is a deficit frequently affects their social relationship in daily life. Therefore, this study designed the Joint Attention Skills Learning (JASL) systems with data glove tool to help children with PDD to practice joint attention behavior skills. The JASL specifically focus the skills of pointing, showing, sharing things and behavior interaction with other children with PDD. The system is designed in playroom-scene and presented in the first-person perspectives for users. The functions contain pointing and showing, moving virtual objects, 3D animation, text, speaking sounds, and feedback. The method was employed single subject multiple-probe design across subjects' designs, and analysis of visual inspection in this study. It took 3 months to finish the experimental section. Surprisingly, the experiment results reveal that the participants have further extension in improving the joint attention skills in their daily life after using the JASL system. The significant potential in this particular treatment of joint attention for each participant will be discussed in details in this paper.",2019,https://scholar.google.com.br/,no
1542,Biomusic: An Auditory Interface for Detecting Physiological Indicators of Anxiety in Children.,"For children with profound disabilities affecting communication, it can be extremely challenging to identify salient emotions such as anxiety. If left unmanaged, anxiety can lead to hypertension, cardiovascular disease, and other psychological diagnoses. Physiological signals of the autonomic nervous system are indicative of anxiety, but can be difficult to interpret for non-specialist caregivers. This paper evaluates an auditory interface for intuitive detection of anxiety from physiological signals. The interface, called ""Biomusic,"" maps physiological signals to music (i.e., electrodermal activity to melody, skin temperature to musical key, heart rate to drum beat, respiration to a ""whooshing"" embellishment resembling the sound of an exhalation). The Biomusic interface was tested in two experiments. Biomusic samples were generated from physiological recordings of typically developing children (n = 10) and children with autism spectrum disorders (n = 5) during relaxing and anxiety-provoking conditions. Adult participants (n = 16) were then asked to identify ""anxious"" or ""relaxed"" states by listening to the samples. In a classification task with 30 Biomusic samples (1 relaxed state, 1 anxious state per child), classification accuracy, sensitivity, and specificity were 80.8{\%} [standard error (SE) = 2.3], 84.9{\%} (SE = 3.0), and 76.8{\%} (SE = 3.9), respectively. Participants were able to form an early and accurate impression of the anxiety state within 12.1 (SE = 0.7) seconds of hearing the Biomusic with very little training (i.e., {\textless} 10 min) and no contextual information. Biomusic holds promise for monitoring, communication, and biofeedback systems for anxiety management.",2019,https://scholar.google.com.br/,no
1543,"Efficacy, Safety, and Tolerability of an Extended-Release Orally Disintegrating Methylphenidate Tablet in Children 6-12 Years of Age with Attention-Deficit/Hyperactivity Disorder in the Laboratory Classroom Setting.","OBJECTIVE: Methylphenidate extended-release orally disintegrating tablets (MPH XR-ODTs) represent a new technology for MPH delivery. ODTs disintegrate in the mouth without water and provide a pharmacokinetic profile that is consistent with once-daily dosing. This study sought to determine the efficacy, safety, and tolerability of this novel MPH XR-ODT formulation in school-age children with attention-deficit/hyperactivity disorder (ADHD) in a laboratory classroom setting. METHODS: Children aged 6-12 years with ADHD (n = 87) were enrolled in this randomized, multicenter, double-blind, placebo-controlled, parallel, laboratory classroom study. The MPH XR-ODT dose was titrated to an optimized dose during a 4-week open-label period and maintained on that dose for 1 week. Participants (n = 85) were then randomized to receive their optimized dose of MPH XR-ODT or placebo once daily for 1 week (double blind), culminating in a laboratory classroom testing day. Efficacy was evaluated using the Swanson, Kotkin, Agler, M-Flynn, and Pelham (SKAMP) Attention, Deportment, and Combined scores along with Permanent Product Measure of Performance (PERMP, Attempted and Correct) assessments. Onset and duration of drug action were also evaluated as key secondary endpoints. Safety assessments included adverse events (AEs), physical examinations, electrocardiograms (ECGs), and the Columbia Suicide Severity Rating Scale (C-SSRS). RESULTS: The average SKAMP-Combined score on the classroom study day was significantly better for the MPH XR-ODT group (n = 43) than for the placebo group (n = 39, p {\textless} 0.0001). The effect was evident at 1 hour and lasted through 12 hours postdose. The average SKAMP-Attention, SKAMP-Deportment, PERMP-A, and PERMP-C scores were indicative of significantly greater ADHD symptom control for the MPH XR-ODT group. The most common AEs reported were decreased appetite, upper abdominal pain, headache, insomnia, upper respiratory tract infection, affect lability, irritability, cough, and vomiting. CONCLUSIONS: MPH XR-ODT was effective and well tolerated for the treatment of children with ADHD in a laboratory classroom setting. Clinical Trial Registry: NCT01835548 ( ClinicalTrials.gov ).",2019,https://scholar.google.com.br/,no
1544,"A Single-Dose, Single-Period Pharmacokinetic Assessment of an Extended-Release Orally Disintegrating Tablet of Methylphenidate in Children and Adolescents with Attention-Deficit/Hyperactivity Disorder.","OBJECTIVE: To determine the pharmacokinetic (PK) profile of a proprietary formulation of methylphenidate (MPH) in children and adolescents with attention-deficit/hyperactivity disorder (ADHD) in a phase 1 study. Methylphenidate extended-release orally disintegrating tablets (MPH XR-ODTs) combine two technologies in a single-tablet formulation-an extended-release profile that was designed for once-daily dosing in an ODT that does not require water or chewing for ingestion. METHODS: This was a single-dose, open-label, single-period, single-treatment study, in which 32 children with ADHD who were receiving MPH in doses of 40 or 60 mg before beginning the study each received a 60-mg dose (2 x 30 mg) of MPH XR-ODT. The following plasma PK parameters of MPH were determined for participants grouped by age (6-7, 8-9, 10-12, and 13-17 years old): maximum concentration (Cmax), time to maximum concentration (Tmax), elimination half-life (T(1/2)), area under the curve from 0 hours to infinity (AUCinf), oral clearance (CL/F), and volume of distribution in the terminal phase (Vz/F). Safety and tolerability were also assessed. RESULTS: A total of 32 participants received the study drug. For all participants, plasma concentration-time profiles of MPH exhibited a broad peak after administration of MPH XR-ODT through approximately 8 hours, indicating extended release from the formulation, followed by an apparent first-order elimination phase. As age increased, MPH exposure decreased and mean estimates of CL/F increased, however, weight-normalized CL/F values were comparable across age groups. Similarly, mean estimates of Vz/F increased with age, but weight-normalization decreased differences across age groups, with the exception of the youngest age group, which had higher values. All adverse events (AEs) were mild. CONCLUSION: This XR-ODT formulation of MPH demonstrated weight-normalized clearance rates that were consistent across all age groups, a PK profile consistent with once-daily dosing, and an AE profile consistent with this class of medication in children and adolescents with ADHD.",2019,https://scholar.google.com.br/,no
1545,Transcriptomic signatures of neuronal differentiation and their association with  risk genes for autism spectrum and related neuropsychiatric disorders.,"Genes for autism spectrum disorders (ASDs) are also implicated in fragile X syndrome (FXS), intellectual disabilities (ID) or schizophrenia (SCZ), and converge on neuronal function and differentiation. The SH-SY5Y neuroblastoma cell line, the most widely used system to study neurodevelopment, is currently discussed for its applicability to model cortical development. We implemented an optimal neuronal differentiation protocol of this system and evaluated neurodevelopment at the transcriptomic level using the CoNTeXT framework, a machine-learning algorithm based on human post-mortem brain data estimating developmental stage and regional identity of transcriptomic signatures. Our improved model in contrast to currently used SH-SY5Y models does capture early neurodevelopmental processes with high fidelity. We applied regression modelling, dynamic time warping analysis, parallel independent component analysis and weighted gene co-expression network analysis to identify activated gene sets and networks. Finally, we tested and compared these sets for enrichment of risk genes for neuropsychiatric disorders. We confirm a significant overlap of genes implicated in ASD with FXS, ID and SCZ. However, counterintuitive to this observation, we report that risk genes affect pathways specific for each disorder during early neurodevelopment. Genes implicated in ASD, ID, FXS and SCZ were enriched among the positive regulators, but only ID-implicated genes were also negative regulators of neuronal differentiation. ASD and ID genes were involved in dendritic branching modules, but only ASD risk genes were implicated in histone modification or axonal guidance. Only ID genes were over-represented among cell cycle modules. We conclude that the underlying signatures are disorder-specific and that the shared genetic architecture results in overlaps across disorders such as ID in ASD. Thus, adding developmental network context to genetic analyses will aid differentiating the pathophysiology of neuropsychiatric disorders.",2019,https://scholar.google.com.br/,no
1546,Determination of atomoxetine metabolites in human plasma by liquid chromatography/tandem mass spectrometry and its application to a pharmacokinetic study.,"4-Hydroxyatomoxetine (4-HAT) and N-desmethylatomoxetine (N-DAT) are major metabolites of atomoxetine, a potent and selective inhibitor of the presynaptic norepinephrine transporter that is used for the treatment of attention deficit/hyperactivity disorder. The pharmacological activity of 4-HAT is similar to that of atomoxetine. We have developed and validated a simple, rapid and sensitive liquid chromatography analytical method with tandem mass spectrometry (LC-MS/MS) for the determination of 4-HAT and N-DAT in human plasma. After liquid-liquid extraction with methyl t-butyl ether, chromatographic separation of analytes was performed using a reversed-phase Luna C(18) column (2.0mmx100mm, 3mum particles) with a mobile phase of 10mM ammonium formate buffer (pH 3.5)-methanol (10:90, v/v) and quantified by MS/MS detection in ESI positive ion mode. The flow rate of the mobile phase was 250muL/min and the retention times of 4-HAT, N-DAT and internal standard (IS, metoprolol) were 0.9, 1.0 and 1.0min, respectively. The calibration curves were linear over the range of 0.05-20ng/mL for 4-HAT and 0.1-20ng/mL for N-DAT. The lower limits of quantification, using 200muL human plasma, were 0.05 and 0.1ng/mL for 4-HAT and N-DAT, respectively. The mean accuracy and precision for intra- and inter-day validation of 4-HAT and N-DAT were both within the acceptable limits. This LC-MS/MS method showed improved sensitivity for quantification of the two main metabolites of atomoxetine in human plasma compared with previously described analytical methods. The validated method was successfully applied to a pharmacokinetic study in humans.",2019,https://scholar.google.com.br/,no
1547,Modeling of Autism Using Organoid Technology.,"Autism is a neurodevelopmental disease caused by multiple mutations during development. However, a suitable disease model to study the molecular pathway of disease onset and progression is not available. Although many studies have used human stem cells such as induced pluripotent stem cells and embryonic stem cells to investigate the disease pathogenesis, these stem cell techniques are limited in their abilities to study the pathology and mechanism of pathogenesis of neurodevelopmental diseases such as autism. Therefore, researchers are focusing on the strengths of three-dimensional (3D) structures mimicking organs, organoids, for modeling autism. In this review, we highlight the advantages of 3D organoid systems to investigate the mechanisms of the pathogenesis of autism. Further, because the onset of autism is determined by genetic background, we suggest the application of the clustered regularly interspersed short palindromic repeat-associated protein 9 (CRISPR/Cas9) technique for genome editing in 3D organoid systems to study mutations that cause autism. We propose that 3D organoid systems combined with the CRISPR/Cas9 technique may advance autism research.",2019,https://scholar.google.com.br/,no
1548,Change in plasma cytokine levels during risperidone treatment in children with autism.,"BACKGROUND: Atypical antipsychotics decrease irritability in autism. They also affect the cytokine network. Psychological stress, depression, and, possibly, autism spectrum disorder (ASD) are associated with the production of pro-inflammatory cytokines. We sought to determine if risperidone treatment led to changes in plasma cytokine levels. METHODS: Forty-five subjects from an open-label study of risperidone treatment of children and adolescents with ASD, ages 4-18 years, had an analysis of 27 different cytokines at baseline and after 8 weeks of treatment using multiplex assays (Millipore) and read on the Luminex 100() platform. We examined changes in each of the cytokine levels in the entire group, and also compared changes in cytokines in responders versus nonresponders. RESULTS: After 8 weeks of risperidone treatment, 2 of the 27 plasma cytokines showed statistically significant decreases in median levels: Eotaxin (p=0.0003) and monocyte chemoattractant protein-1 (MCP-1) (p=0.0024). Six of the 48 subjects met two criteria for responders to risperidone, and the median values of interleukin (IL)-5 were significantly higher (p=0.005) in the overall responder group than in nonresponders. CONCLUSIONS: Two cytokines, eotaxin and MCP-1, which have previously been identified as abnormally elevated in children with autism, decreased during treatment with risperidone. This suggests a possible mechanism of action of risperidone treatment and a balancing of the immune system in affected subjects in this very preliminary study.",2019,https://scholar.google.com.br/,no
1549,MECP2-Related Disorders,"MECP2-related disorders in females include classic Rett syndrome, variant Rett syndrome, and mild learning disabilities. A pathogenic MECP2 variant in a male is presumed to most often be lethal, phenotypes in rare surviving males are primarily severe neonatal encephalopathy and manic-depressive psychosis, pyramidal signs, Parkinsonian, and macro-orchidism (PPM-X syndrome). Classic Rett syndrome, a progressive neurodevelopmental disorder primarily affecting girls, is characterized by apparently normal psychomotor development during the first six to 18 months of life, followed by a short period of developmental stagnation, then rapid regression in language and motor skills, followed by long-term stability. During the phase of rapid regression, repetitive, stereotypic hand movements replace purposeful hand use. Additional findings include fits of screaming and inconsolable crying, autistic features, panic-like attacks, bruxism, episodic apnea and/or hyperpnea, gait ataxia and apraxia, tremors, seizures, and acquired microcephaly. Atypical Rett syndrome is observed increasingly as MECP2 variants are identified in individuals previously diagnosed with: clinically suspected but molecularly unconfirmed Angelman syndrome, intellectual disability with spasticity or tremor, mild learning disability, or (rarely) autism. Severe neonatal encephalopathy resulting in death before age two years is the most common phenotype observed in affected males. The diagnosis of all MECP2-related disorders relies on molecular genetic testing. The diagnosis of classic Rett syndrome rests on clinical diagnostic criteria. Treatment of manifestations: Treatment is mainly symptomatic and multidisciplinary and should include psychosocial support for family members. Risperidone may help in treating agitation, melatonin can ameliorate sleep disturbances. Treatment of seizures, constipation, gastroesophageal reflux, scoliosis, prolonged QTc, and spasticity is routine. Surveillance: Periodic evaluation by the multidisciplinary team, regular assessment of QTc for evidence of prolongation, regular assessment for scoliosis. Agents/circumstances to avoid: Drugs known to prolong the QT interval. MECP2-related disorders are inherited in an X-linked manner. More than 99{\%} are simplex cases (i.e., a single occurrence in a family), resulting from a de novo pathogenic variant, or possibly from inheritance of the pathogenic variant from a parent who has germline mosaicism. Rarely, a MECP2 variant may be inherited from a carrier mother in whom favorable skewing of X-chromosome inactivation results in minimal to no clinical findings. When the mother is a known carrier, the risk to her offspring of inheriting the MECP2 variant is 50{\%}. Prenatal testing is possible in pregnancies at increased risk if the pathogenic MECP2 variant has been identified in the family. Because of the possibility of germline mosaicism, it is appropriate to offer prenatal diagnosis to couples who have had a child with a MECP2-related disorder regardless of whether the pathogenic variant has been detected in a parent.",2019,https://scholar.google.com.br/,no
1550,Electrophysiological CNS-processes related to associative learning in humans.,"The neurophysiology of human associative memory has been studied with electroencephalographic techniques since the 1930s. This research has revealed that different types of electrophysiological processes in the human brain can be modified by conditioning: sensory evoked potentials, sensory induced gamma-band activity, periods of frequency-specific waves (alpha and beta waves, the sensorimotor rhythm and the mu-rhythm) and slow cortical potentials. Conditioning of these processes has been studied in experiments that either use operant conditioning or repeated contingent pairings of conditioned and unconditioned stimuli (classical conditioning). In operant conditioning, the appearance of a specific brain process is paired with an external stimulus (neurofeedback) and the feedback enables subjects to obtain varying degrees of control of the CNS-process. Such acquired self-regulation of brain activity has found practical uses for instance in the amelioration of epileptic seizures, Autism Spectrum Disorders (ASD) and Attention Deficit Hyperactivity Disorder (ADHD). It has also provided communicative means of assistance for tetraplegic patients through the use of brain computer interfaces. Both extra and intracortically recorded signals have been coupled with contingent external feedback. It is the aim for this review to summarize essential results on all types of electromagnetic brain processes that have been modified by classical or operant conditioning. The results are organized according to type of conditioned EEG-process, type of conditioning, and sensory modalities of the conditioning stimuli.",2019,https://scholar.google.com.br/,no
1551,Event-Related Potentials and Emotion Processing in Child Psychopathology.,"In recent years there has been increasing interest in the neural mechanisms underlying altered emotional processes in children and adolescents with psychopathology. This review provides a brief overview of the most up-to-date findings in the field of event-related potentials (ERPs) to facial and vocal emotional expressions in the most common child psychopathological conditions. In regards to externalizing behavior (i.e., ADHD, CD), ERP studies show enhanced early components to anger, reflecting enhanced sensory processing, followed by reductions in later components to anger, reflecting reduced cognitive-evaluative processing. In regards to internalizing behavior, research supports models of increased processing of threat stimuli especially at later more elaborate and effortful stages. Finally, in autism spectrum disorders abnormalities have been observed at early visual-perceptual stages of processing. An affective neuroscience framework for understanding child psychopathology can be valuable in elucidating underlying mechanisms and inform preventive intervention.",2019,https://scholar.google.com.br/,no
1552,Neuroimaging and neurochemistry of autism.,"Positron emission tomography, single-photon emission tomography, and magnetic resonance spectroscopy (MRS) are powerful tools for the monitoring of diverse neurochemical functions. Neuroimaging studies targeting neurotransmitter systems in autism have provided clues about how differences in development of these systems might lead to new intervention approaches. Direct measurement of diverse neurochemicals with MRS provides unique probes of neuronal integrity in vivo. Future directions include the combination of imaging modalities made possible by advances in software and hardware. Many tracers have not been applied in autism, and new molecules and signaling pathways might be targeted as genes associated with autism are identified.",2019,https://scholar.google.com.br/,no
1553,Motor skill in autism spectrum disorders: a subcortical view.,"The earliest observable symptoms of autism spectrum disorders (ASDs) involve motor behavior. There is a growing awareness of the developmental importance of impaired motor function in ASD and its association with social skill. Compromised motor function requires increased attention, leaving fewer resources available for processing environmental stimuli and learning. This knowledge suggests that the motor system-which we know to be trainable-may be a gateway to improving outcomes of individuals living with ASD. In this review, we suggest a framework borrowed from machine learning to examine where, why, and how motor skills are different in individuals with ASD.",2019,https://scholar.google.com.br/,no
1554,Active Videogaming for Individuals with Severe Movement Disorders: Results from a Community Study.,"OBJECTIVE: Active videogaming (AVG) has potential to provide positive health outcomes for individuals with cerebral palsy (CP), but their use for individuals with severe motor impairments is limited. Our objective was to evaluate the accessibility and enjoyment of videogames using the Kinect (Microsoft, Redmond, WA) with the Flexible Action and Articulated Skeleton Toolkit (FAAST) system (University of Southern California Institute for Creative Technologies, Los Angeles, CA) for individuals with severely limiting CP. MATERIALS AND METHODS: A videogaming system was installed in a community center serving adults with CP, and a staff member was instructed in its use. Participants completed a baseline survey assessing demographics, mobility, and prior videogame experience, they then used the FAAST system with Kinect and completed a 5-point Likert survey to assess their experience. Descriptive statistics assessed overall enjoyment of the system, and Mann-Whitney U tests were conducted to determine whether responses differed by demographic factors, mobility, or prior videogame experience. RESULTS: Twenty-two subjects were recruited. The enjoyment scale demonstrated high internal consistency (Cronbach's alpha=0.88). The mean total enjoyment score was 4.24 out of 5. Median scores did not significantly differ by ethnicity, gender, CP severity, or previous videogame exposure. CONCLUSIONS: The FAAST with Kinect is a low-cost system that engages individuals with severe movement disorders across a wide range of physical ability and videogame experience. Further research should be conducted on in-home use, therapeutic applications, and potential benefits for socialization.",2019,https://scholar.google.com.br/,no
1555,Social Behaviors and Active Videogame Play in Children with Autism Spectrum Disorder.,"OBJECTIVE: Children with autism spectrum disorder (ASD) often display problematic and excessive videogame play. Using active videogames (AVGs) may have physical benefits, but its effects on socialization are unknown. MATERIALS AND METHODS: We conducted an A-B-A' experiment comparing sedentary videogames and AVGs for three dyads of a child with ASD and his sibling. An augmented reality (AR) game was used to introduce AVGs. Sessions were coded for communication, positive affect, and aggression. RESULTS: One dyad had increases in positive affect with AVGs. Otherwise, social behaviors were unchanged or worse. The AR game demonstrated consistent elevations in social behaviors. CONCLUSIONS: Use of AVGs has inconsistent effects on social behavior for children with ASD. Further research is needed to understand mediators of response to AVGs. AR games should be evaluated for potential benefits on socialization and positive affect.",2019,https://scholar.google.com.br/,no
1556,A prosocial online game for social cognition training in adolescents with high-functioning autism: an fMRI study.,"To help patients with autism spectrum disorder (ASD) improve their social skills, effective interventions and new treatment modalities are necessary. We hypothesized that a prosocial online game would improve social cognition in ASD adolescents, as assessed using metrics of social communication, facial recognition, and emotional words. Ten ASD adolescents underwent cognitive behavior therapy (CBT) using a prosocial online game (game-CBT), and ten ASD adolescents participated in an offline-CBT. At baseline and 6 weeks later, social communication quality, correct identification of emotional words and facial emoticons, and brain activity were assessed in both groups. Social communication quality and correct response rate of emotional words and facial emoticons improved in both groups over the course of the intervention, and there were no significant differences between groups. In response to the emotional words, the brain activity within the temporal and parietal cortices increased in the game-CBT group, while the brain activity within cingulate and parietal cortices increased in the offline-CBT group. In addition, ASD adolescents in the game-CBT group showed increased brain activity within the right cingulate gyrus, left medial frontal gyrus, left cerebellum, left fusiform gyrus, left insular cortex, and sublobar area in response to facial emoticons. A prosocial online game designed for CBT was as effective as offline-CBT in ASD adolescents. Participation in the game especially increased social arousal and aided ASD adolescents in recognizing emotion. The therapy also helped participants more accurately consider associated environments in response to facial emotional stimulation. However, the online CBT was less effective than the offline-CBT at evoking emotions in response to emotional words.",2019,https://scholar.google.com.br/,yes
1557,MIRA: mutual information-based reporter algorithm for metabolic networks.,"MOTIVATION: Discovering the transcriptional regulatory architecture of the metabolism has been an important topic to understand the implications of transcriptional fluctuations on metabolism. The reporter algorithm (RA) was proposed to determine the hot spots in metabolic networks, around which transcriptional regulation is focused owing to a disease or a genetic perturbation. Using a z-score-based scoring scheme, RA calculates the average statistical change in the expression levels of genes that are neighbors to a target metabolite in the metabolic network. The RA approach has been used in numerous studies to analyze cellular responses to the downstream genetic changes. In this article, we propose a mutual information-based multivariate reporter algorithm (MIRA) with the goal of eliminating the following problems in detecting reporter metabolites: (i) conventional statistical methods suffer from small sample sizes, (ii) as z-score ranges from minus to plus infinity, calculating average scores can lead to canceling out opposite effects and (iii) analyzing genes one by one, then aggregating results can lead to information loss. MIRA is a multivariate and combinatorial algorithm that calculates the aggregate transcriptional response around a metabolite using mutual information. We show that MIRA's results are biologically sound, empirically significant and more reliable than RA. RESULTS: We apply MIRA to gene expression analysis of six knockout strains of Escherichia coli and show that MIRA captures the underlying metabolic dynamics of the switch from aerobic to anaerobic respiration. We also apply MIRA to an Autism Spectrum Disorder gene expression dataset. Results indicate that MIRA reports metabolites that highly overlap with recently found metabolic biomarkers in the autism literature. Overall, MIRA is a promising algorithm for detecting metabolic drug targets and understanding the relation between gene expression and metabolic activity. AVAILABILITY AND IMPLEMENTATION: The code is implemented in C{\#} language using .NET framework. Project is available upon request.",2019,https://scholar.google.com.br/,no
1558,Pharmacotherapy for adolescent alcohol use disorder.,"Alcohol use disorder (AUD) occurs in few young adolescents, but is as common as in adults by the late teens. To address problems with the current American Psychiatric Association DSM-IV criteria, the anticipated DSM-V will eliminate the distinction between substance abuse and dependence in favour of a single category. For adolescents, pharmacotherapy for AUD may target alcohol withdrawal symptoms, alcohol consumption reinforcement properties, craving or co-morbid mental disorders. While uncommon among adolescents, severe alcohol withdrawal may require the closely monitored application of benzodiazepines. Disulfiram alters alcohol metabolism and has been shown to increase abstinence in adolescents with AUD, but sufficient motivation to maintain abstinence is needed for this approach to be appropriate. Medications to reduce alcohol craving, including naltrexone and acamprosate, may also assist some adolescents in maintaining abstinence. Adolescents with AUD typically also have co-morbid mental disorders and problems with other substances. Co-morbid mental disorders, such as major depressive disorder and attention-deficit hyperactivity disorder, may be addressed by pharmacotherapy. The potential for interactions between prescribed medications and alcohol or illicit substances necessitates patient education and monitoring. While there is a paucity of empirical information on the applicability of these pharmacotherapy approaches in adolescents, cautious application of these medications in selected cases in the context of systematic psychosocial interventions is warranted to promote abstinence and address associated problems.",2019,https://scholar.google.com.br/,no
1559,The effect of silver or gallium doped titanium against the multidrug resistant Acinetobacter baumannii.,"Implant-related infection of biomaterials is one of the main causes of arthroplasty and osteosynthesis failure. Bacteria, such as the rapidly-emerging Multi Drug Resistant (MDR) pathogen Acinetobacter Baumannii, initiate the infection by adhering to biomaterials and forming a biofilm. Since the implant surface plays a crucial role in early bacterial adhesion phases, titanium was electrochemically modified by an Anodic Spark Deposition (ASD) treatment, developed previously and thought to provide osseo-integrative properties. In this study, the treatment was modified to insert gallium or silver onto the titanium surface, to provide antibacterial properties. The material was characterized morphologically, chemically, and mechanically, biological properties were investigated by direct cytocompatibility assay, Alkaline Phosphatase (ALP) activity, Scanning Electron Microscopy (SEM), and Immunofluorescent (IF) analysis, antibacterial activity was determined by counting Colony Forming Units, and viability assay. The various ASD-treated surfaces showed similar morphology, micrometric pore size, and uniform pore distribution. Of the treatments studied, gallium-doped specimens showed the best ALP synthesis and antibacterial properties. This study demonstrates the possibility of successfully doping the surface of titanium with gallium or silver, using the ASD technique, this approach can provide antibacterial properties and maintain high osseo-integrative potential.",2019,https://scholar.google.com.br/,no
1560,Teaching Sight Words to Elementary Students With Intellectual Disability and Autism: A Comparison of Teacher-Directed Versus Computer-Assisted Simultaneous Prompting.,"The purpose of this study was to compare the effects of teacher-directed simultaneous prompting to computer-assisted simultaneous prompting for teaching sight words to 3 elementary school students with intellectual disability. Activities in the computer-assisted condition were designed with Intellitools Classroom Suite software whereas traditional materials (i.e., flashcards) were used in the teacher-directed condition. Treatment conditions were compared using an adapted alternating treatments design. Acquisition of sight words occurred in both conditions for all 3 participants, however, each participant either clearly responded better in the teacher-directed condition or reported a preference for the teacher-directed condition when performance was similar with computer-assisted instruction being more efficient. Practical implications and directions for future research are discussed.",2019,https://scholar.google.com.br/,yes
1561,A metacognitive strategy for reducing disruptive behavior in children with fetal  alcohol spectrum disorders: GoFAR pilot.,"BACKGROUND: Fetal alcohol spectrum disorders (FASD) are often characterized by disruptive behavior problems and there are few effective interventions available. GoFAR is a novel, 3-part intervention designed to improve self-regulation and adaptive living skills of children with FASD by improving metacognitive control of emotions and arousal. METHODS: The intervention has 3 components: (i) GoFAR: a ""serious game"" designed to teach a metacognitive control strategy in a computer game environment, (ii) parent training on child behavioral regulation, and (iii) Behavior Analog Therapy (BAT) sessions, a practical application of the metacognitive learning methodology by parent and child in the context of learning adaptive skills. The learning strategy (FAR) teaches the child to Focus and make a plan, Act out the plan, and Reflect back on the plan. Thirty families were randomized to 3 groups: (i) GoFAR (n = 10), (ii) FACELAND (n = 10), or (iii) CONTROL (n = 10). The 2 intervention groups, GoFAR and FACELAND, used computer games to instruct children. Both groups also received 5 sessions of parent training followed by 5 sessions of joint parent/child therapy (BAT). Assessment of disruptive behavior, including frequency of temper tantrums, frustration tolerance, impulsivity, destructiveness, aggression, and maintaining attention were carried out before enrollment at Mid-Treatment, when game play and parent training were completed, and finally, after completing the BAT sessions. RESULTS: Parental report of disruptive behavior overall was significantly reduced in the GoFAR group after the first components, game play and parent training, and after the BAT sessions in the FACELAND group with no changes in the CONTROL group over time. CONCLUSIONS: The GoFAR((R)) game was well received by children and effective in teaching the required skills. Mastering the FAR metacognitive strategy was associated with a reduction in disruptive behaviors in children with FASD suggesting that effective interventions can improve outcomes for this high-risk group.",2019,https://scholar.google.com.br/,no
1562,An open-label study of guanfacine extended release for traumatic stress related symptoms in children and adolescents.,"OBJECTIVE: The purpose of this open-label pilot study was to investigate the effectiveness and tolerability of guanfacine extended release (GXR) 1-4 mg given in the evening, on the symptoms of traumatic stress (reexperiencing, avoidance, overarousal), generalized anxiety, and functional impairment in children and adolescents with a history of traumatic stress with or without posttraumatic stress disorder (PTSD). As many of our sample had associated attention-deficit/hyperactivity disorder (ADHD) symptoms, we also assessed whether the presence of traumatic stress symptoms impaired the effectiveness of GXR in the treatment of comorbid ADHD symptoms. METHODS: Participants were 19 children and adolescents 6-18 years of age, with current traumatic stress symptoms. In an 8 week open-label design, each patient's scores on parent-, child-, and clinician-reported symptom rating scales assessing traumatic stress symptoms, generalized anxiety, ADHD symptoms, functional impairment, and global symptom severity and improvement (n=17) were evaluated off and on GXR using chi(2) goodness-of-fit tests, paired t tests, and repeated measures analyses of variance (ANOVAs). To examine patterns of change in outcome measures across treatment, MPlus software was used to conduct linear growth curves modeled with individual-varying times of observation (i.e., random slopes). RESULTS: Using an average GXR daily dose of 1.19 mg+/-0.35 mg and an average weight-adjusted daily dose of 0.03 mg/kg+/-0.01 mg/kg, significant differences were found on all symptom severity measures. Parent reported UCLA Reaction Index scores assessing cluster B (reexperiencing), C (avoidant), and D (overarousal) symptoms significantly improved. In the presence of PTSD symptoms, children with ADHD experienced significantly improved ADHD symptom scores, suggesting that comorbidity does not attenuate an ADHD symptom response to GXR therapy. Medication was generally well tolerated. CONCLUSIONS: Within the limits of an open-label, hypothesis-generating pilot study, our results suggest that the alpha2A-adrenoceptor agonist GXR may have therapeutic effects in the treatment of PTSD symptoms in traumatically stressed children and adolescents. The effective dose may be lower than that found for ADHD. Our pilot study supports the need for further controlled research on the effects of GXR and other alpha2A-adrenoceptor agonists in pediatric disorders of traumatic stress.",2019,https://scholar.google.com.br/,no
1563,Risperidone rechallenge for marked liver function test abnormalities in an autistic child.,"Risperidone have been reported to commonly lead to asymptomatic elevation of liver enzymes in adult population, and recently in children and adolescents. Results from controlled clinical trials, reports of spontaneous adverse events, and published studies/ case reports suggest that severe hepatotoxicity may be rare but can occur in the pediatric population. In the following case report, we describe a 5-year-old male patient diagnosed as autism with severe distruptive behavior. Substantial improvement was achieved with risperidone therapy. Increase in liver enzymes at the beginning of the risperidone treatment was successfully managed with multidisciplinary approach as the treatment was initially withdrawn, afterwards restarted and carefully continued. We demonstrated that risperidone may be cautiously rechallenged in selected pediatric patients who showed marked psychiatric improvement with risperidone on the face of liver enzymes elevation. Some important patents on risperidone delivery and their use for the treatment of autism are also outlined.",2019,https://scholar.google.com.br/,no
1564,Peer-mediated theatrical engagement for improving reciprocal social interaction in autism spectrum disorder.,"The hallmark characteristic of autism spectrum disorder (ASD) is poor reciprocal  social communication. Interventions designed to improve this core deficit are critically needed. Social skills interventions such as direct training, peer mediation, and video modeling have contributed to improvements in various social skills in children with ASD. This paper reviews existing social competence interventions available for children with ASD while highlighting hypothesized critical components for advancing, maintaining, and generalizing skills, which include (1) peer mediation, (2) active learning, and (3) implementation in supportive, natural contexts. As a framework for these approaches, this conceptual paper describes SENSE Theatre, a novel intervention that combines trained peers that facilitate the performance-based theatrical treatment delivered in a supportive, community-based environment. A review of previous research shows early feasibility, setting the stage for more rigorous studies to aid in developing a standardized intervention package.",2019,https://scholar.google.com.br/,no
1565,Evaluating the pragmatic language skills of children with ADHD and typically developing playmates following a pilot parent-delivered play-based intervention.,"BACKGROUND/AIM: Children with attention deficit hyperactivity disorder (ADHD) often present with pragmatic language deficits and difficulties with peer-peer friendships. Parents and typically developing peers (TDPs) may be able to assist via parent and peer-mediated intervention approaches when adequately supported by trained adult facilitators. This study investigated whether a parent-delivered play-based intervention supported by occupational therapists and speech language pathologists was feasible and improved the pragmatic language skills of children with ADHD and their TDPs. METHODS: Nine children with ADHD paired with nine TDPs (mean age = 8.2 years) participated. The seven-week intervention was delivered by parents of children with ADHD at their home and consisted of weekly assigned home-based modules, supported play-dates between the pairs of children and supplemented by three clinic visits. Parent adherence to intervention activity was monitored on a weekly basis. Blinded ratings of observed peer-peer play interactions were used to detect changes in pragmatic language from pre-post intervention and one month follow-up using the Pragmatic Observation Measure (POM). RESULTS: All parents reported completing the seven weekly home-based modules and attended all clinic visits. Significant improvements in observed pragmatic language skills were found from pre-follow-up for both the ADHD and TDP children and pre-post for the ADHD children. CONCLUSION: The preliminary findings suggest that using parents to facilitate their child's pragmatic language skills was a feasible intervention approach with parents acting as agents of change to improve the pragmatic language of their children. This exploratory study identifies the need for further large-scale research to address the pragmatic language skills of children with ADHD using parent-delivery in a play-based, peer-peer context.",2019,https://scholar.google.com.br/,no
1566,Reversal Learning Task in Children with Autism Spectrum Disorder: A Robot-Based Approach.,"Children with autism spectrum disorder (ASD) engage in highly perseverative and inflexible behaviours. Technological tools, such as robots, received increased attention as social reinforces and/or assisting tools for improving the performance of children with ASD. The aim of our study is to investigate the role of the robotic toy Keepon in a cognitive flexibility task performed by children with ASD and typically developing (TD) children. The number of participants included in this study is 81 children: 40 TD children and 41 children with ASD. Each participant had to go through two conditions: robot interaction and human interaction in which they had performed the reversal learning task. Our primary outcomes are the number of errors from acquisition phase and from reversal phase of the task, as secondary outcomes we have measured attentional engagement and positive affect. The results of this study showed that children with ASD are more engaged in the task and they seem to enjoy more the task when interacting with the robot compared with the interaction with the adult. On the other hand their cognitive flexibility performance is, in general, similar in the robot and the human conditions with the exception of the learning phase where the robot can interfere with the performance. Implication for future research and practice are discussed.",2019,https://scholar.google.com.br/,no
1567,"Comparing acquisition of and preference for manual signs, picture exchange, and speech-generating devices in nine children with autism spectrum disorder.","OBJECTIVE: To compare how quickly children with autism spectrum disorder (ASD) acquired manual signs, picture exchange, and an iPad/iPod-based speech-generating device (SGD) and to compare if children showed a preference for one of these options. METHOD: Nine children with ASD and limited communication skills received intervention to teach requesting preferred stimuli using manual signs, picture exchange, and a SGD. Intervention was evaluated in a non-concurrent multiple-baseline across participants and alternating treatments design. RESULTS: Five children learned all three systems to criterion. Four children required fewer sessions to learn the SGD compared to manual signs and picture exchange. Eight children demonstrated a preference for the SGD. CONCLUSION: The results support previous studies that demonstrate children with ASD can learn manual signs, picture exchange, and an iPad/iPod-based SGD to request preferred stimuli. Most children showed a preference for the SGD. For some children, acquisition may be quicker when learning a preferred option.",2019,https://scholar.google.com.br/,no
1568,Attentional bias modification for addictive behaviors: clinical implications.,"When a person has a goal of drinking alcohol or using another addictive substance, the person appears to be automatically distracted by stimuli related to the goal. Because the attentional bias might propel the person to use the substance, an intervention might help modify it. In this article, we discuss techniques that have been developed to help people overcome their attentional bias for alcohol, smoking-related stimuli, drugs, or unhealthy food. We also discuss how these techniques are being adapted for use on mobile devices. The latter would allow people with an addictive behavior to use the attentional training in privacy and as frequently as needed. The attentional training techniques discussed here appear to have several advantages. They are inexpensive, can be fun to use, and have flexibility in when, where, and how often they are used. The evidence so far also suggests that they are effective.",2019,https://scholar.google.com.br/,no
1569,Broadening the occupational therapy toolkit: an executive functioning lens for occupational therapy with children and youth.,"OBJECTIVE: Attention to executive functioning (EF) and its effect on occupational performance is increasing in the occupational therapy literature. This study explored occupational therapists' perceptions of how EF is recognized and addressed within occupational therapy for children and youth. METHOD: Inductive qualitative content analysis was used to analyze the in-depth interview data from 13 occupational therapists with a range of practice contexts and experience. RESULTS: EF should be explicitly considered during clinical reasoning. System and professional barriers create challenges to occupational therapists, constraining their ability to recognize, label, and address EF performance issues. Occupational therapists who have integrated EF into their practice perspective have acquired knowledge and skills through interprofessional collaborations, client interactions, and professional development opportunities. CONCLUSION: Occupational therapists working with children and youth need an occupational EF framework and practice resources if they are to integrate an EF lens to more broadly enable occupational performance.",2019,https://scholar.google.com.br/,no
1570,Prevalence of people who could benefit from augmentative and alternative communication (AAC) in the UK: determining the need.,"BACKGROUND: Commissioners and providers require information relating to the number of people requiring a service in order to ensure provision is appropriate and equitable for the population they serve. There is little epidemiological evidence available regarding the prevalence of people who could benefit from augmentative and alternative communication (AAC) in the UK. AIM: To determine the prevalence of people who could benefit from AAC in the UK. METHODS {\&} PROCEDURES: An epidemiological approach was taken to create a new estimate of need: the prevalence of the main medical conditions and specific symptoms leading to the requirement for AAC were identified from the literature and AAC specialists were consulted to estimate the number of people who may require AAC. OUTCOMES {\&} RESULTS: A total of 97.8{\%} of the total number of people who could benefit from AAC have nine medical conditions: dementia, Parkinson's disease, autism, learning disability, stroke, cerebral palsy, head injury, multiple sclerosis and motor neurone disease. The total expectation is that 536 people per 100 000 of the UK population (approximately 0.5{\%}) could benefit from AAC. CONCLUSIONS {\&} IMPLICATIONS: To provide accurate figures on the potential need for and use of AAC, data need to be consistently and accurately recorded and regularly reviewed at a community level. The existing data suggest an urgent need for more accurate and up to date information to be captured about the need for AAC in the UK to provide better services and ensure access to AAC strategies, equipment and support.",2019,https://scholar.google.com.br/,no
1571,Neurodevelopmental and neuropsychiatric disorders represent an interconnected molecular system.,"Many putative genetic factors that confer risk to neurodevelopmental disorders such as autism spectrum disorders (ASDs) and X-linked intellectual disability (XLID), and to neuropsychiatric disorders including attention deficit hyperactivity disorder (ADHD) and schizophrenia (SZ) have been identified in individuals from diverse human populations. Although there is significant aetiological heterogeneity within and between these conditions, recent data show that genetic factors contribute to their comorbidity. Many studies have identified candidate gene associations for these mental health disorders, albeit this is often done in a piecemeal fashion with little regard to the inherent molecular complexity. Here, we sought to abstract relationships from our knowledge of systems level biology to help understand the unique and common genetic drivers of these conditions. We undertook a global and systematic approach to build and integrate available data in gene networks associated with ASDs, XLID, ADHD and SZ. Complex network concepts and computational methods were used to investigate whether candidate genes associated with these conditions were related through mechanisms of gene regulation, functional protein-protein interactions, transcription factor (TF) and microRNA (miRNA) binding sites. Although our analyses show that genetic variations associated with the four disorders can occur in the same molecular pathways and functional domains, including synaptic transmission, there are patterns of variation that define significant differences between disorders. Of particular interest is DNA variations located in intergenic regions that comprise regulatory sites for TFs or miRNA. Our approach provides a hypothetical framework, which will help discovery and analysis of candidate genes associated with neurodevelopmental and neuropsychiatric disorders.",2019,https://scholar.google.com.br/,no
1572,Use of a Self-monitoring Application to Reduce Stereotypic Behavior in Adolescents with Autism: A Preliminary Investigation of I-Connect.,"Many students with autism engage in a variety of complex stereotypic behaviors, impacting task completion and interfering with social opportunities. Self-monitoring is an intervention with empirical support for individuals with ASD to increase behavioral repertoires and decrease behaviors that are incompatible with successful outcomes. However, there is limited evidence for its utility for decreasing stereotypy, particularly for adolescents in school settings. This study evaluated the functional relationship between I-Connect, a technology-delivered self-monitoring program, and decreases in the level of stereotypy for two students with ASD in the school setting utilizing a withdrawal design with an embedded multiple baseline across participants. Both students demonstrated a marked decrease in stereotypy with the introduction of the self-monitoring application. Results and implications for practice and future research will be discussed.",2019,https://scholar.google.com.br/,yes
1573,Seeking a unified framework for cerebellar function and dysfunction: from circuit operations to cognition.,"Following the fundamental recognition of its involvement in sensory-motor coordination and learning, the cerebellum is now also believed to take part in the processing of cognition and emotion. This hypothesis is recurrent in numerous papers reporting anatomical and functional observations, and it requires an explanation. We argue that a similar circuit structure in all cerebellar areas may carry out various operations using a common computational scheme. On the basis of a broad review of anatomical data, it is conceivable that the different roles of the cerebellum lie in the specific connectivity of the cerebellar modules, with motor, cognitive, and emotional functions (at least partially) segregated into different cerebro-cerebellar loops. We here develop a conceptual and operational framework based on multiple interconnected levels (a meta-levels hypothesis): from cellular/molecular to network mechanisms leading to generation of computational primitives, thence to high-level cognitive/emotional processing, and finally to the sphere of mental function and dysfunction. The main concept explored is that of intimate interplay between timing and learning (reminiscent of the ""timing and learning machine"" capabilities long attributed to the cerebellum), which reverberates from cellular to circuit mechanisms. Subsequently, integration within large-scale brain loops could generate the disparate cognitive/emotional and mental functions in which the cerebellum has been implicated. We propose, therefore, that the cerebellum operates as a general-purpose co-processor, whose effects depend on the specific brain centers to which individual modules are connected. Abnormal functioning in these loops could eventually contribute to the pathogenesis of major brain pathologies including not just ataxia but also dyslexia, autism, schizophrenia, and depression.",2019,https://scholar.google.com.br/,no
1574,Cerebellar gray matter and lobular volumes correlate with core autism symptoms.,"Neuroanatomical differences in the cerebellum are among the most consistent findings in autism spectrum disorder (ASD), but little is known about the relationship between cerebellar dysfunction and core ASD symptoms. The newly-emerging existence of cerebellar sensorimotor and cognitive subregions provides a new framework for interpreting the functional significance of cerebellar findings in ASD. Here we use two complementary analyses - whole-brain voxel-based morphometry (VBM) and the SUIT cerebellar atlas - to investigate cerebellar regional gray matter (GM) and volumetric lobular measurements in 35 children with ASD and 35 typically-developing (TD) children (mean age 10.4 +/- 1.6 years, range 8-13 years). To examine the relationships between cerebellar structure and core ASD symptoms, correlations were calculated between scores on the Autism Diagnostic Observation Schedule (ADOS) and Autism Diagnostic Interview (ADI) and the VBM and volumetric data. Both VBM and the SUIT analyses revealed reduced GM in ASD children in cerebellar lobule VII (Crus I/II). The degree of regional and lobular gray matter reductions in different cerebellar subregions correlated with the severity of symptoms in social interaction, communication, and repetitive behaviors. Structural differences and behavioral correlations converged on right cerebellar Crus I/II, a region which shows structural and functional connectivity with fronto-parietal and default mode networks. These results emphasize the importance of the location within the cerebellum to the potential functional impact of structural differences in ASD, and suggest that GM differences in cerebellar right Crus I/II are associated with the core ASD profile.",2019,https://scholar.google.com.br/,no
1575,Classification of ADHD children through multimodal magnetic resonance imaging.,"Attention deficit/hyperactivity disorder (ADHD) is one of the most common diseases in school-age children. To date, the diagnosis of ADHD is mainly subjective and studies of objective diagnostic method are of great importance. Although many efforts have been made recently to investigate the use of structural and functional brain images for the diagnosis purpose, few of them are related to ADHD. In this paper, we introduce an automatic classification framework based on brain imaging features of ADHD patients and present in detail the feature extraction, feature selection, and classifier training methods. The effects of using different features are compared against each other. In addition, we integrate multimodal image features using multi-kernel learning (MKL). The performance of our framework has been validated in the ADHD-200 Global Competition, which is a world-wide classification contest on the ADHD-200 datasets. In this competition, our classification framework using features of resting-state functional connectivity (FC) was ranked the 6th out of 21 participants under the competition scoring policy and performed the best in terms of sensitivity and J-statistic.",2019,https://scholar.google.com.br/,no
1576,Interaction Design in the Built Environment: Designing for the 'Universal User'.,"Concepts of responsive architecture have to date largely involved response to environmental context, in order to mediate ambient environmental factors and modify internal conditions for the comfort of users, with energy efficiency and sustainability as the main impetus. 'Smart' buildings often address little other than technically functional issues, with any ideas of 'design' as a unifying factor being disregarded. At the same time, music and performance art have been in the vanguard of creating digital interaction that intimately involves the user in aesthetic outcomes, in the creation of what Umberto Eco describes as an 'Open Work'. Environments made responsive through embedment of computational technologies can similarly extend usability and user-centred design towards universality, through careful consideration of the relationship between person, context and activity, and of the continuous and ultimately transactional nature of human occupation of built environment. Truly 'smart' environments will learn from and through usage, and can be conceived and designed so as to maximise environmental 'fit' for a wider variety of users, including people described as being 'neurodiverse'. Where user response becomes a significant component in managing a smart environment, the transactional relationship between user and environment is made explicit, and can ultimately be used to drive interaction that favours ease-of-use and personalisation. Inclusion of affective computing in human interaction with built environment offers significant potential for extending the boundaries of Universal Design to include people with autism, people with intellectual disability, and users with acquired cognitive impairment, including that arising from dementia. The same users frequently have issues with sensory-perceptual sensitivity and processing. The resulting mismatch between their individual needs and abilities, and the environments they typically occupy, can give rise to states of chronic and acute anxiety. Analysis of the characteristics of such users gives rise to various 'personas', whose functional and psychosocial needs may be best met by responsive environments which take consideration of affective state, that is, of mood and emotion. Human-computer interaction which marries responsive architecture and affective computing offers a new paradigm for smart environments, which are intrinsically user-centred as a consequence. The technical complexity of designing such an environment must always be balanced by the absolute necessity of utilising Universal Design principles to reduce the underlying technological complexity to a usable interface. This paper is a preliminary exploration of the principles underlying the design of one such responsive environment: an interactive sensory room for children with autism spectrum disorders, (ASDs), which aims to promote relaxation and thus reduce anxiety.",2019,https://scholar.google.com.br/,no
1577,Genes2FANs: connecting genes through functional association networks.,"BACKGROUND: Protein-protein, cell signaling, metabolic, and transcriptional interaction networks are useful for identifying connections between lists of experimentally identified genes/proteins. However, besides physical or co-expression interactions there are many ways in which pairs of genes, or their protein products, can be associated. By systematically incorporating knowledge on shared properties of genes from diverse sources to build functional association networks (FANs), researchers may be able to identify additional functional interactions between groups of genes that are not readily apparent. RESULTS: Genes2FANs is a web based tool and a database that utilizes 14 carefully constructed FANs and a large-scale protein-protein interaction (PPI) network to build subnetworks that connect lists of human and mouse genes. The FANs are created from mammalian gene set libraries where mouse genes are converted to their human orthologs. The tool takes as input a list of human or mouse Entrez gene symbols to produce a subnetwork and a ranked list of intermediate genes that are used to connect the query input list. In addition, users can enter any PubMed search term and then the system automatically converts the returned results to gene lists using GeneRIF. This gene list is then used as input to generate a subnetwork from the user's PubMed query. As a case study, we applied Genes2FANs to connect disease genes from 90 well-studied disorders. We find an inverse correlation between the counts of links connecting disease genes through PPI and links connecting diseases genes through FANs, separating diseases into two categories. CONCLUSIONS: Genes2FANs is a useful tool for interpreting the relationships between gene/protein lists in the context of their various functions and networks. Combining functional association interactions with physical PPIs can be useful for revealing new biology and help form hypotheses for further experimentation. Our finding that disease genes in many cancers are mostly connected through PPIs whereas other complex diseases, such as autism and type-2 diabetes, are mostly connected through FANs without PPIs, can guide better strategies for disease gene discovery. Genes2FANs is available at: http://actin.pharm.mssm.edu/genes2FANs.",2019,https://scholar.google.com.br/,no
1578,"For fathers raising children with autism, do coping strategies mediate or moderate the relationship between parenting stress and quality of life?","In response to the dramatic change in the perception of fatherhood and the significant expansion in fatherhood research, this study came to fill the gap in literature and examine the possible mediation and moderation effects of coping in the relationship between fathers' of children with autism parenting stress and quality of life (QoL). Mediation and moderation effects were examined using multiple programs and software which included hierarchical regression, structural equation modeling and special Macros added to the analysis programs to confirm the findings. None of the investigated coping strategies could mediate or moderate the stress-QoL relationship among the 101 participating fathers. This study provides interesting information on how the stress-coping-QoL relationship among fathers of children with autism can be affected by the nature of their stress provoking situation, their individual characteristics, the environment and its demands and resources, and the way fathers perceive and apply their coping responses.",2019,https://scholar.google.com.br/,no
1579,"Suicidal behaviors in adolescents with ADHD: associations with depressive and other comorbidity, parent-child conflict, trauma exposure, and impairment.","OBJECTIVE: To examine potential predictors of lifetime suicidal behaviors (SBs) in adolescents with ADHD. METHOD: Participants were 101 adolescents with ADHD aged 11 to 18 years, evaluated for lifetime SB and psychopathology with semistructured interviews, and for lifetime trauma exposure, parent-child conflict, ADHD symptoms, and functional impairment with child, parent, and teacher ratings. RESULTS: Controlling for the effects of age, female sex, and comorbid depressive and other disorders, lifetime SB (n = 28) remained significantly associated (p = .001) with parent-child conflict, and to a lesser extent (p {\textless} .05) with impairment in nonacademic domains of function and breadth of exposure to victimization events. Measures related to past and current ADHD symptoms and signs were not associated with lifetime SB. CONCLUSION: Apart from depression, clinicians should pay particular attention to parent-child conflict, victimization trauma, and social impairment rather than levels of ADHD symptoms when weighing the likelihood of SB in youth with ADHD.",2019,https://scholar.google.com.br/,no
1580,Use of Antipsychotic Medications for Nonpsychotic Children: Risks and Implications for Mental Health Services.,"Antipsychotic medications, especially second-generation antipsychotics, have increasingly been prescribed to children under age 18 in the United States. They are approved to treat pediatric bipolar and psychotic disorders and aggressive behaviors among patients with autism, but they are often used off label to control disruptive behaviors of children without autism and treat mood problems of children without bipolar disorder. The most vulnerable children, such as those in foster care, are the most likely recipients. Common known risks are potentially serious, and suspected long-term developmental risks to the brain and body are largely unstudied. Safer and equally efficacious therapies, both psychosocial and pharmacological, are available. Critical implications for mental health services include implementing prevention activities, training and monitoring prescribers and other clinicians, increasing efforts to protect children as the most vulnerable patients receiving these medications, increasing access to safer medications and evidence-based psychosocial interventions, educating all stakeholders, and enhancing shared decision making.",2019,https://scholar.google.com.br/,no
1581,"Glutamatergic postsynaptic density protein dysfunctions in synaptic plasticity and dendritic spines morphology: relevance to schizophrenia and other behavioral disorders pathophysiology, and implications for novel therapeutic approaches.","Emerging researches point to a relevant role of postsynaptic density (PSD) proteins, such as PSD-95, Homer, Shank, and DISC-1, in the pathophysiology of schizophrenia and autism spectrum disorders. The PSD is a thickness, detectable at electronic microscopy, localized at the postsynaptic membrane of glutamatergic synapses, and made by scaffolding proteins, receptors, and effector proteins, it is considered a structural and functional crossroad where multiple neurotransmitter systems converge, including the dopaminergic, serotonergic, and glutamatergic ones, which are all implicated in the pathophysiology of psychosis. Decreased PSD-95 protein levels have been reported in postmortem brains of schizophrenia patients. Variants of Homer1, a key PSD protein for glutamate signaling, have been associated with schizophrenia symptoms severity and therapeutic response. Mutations in Shank gene have been recognized in autism spectrum disorder patients, as well as reported to be associated to behaviors reminiscent of schizophrenia symptoms when expressed in genetically engineered mice. Here, we provide a critical appraisal of PSD proteins role in the pathophysiology of schizophrenia and autism spectrum disorders. Then, we discuss how antipsychotics may affect PSD proteins in brain regions relevant to psychosis pathophysiology, possibly by controlling synaptic plasticity and dendritic spine rearrangements through the modulation of glutamate-related targets. We finally provide a framework that may explain how PSD proteins might be useful candidates to develop new therapeutic approaches for schizophrenia and related disorders in which there is a need for new biological treatments, especially against some symptom domains, such as negative symptoms, that are poorly affected by current antipsychotics.",2019,https://scholar.google.com.br/,no
1582,A low-cost cognitive rehabilitation with a commercial video game improves sustained attention and executive functions in multiple sclerosis: a pilot study.,"OBJECTIVE: To evaluate the effectiveness of a home-based cognitive rehabilitation (CR) program based on the video game Dr Kawashima's Brain Training (DKBT, Nintendo, Japan), in improving attention, processing speed, and working memory of patients with multiple sclerosis (MS). METHODS: This was a randomized, wait-list control study. Patients with MS and failure in at least one between Stroop Test (ST), Paced Auditory Serial Addition Test (PASAT), and Symbol Digit Modalities Test (SDMT) were submitted to an 8-week home-based CR program playing DKBT. Patients were evaluated at baseline and after DKBT by the aforementioned tests, by the Modified Fatigue Impact Scale (MFIS) and by the MS Quality of Life-54 questionnaire (MSQoL-54). RESULTS: Fifty-two 52 patients were screened for eligibility, 35 (mean [standard deviation] age of 43.9 [8.4] years, median Expanded Disability Status Scale score of 2.0 (range = 2.0-6.0) were randomly assigned to the intervention group (n = 18) or wait-list control group (n = 17). ANCOVA analysis showed a significant effect of DKBT on ST (F = 5.027, P = .034, F(2) = 0.210), SDMT (F = 4.240, P = .049, F(2) = 0.177), and on some subscales of MSQoL-54. The PASAT and cognitive subscale of MFIS also showed an improvement, but this was just not significant (F = 4.104, P = .054, F(2) = 0.171, and F = 4.226, P = .054, F(2) = 0.237, respectively). CONCLUSION: We suggest that a home-based DKBT program may improve cognitive functions, some aspects of QoL, and cognitive fatigue in patients with MS.",2019,https://scholar.google.com.br/,no
1583,Embodiment and sense-making in autism.,"In this article, I sketch an enactive account of autism. For the enactive approach to cognition, embodiment, experience, and social interaction are fundamental to understanding mind and subjectivity. Enaction defines cognition as sense-making: the way cognitive agents meaningfully connect with their world, based on their needs and goals as self-organizing, self-maintaining, embodied agents. In the social realm, the interactive coordination of embodied sense-making activities with others lets us participate in each other's sense-making (social understanding = participatory sense-making). The enactive approach provides new concepts to overcome the problems of traditional functionalist accounts of autism, which can only give a piecemeal and disintegrated view because they consider cognition, communication, and perception separately, do not take embodied into account, and are methodologically individualistic. Applying the concepts of enaction to autism, I show: How embodiment and sense-making connect, i.e., how autistic particularities of moving, perceiving, and emoting relate to how people with autism make sense of their world. For instance, restricted interests or preference for detail will have certain sensorimotor correlates, as well as specific meaning for autistic people.That reduced flexibility in interactional coordination correlates with difficulties in participatory sense-making. At the same time, seemingly irrelevant ""autistic behaviors"" can be quite attuned to the interactive context. I illustrate this complexity in the case of echolalia. An enactive account of autism starts from the embodiment, experience, and social interactions of autistic people. Enaction brings together the sensorimotor, cognitive, social, experiential, and affective aspects of autism in a coherent framework based on a complex non-linear multi-causality. This foundation allows to build new bridges between autistic people and their often non-autistic context, and to improve quality of life prospects.",2019,https://scholar.google.com.br/,no
1584,Epidemiology of ADHD in Chilean children and adolescents.,"ADHD prevalence, associated factors, comorbidity and service use are reported for a sample of 1,558 children and adolescents, belonging to four provinces in Chile. The sample is weighted in each step for selection bias. Psychiatric disorders and impairment are assessed with computerized in-home DISC-IV interviews, and a questionnaire regarding socioeconomic and family variables and service use. Estimates of prevalence rates are obtained by means of STATA 11.0 software, with complex sample design. Multivariate logistic regression is used to determine which factors were the best predictors for mental disorders. Participation rate is 82.4 {\%}. The prevalence of ADHD is 10 {\%}, and the most prevalent subtype is the hyperactive/impulsive, with no gender differences. Both hyperactive/impulsive and combined subtypes are more prevalent in children 4-11 than in adolescents. The most prevalent comorbidities are anxiety disorders and oppositional disorder. Anxiety is the more prevalent comorbid disorder in girls and correlated with a combined subtype. Perception of good family functioning, adolescent age and school dropout have a negative association with ADHD diagnosis, while maltreatment shows a positive correlation. Over 50 {\%} of children and adolescents diagnosed with ADHD have used services in the last year. This is the first comprehensive community study of psychiatric disorders in children and adolescents in a South American country. It yields information for child and adolescent mental health programmes in Chile and contributes to cross-cultural epidemiological research.",2019,https://scholar.google.com.br/,no
1585,NCS-1 deficiency causes anxiety and depressive-like behavior with impaired non-aversive memory in mice.,"Sensing and regulating intracellular levels of calcium are essential for proper cellular function. In neurons, calcium sensing plays important roles in neuronal plasticity, neurotransmitter release, long-term synapse modification and ion channel activity. Neuronal calcium sensor-1 (NCS-1) is a member of the highly conserved neuronal calcium sensor family. Although NCS-1 has been associated with psychiatric conditions including autism, bipolar disorder and schizophrenia, it is unclear which role NCS-1 plays in behavior. To understand the involvement of NCS-1 in psychiatric conditions, we provided a comprehensive behavioral characterization of NCS-1 knockout (KO) mice. These mice grow and develop normally without apparent abnormalities in comparison to wild type littermates. However, open field showed that NCS-1 deficiency impairs novelty-induced exploratory activity in both KO and heterozygote (HT) mice. Moreover, NCS-1-deficiency also resulted in anxiety- and depressive-like behaviors as demonstrated by elevated plus maze, large open field, forced swim and tail suspension tasks. Furthermore, based on spontaneous object recognition test, non-aversive long-term memory was impaired in NCS-1 KO mice. In contrast, neither social behavior nor a kind of aversive memory was affected under NCS-1 deficiency. These data implicate NCS-1 in exploratory activity, memory and mood-related behaviors, suggesting that NCS-1 gene ablation may result in phenotypic abnormalities associated with neuropsychiatric disorders.",2019,https://scholar.google.com.br/,no
1586,"Ability and Disability in Autism Spectrum Disorder: A Systematic Literature Review Employing the International Classification of Functioning, Disability and Health-Children and Youth Version.","OBJECTIVE: This study is the first in a series of four empirical investigations to develop International Classification of Functioning, Disability and Health (ICF) Core Sets for Autism Spectrum Disorder (ASD). The objective was to use a systematic review approach to identify, number, and link functional ability and disability concepts used in the scientific ASD literature to the nomenclature of the ICF-CY (Children and Youth version of the ICF, covering the life span). METHODS: Systematic searches on outcome studies of ASD were carried out in Medline/PubMed, PsycINFO, ERIC and Cinahl, and relevant functional ability and disability concepts extracted from the included studies. These concepts were then linked to the ICF-CY by two independent researchers using a standardized linking procedure. New concepts were extracted from the studies until saturation of identified ICF-CY categories was reached. RESULTS: Seventy-one studies were included in the final analysis and 2475 meaningful concepts contained in these studies were linked to 146 ICF-CY categories. Of these, 99 categories were considered most relevant to ASD (i.e., identified in at least 5{\%} of the studies), of which 63 were related to Activities and Participation, 28 were related to Body functions, and 8 were related to Environmental factors. The five most frequently identified categories were basic interpersonal interactions (51{\%}), emotional functions (49{\%}), complex interpersonal interactions (48{\%}), attention functions (44{\%}), and mental functions of language (44{\%}). CONCLUSION: The broad variety of ICF-CY categories identified in this study reflects the heterogeneity of functional differences found in ASD--both with respect to disability and exceptionality--and underlines the potential value of the ICF-CY as a framework to capture an individual's functioning in all dimensions of life. The current results in combination with three additional preparatory studies (expert survey, focus groups, and clinical study) will provide the scientific basis for defining the ICF Core Sets for ASD for multipurpose use in basic and applied research and every day clinical practice of ASD.",2019,https://scholar.google.com.br/,no
1587,"A comprehensive scoping review of ability and disability in ADHD using the International Classification of Functioning, Disability and Health-Children and Youth Version (ICF-CY).","This is the first in a series of four empirical investigations to develop International Classification of Functioning, Disability and Health (ICF) Core Sets for Attention Deficit Hyperactivity Disorder (ADHD). The objective here was to use a comprehensive scoping review approach to identify the concepts of functional ability and disability used in the scientific ADHD literature and link these to the nomenclature of the ICF-CY. Systematic searches were conducted using Medline/PubMed, PsycINFO, ERIC and Cinahl, to extract the relevant concepts of functional ability and disability from the identified outcome studies of ADHD. These concepts were then linked to ICF-CY by two independent researchers using a standardized linking procedure. Data from identified studies were analysed until saturation of ICF-CY categories was reached. Eighty studies were included in the final analysis. Concepts contained in these studies were linked to 128 ICF-CY categories. Of these categories, 68 were considered to be particularly relevant to ADHD (i.e., identified in at least 5 {\%} of the studies). Of these, 32 were related to Activities and participation, 31 were related to Body functions, and five were related to environmental factors. The five most frequently identified categories were school education (53 {\%}), energy and drive functions (50 {\%}), psychomotor functions (50 {\%}), attention functions (49 {\%}), and emotional functions (45 {\%}). The broad variety of ICF-CY categories identified in this study underlines the necessity to consider ability and disability in ADHD across all dimensions of life, for which the ICF-CY provides a valuable and universally applicable framework. These results, in combination with three additional preparatory studies (expert survey, focus groups, clinical study), will provide a scientific basis to define the ICF Core Sets for ADHD for multi-purpose use in basic and applied research, and every day clinical practice.",2019,https://scholar.google.com.br/,no
1588,Tuberous sclerosis associated neuropsychiatric disorders (TAND) and the TAND Checklist.,"BACKGROUND: Tuberous sclerosis complex is a multisystem genetic disorder with a range of physical manifestations that require evaluation, surveillance, and management. Individuals with tuberous sclerosis complex also have a range of behavioral, psychiatric, intellectual, academic, neuropsychologic, and psychosocial difficulties. These may represent the greatest burden of the disease. Around 90{\%} of individuals with tuberous sclerosis complex will have some of these difficulties during their lifetime, yet only about 20{\%} ever receive evaluation and treatment. The Neuropsychiatry Panel at the 2012 Tuberous Sclerosis Complex International Consensus Conference expressed concern about the significant ""treatment gap"" and about confusion regarding terminology relating to the biopsychosocial difficulties associated with tuberous sclerosis complex. METHODS: The Tuberous Sclerosis Complex Neuropsychiatry Panel coined the term TAND-tuberous sclerosis complex-associated neuropsychiatric disorders-to bring together these multidimensional manifestations of the disorder, and recommended annual screening for TAND. In addition, the Panel agreed to develop a TAND Checklist as a guide for screening. RESULTS: Here, we present an outline of the conceptualization of TAND, rationale for the structure of the TAND Checklist, and include the full US English version of the TAND Checklist. CONCLUSION: We hope that the unified term TAND and the TAND Checklist will raise awareness of the importance of tuberous sclerosis complex-associated neuropsychiatric disorders and of the major burden of disease associated with it, provide a shared language and a simple tool to describe and evaluate the different levels of TAND, alert clinical teams and families or individuals of the importance of screening, assessment, and treatment of TAND, and provide a shared framework for future studies of tuberous sclerosis complex-associated neuropsychiatric disorders.",2019,https://scholar.google.com.br/,no
1589,"Deficits in cognitive control, timing and reward sensitivity appear to be dissociable in ADHD.","Recent neurobiological models of ADHD suggest that deficits in different neurobiological pathways may independently lead to symptoms of this disorder. At least three independent pathways may be involved: a dorsal frontostriatal pathway involved in cognitive control, a ventral frontostriatal pathway involved in reward processing and a frontocerebellar pathway related to temporal processing. Importantly, we and others have suggested that disruptions in these three pathways should lead to separable deficits at the cognitive level. Furthermore, if these truly represent separate biological pathways to ADHD, these cognitive deficits should segregate between individuals with ADHD. The present study tests these hypotheses in a sample of children, adolescents and young adults with ADHD and controls. 149 Subjects participated in a short computerized battery assessing cognitive control, timing and reward sensitivity. We used Principal Component Analysis to find independent components underlying the variance in the data. The segregation of deficits between individuals was tested using Loglinear Analysis. We found four components, three of which were predicted by the model: Cognitive control, reward sensitivity and timing. Furthermore, 80{\%} of subjects with ADHD that had a deficit were deficient on only one component. Loglinear Analysis statistically confirmed the independent segregation of deficits between individuals. We therefore conclude that cognitive control, timing and reward sensitivity were separable at a cognitive level and that deficits on these components segregated between individuals with ADHD. These results support a neurobiological framework of separate biological pathways to ADHD with separable cognitive deficits.",2019,https://scholar.google.com.br/,no
1590,The art of camouflage: Gender differences in the social behaviors of girls and boys with autism spectrum disorder.,"This study examined the extent to which gender-related social behaviors help girls with autism spectrum disorder to seemingly mask their symptoms. Using concurrent mixed methods, we examined the social behaviors of 96 elementary school children during recess (autism spectrum disorder = 24 girls and 24 boys, typically developing = 24 girls and 24 boys). Children with autism spectrum disorder had average intelligence (IQ 70), a confirmed diagnosis, and were educated in the general education classroom. Typically developing children were matched by sex, age, and city of residence to children with autism spectrum disorder. The results indicate that the female social landscape supports the camouflage hypothesis, girls with autism spectrum disorder used compensatory behaviors, such as staying in close proximately to peers and weaving in and out of activities, which appeared to mask their social challenges. Comparatively, the male landscape made it easier to detect the social challenges of boys with autism spectrum disorder. Typically developing boys tended to play organized games, boys with autism spectrum disorder tended to play alone. The results highlight a male bias in our perception of autism spectrum disorder. If practitioners look for social isolation on the playground when identifying children with social challenges, then our findings suggest that girls with autism spectrum disorder will continue to be left unidentified.",2019,https://scholar.google.com.br/,no
1591,Do Children with Autism Overutilize the Emergency Department? Examining Visit Urgency and Subsequent Hospital Admissions.,"BACKGROUND: Children with autism spectrum disorders (ASD) are more likely to have difficulties accessing health care compared to other children with special health care needs. National data based on parent report indicate that children with ASD are overutilizing emergency department (ED) services, but data on actual ED use has been limited to children with psychiatric diagnoses. This study examined factors associated with ED utilization (rate, urgency, and hospital admissions) among children with ASD compared to those without ASD. METHODS: Data from an urban, tertiary children's hospital level 1 trauma center were examined retrospectively 2006-2009. Anderson's model of health services utilization served as the study framework. The NYU ED algorithm was used to predict nonurgent visits. Multivariate linear and logistic regression analyses were performed on the rate, urgency, and subsequent hospital admissions of these ED visits. RESULTS: There were 115,443 children 2-21 years old, accounting for a total of 157,902 visits. The top three reasons for visiting the ED for children with and without ASD were acute upper respiratory infections, viral infections and otitis media. Children with ASD had on average 0.26 more ED visits annually than children without ASD (p {\textless} 0.01) and were 2.6 {\%} points more likely to have nonurgent visits, p {\textless} 0.01). Their visits were also less likely to result in hospital admissions (OR 0. 61, p {\textless} 0.01). CONCLUSIONS: Examination of predisposing, enabling, and reinforcing factors suggest that children with ASD were more likely to visit the ED and for nonurgent reasons.",2019,https://scholar.google.com.br/,no
1592,"The effectiveness of aripiprazole in the management of problem behaviour in people with intellectual disabilities, developmental disabilities and/or autistic spectrum disorder--a systematic review.","The management of problem behaviours (PB) in individuals with intellectual disabilities (ID), developmental disabilities (DD) and/or autistic spectrum disorders (ASD) can be challenging. Antipsychotic medications are commonly prescribed where other strategies have failed. A systematic review (SR) was conducted to establish the research evidence for the efficacy of aripiprazole in the management of PB in adults and children with ID, DD and/or ASD. Although included studies supported the efficacy of aripiprazole for this indication, the overall quality of studies was poor. Of the 20 studies included in this systematic review there were only two randomised controlled trials (RCTs) on children with ASD and/or ID/DD, both of which were conducted by the pharmaceutical company that manufactures aripiprazole, and it is not clear whether a number of same participants were included in both RCTs. One of the RCTs was extended into an open label long term follow up, which showed that aripiprazole's efficacy lasted over 52 weeks and the adverse effects were tolerable. Four studies were open label prospective studies, 11 were retrospective case reports which included four single case reports, and two were prospective case series. Most studies reported adverse effects from aripiprazole in the form of weight gain, increased appetite, sedation, tiredness, drooling and tremor. However, aripiprazole improved serum prolactin level in some participants and overall did not show any adverse effect on QTc interval. There is a need for more carefully designed RCTs into the use of aripiprazole in the management of PB in people with ID/DD and/or ASD, which should be carried out independent of pharmaceutical companies.",2019,https://scholar.google.com.br/,no
1593,Dissociations between cognitive and motor effects of psychostimulants and atomoxetine in hyperactive DAT-KO mice.,"RATIONALE: Psychostimulants such as amphetamine and methylphenidate, which target the dopamine transporter (DAT), are the most frequently used drugs for the treatment of hyperactivity and cognitive deficits in humans with attention deficit hyperactivity disorder (ADHD). While psychostimulants can increase activity in healthy subjects, they exert a ""paradoxical"" calming effect in humans with ADHD as well as in hyperactive mice lacking the dopamine transporter (DAT-KO mice). However, the mechanism of action of these drugs and their impact on cognition in the absence of DAT remain poorly understood. OBJECTIVES: This study was conducted to investigate the effects of psychostimulants and noradrenergic and serotonergic drugs on cognition in DAT-KO mice and normal (WT) littermates. METHODS: We used a recently developed behavioral apparatus, the automated H-maze. The H-maze involves the consecutive learning of three different rules: delayed alternation, nonalternation, and reversal tasks. RESULTS: Treatment of WT animals with the psychostimulants replicated the behavior observed in untreated DAT-KO mice while ""paradoxically"" restoring cognitive performances in DAT-KO mice. Further investigation of the potential involvement of other monoamine systems in the regulation of cognitive functions showed that the norepinephrine transporter blocker atomoxetine restored cognitive performances in DAT-KO mice without affecting hyperactivity. In contrast, the nonselective serotonin receptor agonist 5CT, which antagonizes hyperactivity in DAT-KO mice, had no effect on cognitive functions. CONCLUSIONS: Taken together, these data allow dissociation of the locomotor and cognitive effects of ADHD drugs and suggest that the combination of DAT-KO mice with the automated H-maze can constitute a powerful experimental paradigm for the preclinical development of therapeutic approaches for ADHD.",2019,https://scholar.google.com.br/,no
1594,Stimulation of 5-HT2C receptors improves cognitive deficits induced by human tryptophan hydroxylase 2 loss of function mutation.,"Polymorphisms in the gene encoding the serotonin synthesis enzyme Tph2 have been  identified in mental illnesses, including bipolar disorder, major depression, autism, schizophrenia, and ADHD. Deficits in cognitive flexibility and perseverative behaviors are shared common symptoms in these disorders. However, little is known about the impact of Tph2 gene variants on cognition. Mice expressing a human TPH2 variant (Tph2-KI) were used to investigate cognitive consequences of TPH2 loss of function and pharmacological treatments. We applied a recently developed behavioral assay, the automated H-maze, to study cognitive functions in Tph2-KI mice. This assay involves the consecutive discovery of three different rules: a delayed alternation task, a non-alternation task, and a delayed reversal task. Possible contribution of locomotion, reward, and sensory perception were also investigated. The expression of loss-of-function mutant Tph2 in mice was associated with impairments in reversal learning and cognitive flexibility, accompanied by perseverative behaviors similar to those observed in human clinical studies. Pharmacological restoration of 5-HT synthesis with 5-hydroxytryptophan or treatment with the 5-HT(2C) receptor agonist CP809.101 reduced cognitive deficits in Tph2-KI mice and abolished perseveration. In contrast, treatment with the psychostimulant methylphenidate exacerbated cognitive deficits in mutant mice. Results from this study suggest a contribution of TPH2 in the regulation of cognition. Furthermore, identification of a role for a 5-HT(2) receptor agonist as a cognition-enhancing agent in mutant mice suggests a potential avenue to explore for the personalized treatment of cognitive symptoms in humans with reduced 5-HT synthesis and TPH2 polymorphisms.",2019,https://scholar.google.com.br/,no
1595,Medication adherence and its determinants among psychiatric patients in an Ethiopian referral hospital.,"BACKGROUND: The degree to which an individual follows medical advice is a major concern in every medical specialty. Non-adherence to psychiatric treatment regimens has a profound impact on the disease course, relapse, future recovery, cost of health care, and the outcome for the patient. The aim of this study was to assess medication adherence and its correlates among psychiatric patients at Ayder Referral Hospital, Northern Ethiopia. METHODS: A cross-sectional study was conducted from June to September 2013 at Ayder Referral Hospital, where 423 patients were selected by a systematic random sampling technique from all patients attending the psychiatric clinic at the hospital. Data were collected by trained data collectors through interview of the patients using a structured questionnaire. The collected data were entered into Epi Info version 7 and analyzed by Statistical Package for the Social Sciences version 16 software. Logistic regression was used to assess independent predictors of adherence. RESULTS: A total of 387 patients completed the interview. Two hundred and sixteen (55.8{\%}) and 113 (29.2{\%}) were patients with a diagnosis of schizophrenia and mood disorder, respectively, while 35 (9{\%}) and 23 (5.9{\%}) had a diagnosis of drug addiction and autistic disorder. Two hundred and seven (71.6{\%}) patients were found to be adherent to their medication. When adherence rates were observed according to type of disorder, 60 (53.1{\%}), 24 (68.6{\%}), 149 (69{\%}), and 18 (78.3{\%}) of patients with mood disorder, drug addiction, schizophrenia, and autism, respectively, were adherent to their medications. Female gender (adjusted odds ratio [AOR] 2.34, 95{\%} confidence interval [CI] 1.45-3.74), tertiary education (AOR 2.69, 95{\%} CI 1.46-4.85), living with family (AOR 2.57, 95{\%} CI 1.66-4.58), and shorter treatment duration (AOR 1.82, 95{\%} CI 1.21-2.84) were among the variables associated with better adherence. CONCLUSION: Suboptimal adherence was observed among psychiatric patients in this study. Health professionals in the psychiatric clinic and pharmacists need to focus on and counsel patients about adherence and its implications for their clinical outcome.",2019,https://scholar.google.com.br/,no
1596,Self-controlled technologies to support skill attainment in persons with an autism spectrum disorder and/or an intellectual disability: a systematic literature review.,"Persons with an autism spectrum disorder and/or intellectual disability have difficulties in processing information, which impedes the learning of daily living skills and cognitive concepts. Technological aids support learning, and if used temporarily and in a self-controlled manner, they may contribute to independent societal participation. This systematic review examines the studies that applied self-controlled technologies. The 28 relevant studies showed that skills and concepts are learned through prompting, interaction with devices, and practicing in (realistic) virtual environments. For attaining cognitive concepts, advanced technologies such as virtual reality are effective. Five studies focussed on cognitive concepts and two on emotion concepts. More research is necessary to examine the generalization of results and effect of using technology for learning cognitive and emotional concepts. Implications for Rehabilitation Persons with a moderate to mild intellectual disability and/or with autism can use self-controlled technology to learn new activities of daily living and cognitive concepts (e.g. time perception and imagination). Specific kinds of technologies can be used to learn specific kinds of skills (e.g. videos on computers or handheld devices for daily living skills, Virtual Reality for time perception and emotions of others). For learning new cognitive concepts it is advisable to use more advanced technologies as they have the potential to offer more features to support learning.",2019,https://scholar.google.com.br/,no
1597,"Identification and characterisation of Simiate, a novel protein linked to the fragile X syndrome.","A strict regulation of protein expression during developmental stages and in response to environmental signals is essential to every cell and organism. Recent research has shown that the mammalian brain is particularly sensitive to alterations in expression patterns of specific proteins and cognitive deficits as well as autistic behaviours have been linked to dysregulated protein expression. An intellectual disability characterised by changes in the expression of a variety of proteins is the fragile X syndrome. Due to the loss of a single mRNA binding protein, the Fragile X Mental Retardation Protein FMRP, vast misregulation of the mRNA metabolism is taking place in the disease. Here, we present the identification and characterisation of a novel protein named Simiate, whose mRNA contains several FMRP recognition motifs and associates with FMRP upon co-precipitation. Sequence analysis revealed that the protein evolved app. 1.7 billion years ago when eukaryotes developed. Applying antibodies generated against Simiate, the protein is detected in a variety of tissues, including the mammalian brain. On the subcellular level, Simiate localises to somata and nuclear speckles. We show that Simiate and nuclear speckles experience specific alterations in FMR1(-/-) mice. An antibody-based block of endogenous Simiate revealed that the protein is essential for cell survival. These findings suggest not only an important role for Simiate in gene transcription and/or RNA splicing, but also provide evidence for a function of nuclear speckles in the fragile X syndrome. Indeed, transcription and splicing are two fundamental mechanisms to control protein expression, that underlie not only synaptic plasticity and memory formation, but are also affected in several diseases associated with mental disabilities.",2019,https://scholar.google.com.br/,no
1598,Autism and normative sexual development: a narrative review.,"AIMS AND OBJECTIVES: To explore the existing knowledge on sexuality and autism spectrum disorders. To this end, the concept of normative sexual development was used as an organising framework. BACKGROUND: Sexual health can be seen as a developmental task for all children, adolescents and adults. Core autism features are related with skills central to sexual development and functioning. More insight in sexual development in people with autism is relevant for education, support and interventions by parents and professionals in somatic and mental health care. METHODS: A comprehensive search of scientific online databases and reference lists was conducted. Publications based on qualitative and quantitative research, including case studies, were selected. RESULTS: Fifty-five articles and reports were selected and discussed. Information was grouped according to three domains: sexual behaviour, sexual selfhood and sexual socialisation. CONCLUSION: Sexual development is a part of life for people with autism of all developmental levels and is generally understudied in this population. Most information was available on behavioural aspects and experiences of socialising agents, such as parents and professionals. Developmental processes and the relation between sexual behaviour, selfhood and socialisation remained unclear. RELEVANCE TO CLINICAL PRACTICE: Nurses working in schools, institutions and general health care support children, adolescents and adults with autism and advice their families, teachers, other educators and caregivers on sexuality issues. They can have an important role in daily assessment and support of this developmental domain by actively enquiring about the different aspects of sexual development and by offering information. Our findings offer an overview on the existing knowledge and support the idea that sexual development is normative for people with autism just as for anybody else.",2019,https://scholar.google.com.br/,no
1599,Attributed graph distance measure for automatic detection of attention deficit hyperactive disordered subjects.,"Attention Deficit Hyperactive Disorder (ADHD) is getting a lot of attention recently for two reasons. First, it is one of the most commonly found childhood disorders and second, the root cause of the problem is still unknown. Functional Magnetic Resonance Imaging (fMRI) data has become a popular tool for the analysis of ADHD, which is the focus of our current research. In this paper we propose a novel framework for the automatic classification of the ADHD subjects using their resting state fMRI (rs-fMRI) data of the brain. We construct brain functional connectivity networks for all the subjects. The nodes of the network are constructed with clusters of highly active voxels and edges between any pair of nodes represent the correlations between their average fMRI time series. The activity level of the voxels are measured based on the average power of their corresponding fMRI time-series. For each node of the networks, a local descriptor comprising of a set of attributes of the node is computed. Next, the Multi-Dimensional Scaling (MDS) technique is used to project all the subjects from the unknown graph-space to a low dimensional space based on their inter-graph distance measures. Finally, the Support Vector Machine (SVM) classifier is used on the low dimensional projected space for automatic classification of the ADHD subjects. Exhaustive experimental validation of the proposed method is performed using the data set released for the ADHD-200 competition. Our method shows promise as we achieve impressive classification accuracies on the training (70.49{\%}) and test data sets (73.55{\%}). Our results reveal that the detection rates are higher when classification is performed separately on the male and female groups of subjects.",2019,https://scholar.google.com.br/,no
1600,Reward processing in autism: a thematic series.,"This thematic series presents theoretical and empirical papers focused on understanding autism from the perspective of reward processing deficits. Although the core symptoms of autism have not traditionally been conceptualized with respect to altered reward-based processes, it is clear that brain reward circuitry plays a critical role in guiding social and nonsocial learning and behavior throughout development. Additionally, brain reward circuitry may respond to social sources of information in ways that are similar to responses to primary rewards, and recent clinical data consistently suggest abnormal behavioral and neurobiologic responses to rewards in autism. This thematic series presents empirical data and review papers that highlight the utility of considering autism from the perspective of reward processing deficits. Our hope is that this novel framework may further elucidate autism pathophysiology, with the ultimate goal of yielding novel insights with potential therapeutic implications.",2019,https://scholar.google.com.br/,no
1601,A Randomised Control Trial of the Impact of a Computer-Based Activity Programme upon the Fitness of Children with Autism.,"The poor levels of fitness in children with autism are prompting concern for the  children's future health. This study looked to assess if a computer-based activity programme could improve fitness levels (as reflected in cardiopulmonary function) of these children, and achieve a reduction in their body mass index. In a randomised controlled trial, 50 children with autism (of which 33 were under the age of 11 years and 39 were boys) were allocated to an intervention group which encouraged them to use the Nintendo Wii and the software package ""Mario and Sonics at the Olympics"" in addition to their routine physical education classes. 50 children with autism (34 under the age of 11 years and 40 being boys) acted as controls. At the end of one year, analysis of the changes in scores using analysis of covariance (ANCOVA) on the Eurofit fitness tests showed that the intervention group had made statistically significant improvement on all tests other than flexibility. These improvements were also significantly better than controls. This type of intervention appears to be an effective addition to standard fitness training in order to help children with autism improve their fitness levels.",2019,https://scholar.google.com.br/,no
1602,The Impact of a Computer-Based Activity Program on the Social Functioning of Children with Autistic Spectrum Disorder.,"BACKGROUND: Problems with social functioning are a major area of difficulty for children with autism. Such problems have the potential to exert a negative influence on several aspects of the children's functioning, including their ability to access education. This study looked to examine if a computer-based activity program could improve the social functioning of these children. MATERIALS AND METHODS: Using a pooled subject design, 100 children with autistic spectrum disorder were randomly allocated, controlling where possible for age and gender, to either an intervention or a control group. The children in the intervention group were encouraged to use the Nintendo (Kyoto, Japan) Wii and the software package ""Mario {\&} Sonic at the Olympics"" in addition to their routine school physical education classes over a 9-month period. The control group attended only the routine physical education classes. RESULTS: After 1 year, analysis of the changes in the scores of teacher-completed measures of social functioning showed that boys in the intervention group had made statistically significant improvement in their functioning when compared with controls. The number of girls in the study was too small for any change to reach statistical significance. CONCLUSIONS: This type of intervention appears to have potential as a mechanism to produce improvement in the social functioning, at least of boys, as part of a physical education program.",2019,https://scholar.google.com.br/,no
1603,Combining psychological and engineering approaches to utilizing social robots with children with autism.,"It is estimated that Autism Spectrum Disorder (ASD) affects 1 in 68 children. Early identification of an ASD is exceedingly important to the introduction of an intervention. We are developing a robot-assisted approach that will serve as an improved diagnostic and early intervention tool for children with autism. The robot, named PABI(R) (Penguin for Autism Behavioral Interventions), is a compact humanoid robot taking on an expressive cartoon-like embodiment. The robot is affordable, durable, and portable so that it can be used in various settings including schools, clinics, and the home. Thus enabling significantly enhanced and more readily available diagnosis and continuation of care. Through facial expressions, body motion, verbal cues, stereo vision-based tracking, and a tablet computer, the robot is capable of interacting meaningfully with an autistic child. Initial implementations of the robot, as part of a comprehensive treatment model (CTM), include Applied Behavioral Analysis (ABA) therapy where the child interacts with a tablet computer wirelessly interfaced with the robot. At the same time, the robot makes meaningful expressions and utterances and uses stereo cameras in eyes to track the child, maintain eye contact, and collect data such as affect and gaze direction for charting of progress. In this paper we present the clinical justification, anticipated usage with corresponding requirements, prototype development of the robotic system, and demonstration of a sample application for robot-assisted ABA therapy.",2019,https://scholar.google.com.br/,no
1604,The Clinical Use of Robots for Individuals with Autism Spectrum Disorders: A Critical Review.,"We examined peer-reviewed studies in order to understand the current status of empirically-based evidence on the clinical applications of robots in the diagnosis and treatment of Autism Spectrum Disorders (ASD). Studies are organized into four broad categories: (a) the response of individuals with ASD to robots or robot-like behavior in comparison to human behavior, (b) the use of robots to elicit behaviors, (c) the use of robots to model, teach, and/or practice a skill, and (d) the use of robots to provide feedback on performance. A critical review of the literature revealed that most of the findings are exploratory and have methodological limitations that make it difficult to draw firm conclusions about the clinical utility of robots. Finally, we outline the research needed to determine the incremental validity of this technique.",2019,https://scholar.google.com.br/,no
1605,Analysis of cortical shape in children with simplex autism.,"We used surface-based morphometry to test for differences in cortical shape between children with simplex autism (n = 34, mean age 11.4 years) and typical children (n = 32, mean age 11.3 years). This entailed testing for group differences in sulcal depth and in 3D coordinates after registering cortical midthickness surfaces to an atlas target using 2 independent registration methods. We identified bilateral differences in sulcal depth in restricted portions of the anterior-insula and frontal-operculum (aI/fO) and in the temporoparietal junction (TPJ). The aI/fO depth differences are associated with and likely to be caused by a shape difference in the inferior frontal gyrus in children with simplex autism. Comparisons of average midthickness surfaces of children with simplex autism and those of typical children suggest that the significant sulcal depth differences represent local peaks in a larger pattern of regional differences that are below statistical significance when using coordinate-based analysis methods. Cortical regions that are statistically significant before correction for multiple measures are peaks of more extended, albeit subtle regional differences that may guide hypothesis generation for studies using other imaging modalities.",2019,https://scholar.google.com.br/,no
1606,Parent-delivered touchscreen intervention for children with fragile X syndrome.,"The use of touchscreen applications for the iPad((R)) allows children with disabilities to improve their personal autonomy and quality of life. In light of this emerging literature and our clinical experience with toddlers and children with Fragile X syndrome (FXS), a randomized clinical trial pilot study was conducted of whether an interactive iPad((R))-based parent training program was efficacious for both individuals with FXS and autism spectrum disorder aged 2-to-12 compared to wait-listed controls. As a second goal, we assessed the difference between direct person-to-person therapy vs. online therapy sessions through telehealth. In this case series report it is presented preliminary results of four individuals with FXS enrolled in the study and described the innovative experience including qualitative and quantitative data analysis. Furthermore, we provide professionals with specific guidelines about the use of touchscreen devices as in-home learning tools and parent training strategies to actively involve families in educational treatments in conjunction with clinical guidance.",2019,https://scholar.google.com.br/,no
1607,Communication growth in minimally verbal children with ASD: The importance of interaction.,"Little is known about language development in children with Autism Spectrum Disorders (ASD) who remain minimally verbal past age 5. While there is evidence that children can develop language after age 5, we lack detailed information. Studies of this population generally focus on discrete language skills without addressing broader social-communication abilities. As communication and social deficits are both inherent to ASD, an examination of not only what language skills are acquired, but how those skills are used in interactions is relevant. Research in typical development has examined how communication interchanges (unbroken back-and-forth exchanges around a unified purpose) develop, which can be used as a framework for studying minimally verbal children. This study examined the interchange use by 55 children with ASD over the course of a 6-month play and engagement-based communication intervention. Half of the children received intervention sessions that also incorporated a speech-generating device (SGD). Interchanges were coded by: frequency, length, function, and initiator (child or adult). Results indicated that children initiated a large proportion of interchanges and this proportion increased over time. The average length and number of interchanges increased over time, with children in the SGD group showing even greater growth. Finally, children's total number of interchanges at baseline was positively associated with their spoken language gains over the course of intervention. This study supports the crucial relationship between social engagement and expressive language development, and highlights the need to include sustained communication interchanges as a target for intervention with this population. Autism Res 2016, 9: 1093-1102. (c) 2016 International Society for Autism Research, Wiley Periodicals, Inc.",2019,https://scholar.google.com.br/,no
1608,Adapting an evidence-based intervention for autism spectrum disorder for scaling  up in resource-constrained settings: the development of the PASS intervention in South Asia.,"BACKGROUND: Evidence-based interventions for autism spectrum disorders evaluated  in high-income countries typically require highly specialised manpower, which is a scarce resource in most low- and middle-income settings. This resource limitation results in most children not having access to evidence-based interventions. OBJECTIVE: This paper reports on the systematic adaptation of an evidence-based intervention, the Preschool Autism Communication Therapy (PACT) evaluated in a large trial in the United Kingdom for delivery in a low-resource setting through the process of task-shifting. DESIGN: The adaptation process used the Medical Research Council framework for the development and adaptation of complex interventions, focusing on qualitative methods and case series and was conducted simultaneously in India and Pakistan. RESULTS: The original intervention delivered by speech and language therapists in a high-resource setting required adaptation in some aspects of its content and delivery to enhance contextual acceptability and to enable the intervention to be delivered by non-specialists. CONCLUSIONS: The resulting intervention, the Parent-mediated intervention for Autism Spectrum Disorder in South Asia (PASS), shares the core theoretical foundations of the original PACT but is adapted in several respects to enhance its acceptability, feasibility, and scalability in low-resource settings.",2019,https://scholar.google.com.br/,no
1609,The treatment of autistic children with risperidone.,"Autism is a pervasive developmental disorder characterised by impairment in social interaction and communication, with unusual behavior. In some cases the pharmacotherapy is prescribed and the most studied antipshychotic drugs include haloperidol and risperidone. In this paper we displayed the treatment of two cases of autism in boy and girl with risperidone. With the use of risperidone in girl, we have achieved reduction of psychomotor symptoms and reduction of hetero-aggressive and self-destructive behavior, and in boy we have also achieved reduction of psychomotoric symptoms, with improvement in contact with his surrounding, he had less learning problems and he has felt familiar not only with his mother, but with other persons. Research on the use of risperidone in the treatment of autistic disorders among children in Croatia are rare, given the limited use of risperidone in children younger than 15years, the question arises about the need to expand the scope of application of risperidone in younger age groups.",2019,https://scholar.google.com.br/,no
1610,A Retrospective Naturalistic Study of Ziprasidone for Irritability in Youth with  Autism Spectrum Disorder.,"OBJECTIVE: The purpose of this study was to assess the impact of ziprasidone monoantipsychotic treatment targeting irritability in a naturalistic outpatient autism spectrum disorder (ASD) clinical setting. METHODS: We examined the use of ziprasidone, predominantly in combination with other psychotropic agents, targeting irritability in 42 youth with ASD in a large ASD-specific treatment database. Mean age at start of treatment, treatment duration, final dose, body mass index (BMI), BMI Z score, and Clinical Global Impressions-Improvement Scale (CGI-I) score at final visit were determined, and changes with treatment were analyzed using paired t tests. Cardiac corrected QT (QTc) interval data were extracted from electrocardiograms when available. RESULTS: Mean age at start of treatment was 11.8 years. And final mean dose of ziprasidone was 98.7 mg/day or 1.7 mg/kg/day. Seventeen (40{\%}) participants were considered treatment responders based on the CGI-I. No changes in QTc (although only examined in nine participants), weight, BMI, or other vital signs were noted, with ziprasidone use. The rate of treatment response was less than what has been reported for the two atypical antipsychotics, risperidone and aripiprazole, approved by the Food and Drug Administration (FDA) for the treatment of irritability in autistic disorder. The response rate with ziprasidone may be more consistent with response rates for other atypical antipsychotics, although none of these agents has been studied in larger-scale double-blind, placebo-controlled trials. The lower rate of response to ziprasidone in this open-label trial is likely influenced by the treatment-refractory nature of the population studied. CONCLUSIONS: The weight neutrality of ziprasidone appears favorable compared with other second generation antipsychotics in this population. The response rate to ziprasidone targeting irritability may be lower than response rates associated with FDA-approved agents for this indication. Overall, ziprasidone use appeared well tolerated in youth with ASD.",2019,https://scholar.google.com.br/,no
1611,"Exploring the feasibility of the visual language in autism program for children in an early intervention group setting: views of parents, educators, and health professionals.","OBJECTIVE: To explore the views of key stakeholders on using visual supports for  children with developmental disabilities in early intervention group settings. Specifically, this study aimed to determine stakeholders' views on the barriers to and facilitators for the use of visual supports in these settings to inform the feasibility of implementing an immersive Visual Language in Autism program. METHODS: This study involved three focus groups of parents, educators, and health professionals at one Australian early intervention group setting. RESULTS: Lack of time, limited services, negative attitudes in society, and inconsistent use were cited as common barriers to using visual supports. Facilitators included having access to information and evidence on visual supports, increased awareness of visual supports, and the use of mobile technologies. CONCLUSION: The Visual Language in Autism program is feasible in early intervention group settings, if barriers to and facilitators for its use are addressed to enable an immersive visual language experience.",2019,https://scholar.google.com.br/,no
1612,The effect of organic anion transporter 3 inhibitor probenecid on bumetanide levels in the brain: an integrated in vivo microdialysis study in the rat.,"OBJECTIVES: Recent data highlight the potential of bumetanide as a treatment for  neonatal seizures and autism, as it facilitates the excitatory to inhibitory switch in gamma-aminobutyric acid signalling. This study examines the extent of blood-brain barrier (BBB) permeation of bumetanide, a key determinant of the efficacy of centrally acting drugs. Furthermore, the impact of efflux transporter organic anion transporter 3 (oat3) inhibition on bumetanide pharmacokinetics was investigated. METHODS: Bumetanide levels in extracellular fluid (ECF) and plasma in the presence and absence of oat3 inhibitor probenecid were monitored using integrated microdialysis. KEY FINDINGS: Following a bumetanide bolus/continuous infusion of 10 mg/kg and 6 mg/kg/h, bumetanide was detected in hippocampal ECF at the estimated concentration of 131 +/- 55 ng/ml. Plasma bumetanide levels were approximately 20 mg/l at steady state. Coadministration of probenecid resulted in an increase in bumetanide levels in both ECF and plasma, indicating that oat3 inhibition influences the pharmacokinetics of bumetanide primarily in the periphery. CONCLUSION: Although bumetanide reached detectable levels in hippocampal ECF, bumetanide concentration in ECF was low relative to systemic concentration. Oat3 inhibition by probenecid resulted in increased bumetanide concentrations in brain and plasma. As an acute treatment in neonatal seizures, the bumetanide/probenecid combination may hold therapeutic potential.",2019,https://scholar.google.com.br/,no
1613,Attribute Development Using Continuous Stakeholder Engagement to Prioritize Treatment Decisions: A Framework for Patient-Centered Research.,"OBJECTIVES: To develop a methodological approach for selecting, validating, and prioritizing attributes for health care decision making. METHODS: Participants (n = 48) were recruited from community support groups if they had a child aged 26 years or younger diagnosed with a coexisting mental health condition and cognitive impairment. Six in-depth interviews eliciting care management experiences were transcribed and coded into themes following the principles of grounded theory and the constant comparative method. Six focus groups involving 42 participants assessed the relevance, priority, and meaning and inter-relationship among the themes. The positive predictive value and sensitivity assessed agreement on thematic meaning. A final list was selected from the top priorities with good agreement as candidate attributes. Attribute levels reflecting the range of experiences in care management decisions emerged from the verbatim passages within each coded theme. RESULTS: Participants were the child's mother (73{\%}), white (77{\%}), married (69{\%}), and on average 48 years old. The children were on average 14 years old, 44{\%} had an intellectual disability, 25{\%} had autism, and more than half had anxiety or attention-deficit/hyperactivity disorder. All 14 attributes identified from the in-depth interviews were deemed relevant. The positive predictive value exceeded 90{\%}, and the sensitivity ranged from 64{\%} to 89{\%}. The final set of attributes formed the framework for care management decisions consisting of six attributes (medication, behavior, services, social, treatment effects, and school) each with three levels. CONCLUSIONS: A systematic approach grounded in qualitative methods produced a framework of relevant, important, and actionable attributes representing competing alternatives in clinical decisions.",2019,https://scholar.google.com.br/,no
1614,"The disruption of Celf6, a gene identified by translational profiling of serotonergic neurons, results in autism-related behaviors.","The immense molecular diversity of neurons challenges our ability to understand the genetic and cellular etiology of neuropsychiatric disorders. Leveraging knowledge from neurobiology may help parse the genetic complexity: identifying genes important for a circuit that mediates a particular symptom of a disease may help identify polymorphisms that contribute to risk for the disease as a whole. The serotonergic system has long been suspected in disorders that have symptoms of repetitive behaviors and resistance to change, including autism. We generated a bacTRAP mouse line to permit translational profiling of serotonergic neurons. From this, we identified several thousand serotonergic-cell expressed transcripts, of which 174 were highly enriched, including all known markers of these cells. Analysis of common variants near the corresponding genes in the AGRE collection implicated the RNA binding protein CELF6 in autism risk. Screening for rare variants in CELF6 identified an inherited premature stop codon in one of the probands. Subsequent disruption of Celf6 in mice resulted in animals exhibiting resistance to change and decreased ultrasonic vocalization as well as abnormal levels of serotonin in the brain. This work provides a reproducible and accurate method to profile serotonergic neurons under a variety of conditions and suggests a novel paradigm for gaining information on the etiology of psychiatric disorders.",2019,https://scholar.google.com.br/,no
1615,Can motivation normalize working memory and task persistence in children with attention-deficit/hyperactivity disorder? The effects of money and computer-gaming.,"Visual-spatial Working Memory (WM) is the most impaired executive function in children with Attention-Deficit/Hyperactivity Disorder (ADHD). Some suggest that deficits in executive functioning are caused by motivational deficits. However, there are no studies that investigate the effects of motivation on the visual-spatial WM of children with- and without ADHD. Studies examining this in executive functions other than WM, show inconsistent results. These inconsistencies may be related to differences in the reinforcement used. The effects of different reinforcers on WM performance were investigated in 30 children with ADHD and 31 non-ADHD controls. A visual-spatial WM task was administered in four reinforcement conditions: Feedback-only, 1 euro, 10 euros, and a computer-game version of the task. In the Feedback-only condition, children with ADHD performed worse on the WM measure than controls. Although incentives significantly improved the WM performance of children with ADHD, even the strongest incentives (10 euros and Gaming) were unable to normalize their performance. Feedback-only provided sufficient reinforcement for controls to reach optimal performance, while children with ADHD required extra reinforcement. Only children with ADHD showed a decrease in performance over time. Importantly, the strongest incentives (10 euros and Gaming) normalized persistence of performance in these children, whereas 1 euro had no such effect. Both executive and motivational deficits give rise to visual-spatial WM deficits in ADHD. Problems with task-persistence in ADHD result from motivational deficits. In ADHD-reinforcement studies and clinical practice (e.g., assessment), reinforcement intensity can be a confounding factor and should be taken into account. Gaming can be a cost-effective way to maximize performance in ADHD.",2019,https://scholar.google.com.br/,no
1616,Improving executive functioning in children with ADHD: training multiple executive functions within the context of a computer game. a randomized double-blind placebo controlled trial.,"INTRODUCTION: Executive functions (EFs) training interventions aimed at ADHD-symptom reduction have yielded mixed results. Generally, these interventions focus on training a single cognitive domain (e.g., working memory [WM], inhibition, or cognitive-flexibility). However, evidence suggests that most children with ADHD show deficits on multiple EFs, and that these EFs are largely related to different brain regions. Therefore, training multiple EFs might be a potentially more effective strategy to reduce EF-related ADHD symptoms. METHODS: Eighty-nine children with a clinical diagnosis of ADHD (aged 8-12) were randomized to either a full-active-condition where visuospatial WM, inhibition and cognitive-flexibility were trained, a partially-active-condition where inhibition and cognitive-flexibility were trained and the WM-training task was presented in placebo-mode, or to a full placebo-condition. Short-term and long-term (3-months) effects of this gamified, 25-session, home-based computer-training were evaluated on multiple outcome domains. RESULTS: During training compliance was high (only 3{\%} failed to meet compliance criteria). After training, only children in the full-active condition showed improvement on measures of visuospatial short-term-memory (STM) and WM. Inhibitory performance and interference control only improved in the full-active- and the partially-active condition. No Treatment-condition x Time interactions were found for cognitive-flexibility, verbal WM, complex-reasoning, nor for any parent-, teacher-, or child-rated ADHD behaviors, EF-behaviors, motivational behaviors, or general problem behaviors. Nonetheless, almost all measures showed main Time-effects, including the teacher-ratings. CONCLUSIONS: Improvements on inhibition and visuospatial STM and WM were specifically related to the type of treatment received. However, transfer to untrained EFs and behaviors was mostly nonspecific (i.e., only interference control improved exclusively in the two EF training conditions). As such, in this multiple EF-training, mainly nonspecific treatment factors - as opposed to the specific effects of training EFs-seem related to far transfer effects found on EF and behavior. TRIAL REGISTRATION: trialregister.nl NTR2728. Registry name: improving executive functioning in children with ADHD: training executive functions within the context of a computer game, registry number: NTR2728.",2019,https://scholar.google.com.br/,no
1617,Pharmacologic treatments for the behavioral symptoms associated with autism spectrum disorders across the lifespan.,"This review outlines pharmacologic treatments for the behavioral symptoms associated with autism spectrum disorders (ASDs) in children, adolescents, and adults. Symptom domains include repetitive and stereotyped behaviors, irritability and aggression, hyperactivity and inattention, and social impairment. Medications covered include serotonin reuptake inhibitors (SRIs), mirtazapine, antipsychotics, psychostimulants, atomoxetine, alpha-2 agonists, D-cycloserine, and memantine. Overall, SRIs are less efficacious and more poorly tolerated in children with ASDs than in adults. Antipsychotics are the most efficacious drugs for the treatment of irritability in ASDs, and may be useful in the treatment of other symptoms. Psychostimulants demonstrate some benefit for the treatment of hyperactivity and inattention in individuals with ASDs, but are less efficacious and associated with more adverse effects compared with individuals with ADHD. D-cycloserine and memantine appear helpful in the treatment of social impairment, although further research is needed.",2019,https://scholar.google.com.br/,no
1618,Competing Factor Models of Child and Adolescent Psychopathology.,"Co-occurring psychological disorders are highly prevalent among children and adolescents. To date, the most widely utilised factor model used to explain this co-occurrence is the two factor model of internalising and externalising (Achenbach 1966). Several competing models of general psychopathology have since been reported as alternatives, including a recent three factor model of Distress, Fear and Externalising Dimensions (Krueger 1999). Evidence for the three factor model suggests there are advantages to utilising a more complex model. Using the British Child and Adolescent Mental Health Survey 2004 data (B-CAMHS, N = 7997), confirmatory factor analysis was used to test competing factor structure models of child and adolescent psychopathology. The B-CAMHS was an epidemiological survey of children between the ages of 5 and 16 in Great Britain. Child psychological disorders were assessed using the Strength and Difficulties Questionnaire (Goodman 1997), and the Development and Wellbeing Assessment (Goodman et al. 2000). A range of covariates and risk variables including trauma, parent mental health and family functioning where subsequently utilised within a MIMIC model framework to predict each dimension of the 2 and three factor structure models. Two models demonstrated acceptable fit. The first complimented Achenbach's Internalising and Externalising structure. The three factor model was found to have highly comparable fit indices to the two factor model. The second order models did not accurately represent the data nor did an alternative three factor model of Internalising, Externalising and ADHD. The two factor and three factor MIMIC models observed unique profiles of risk for each dimension. The findings suggest that child and adolescent psychopathology may also be accurately conceptualised in terms of distress, fear and externalising dimensions. The MIMIC models demonstrated that the Distress and Fear dimensions have their own unique etiological profile of risk. This study directly informs future measurement models of child and adolescent psychopathology and demonstrates the effectiveness of a three factor model.",2019,https://scholar.google.com.br/,no
1619,Etiological aspect of left-handedness in adolescents.,"INTRODUCTION: Lateralization of brain functions such as language and manual dominance (hand preferences and fine motor control) are most likely under genetic control. However, this does not preclude the effect of various environmental factors on functional brain lateralization. A strong association of non-right-handedness (left- and mixed-handedness) with various neurodevelopmental conditions (e.g. schizophrenia, autism, Rett syndrome) implies that in some cases, non-right-handedness may be acquired rather than inherited (i.e., pathologically determined). OBJECTIVE: The aim of the study was: (a) re-investigation of several known risk factors for left-handedness (age of mother and/or father, twin pregnancies, and birth order), and (b) examination of hitherto uninvestigated factors (type of birth, Apgar score, maternal smoking during pregnancy). METHODS: Putative, causative environmental agents for this shift in manual distributions are explored in a sample of 1031 high school students (404 males and 627 females) from Belgrade. Both pre-existing (age of parents, twin pregnancy, and birth order) and new (Apgar score, maternal smoking, type of birth) putative agents are examined. RESULTS: We found that maternal smoking and low Apgar score (2-6) can significantly increase risk for left-handedness (p=0.046 and p=0.042, respectively).The remaining factors showed no significant association with left-handedness in adolescents. CONCLUSION: Our study clearly demonstrates that left-handedness may be related to maternal smoking during pregnancy and a low Apgar score on birth.",2019,https://scholar.google.com.br/,no
1620,Testing the accuracy of an observation-based classifier for rapid detection of autism risk.,"Current approaches for diagnosing autism have high diagnostic validity but are time consuming and can contribute to delays in arriving at an official diagnosis. In a pilot study, we used machine learning to derive a classifier that represented a 72{\%} reduction in length from the gold-standard Autism Diagnostic Observation Schedule-Generic (ADOS-G), while retaining {\textgreater}97{\%} statistical accuracy. The pilot study focused on a relatively small sample of children with and without autism. The present study sought to further test the accuracy of the classifier (termed the observation-based classifier (OBC)) on an independent sample of 2616 children scored using ADOS from five data repositories and including both spectrum (n=2333) and non-spectrum (n=283) individuals. We tested OBC outcomes against the outcomes provided by the original and current ADOS algorithms, the best estimate clinical diagnosis, and the comparison score severity metric associated with ADOS-2. The OBC was significantly correlated with the ADOS-G (r=-0.814) and ADOS-2 (r=-0.779) and exhibited {\textgreater}97{\%} sensitivity and {\textgreater}77{\%} specificity in comparison to both ADOS algorithm scores. The correspondence to the best estimate clinical diagnosis was also high (accuracy=96.8{\%}), with sensitivity of 97.1{\%} and specificity of 83.3{\%}. The correlation between the OBC score and the comparison score was significant (r=-0.628), suggesting that the OBC provides both a classification as well as a measure of severity of the phenotype. These results further demonstrate the accuracy of the OBC and suggest that reductions in the process of detecting and monitoring autism are possible.",2019,https://scholar.google.com.br/,no
1621,Clinical Evaluation of a Novel and Mobile Autism Risk Assessment.,"The Mobile Autism Risk Assessment (MARA) is a new, electronically administered, 7-question autism spectrum disorder (ASD) screen to triage those at highest risk for ASD. Children 16 months-17 years (N = 222) were screened during their first visit in a developmental-behavioral pediatric clinic. MARA scores were compared to diagnosis from the clinical encounter. Participant median age was 5.8 years, 76.1 {\%} were male, and most participants had an intelligence/developmental quotient score {\textgreater}85, 69 of the participants (31 {\%}) received a clinical diagnosis of ASD. The sensitivity of the MARA in detecting ASD was 89.9 {\%} [95 {\%} CI = 82.7-97], the specificity was 79.7 {\%} [95 {\%} CI = 73.4-86.1]. In a high-risk clinical setting, the MARA shows promise as a screen to distinguish ASD from other developmental/behavioral disorders.",2019,https://scholar.google.com.br/,no
1622,Development of graphomotor fluency in adults with ADHD: Evidence of attenuated procedural learning.,"PURPOSE: The present study sought to determine if adults with ADHD demonstrate reduced graphomotor learning relative to controls. METHOD: Twenty-eight control adults (n=14) and adults with ADHD (n=14) were recruited and wrote a novel grapheme on a digitizing tablet 30 times. Participants with ADHD were counterbalanced on and off stimulant medication. RESULTS: Control participants, F(1,13)=13.786, p=.003, omega(2)partial=.460, and participants with ADHD on medication, F(1,13)=10.462, p=.007, omega(2)partial=.387, demonstrated significant improvement in graphomotor fluency with equivalent practice whereas participants with ADHD off medication did not, F(1,12)=0.166, NS. CONCLUSIONS: Results indicate that graphomotor program learning in adults with ADHD may occur more slowly than typically developing peers. Findings have implications for providing accommodations to adults with ADHD, potential benefits of stimulant medication, and using digitizing technology as a neuropsychological assessment instrument.",2019,https://scholar.google.com.br/,no
1623,Developing mirror self awareness in students with autism spectrum disorder.,"A teaching methodology and curriculum was designed to develop and increase positive self-awareness in students diagnosed with autism spectrum disorders (ASD). Joint attention (JA) strategies were first utilized to directly teach students about reflected mirror images, and then subsequently, to indirectly teach students about their reflected image. Not only were Mirror Self Awareness Development (MSAD) JA activities initiated and preferred by students over non MSAD JA activities, they yielded a four step framework with which to measure increases in student selfawareness. While the focus of this study was to increase positive self-awareness in students with ASD, it may contribute to understanding the developmental stages of 'Self'.",2019,https://scholar.google.com.br/,no
1624,Prevalence of bipolar disorder diagnoses and psychotropic drug therapy among privately insured children and adolescents.,"STUDY OBJECTIVES: To estimate the treated prevalence of bipolar disorder in a privately insured population, describe the characteristics of children and adolescents receiving these diagnoses, and describe patterns of their psychotropic drug therapy. DESIGN: Retrospective, repeated cross-sectional study. DATA SOURCE: MarketScan Commercial Claims and Encounters inpatient, outpatient, and pharmacy claims databases. PATIENTS: A total of 22,360 children and adolescents (aged 0-17 yrs) with one inpatient or two or more outpatient claims for any bipolar spectrum disorder between January 1, 2005, and December 31, 2007. MEASUREMENTS AND MAIN RESULTS: Annual cross-sections were used to estimate the treated prevalence of bipolar disorder diagnoses, patient characteristics, and psychotropic drugs used 30 days after a child's latest recorded bipolar disorder diagnosis within each year. The annual treated prevalence of any bipolar spectrum disorder in this privately insured population was 0.24{\%} in 2005 and 0.26{\%} in 2006 and 2007. Approximately 25{\%} of diagnoses were for children younger than 13 years. Approximately 30{\%} of children had coexisting attention-deficit-hyperactivity disorder during the year. In each year, 35{\%} of patients used no psychotropic drug therapy in the 30-day period after their most recent diagnosis. Twenty-five percent used one psychotropic drug, and 40{\%} used two or more drugs. The most common drug regimens were antipsychotic or mood stabilizer (lithium or anticonvulsant) monotherapy and the combination of mood stabilizers and antipsychotics. CONCLUSION: Drug therapy patterns suggest that children and adolescents with bipolar diagnoses receive complex treatment regimens, often involving multiple classes of psychotropic drugs. Research on treatment combinations, particularly antipsychotic and mood stabilizer combinations, should be prioritized to better understand the safety and effectiveness of commonly prescribed treatments.",2019,https://scholar.google.com.br/,no
1625,The road not taken: social vs. private comparisons in Aspergers syndrome and high functioning autism.,"Evaluation of the outcomes of our decisions may instigate comparisons of our actual outcome with those of others (social comparisons) or comparisons with alternative outcomes of choices not made (private comparisons). Previous research has suggested a deficit in attention to social information among individuals with autism spectrum disorders. As social comparison involves the processing of social information, here we investigated the orientation towards and sensitivity to social vs. private comparisons in individuals with autism spectrum disorders. We compared the sensitivity to social vs. private comparisons among individuals diagnosed with Asperger's Syndrome (AS) or High Functioning Autism, using a task that entailed monetary rewards. Results showed that while individuals with AS generally demonstrate comparable sensitivity to absolute and relative rewards, they show less sensitivity to social comparison as compared to controls. Furthermore, they are characterized by a higher sensitivity to private rather than social comparison. These results suggest that low sensitivity to social comparisons is an important factor to consider in autism spectrum disorders.",2019,https://scholar.google.com.br/,no
1626,A Review of Factors that Promote Resilience in Youth with ADHD and ADHD Symptoms.,"The vast majority of research on youth with ADHD has focused on risk factors and  describing the types of impairment individuals with ADHD experience. However, functional outcomes associated with ADHD are heterogeneous, and although many youth with ADHD experience significant negative outcomes (e.g., school dropout), some are successful in multiple domains of functioning (e.g., pursue and graduate college). There is a growing body of literature supporting the existence of factors that protect youth with ADHD from experiencing negative outcomes, but there is no published synthesis of this literature. Accordingly, the goals of this review are to conceptualize risk-resilience in the context of ADHD using a developmental psychopathology framework and to systematically review and critique evidence for promotive and protective factors in the context of ADHD. The literature search focused specifically on resilience in the context of ADHD symptoms or an ADHD diagnosis and identified 21 studies, including clinic, school, and community samples. Findings of promotive and/or protective factors are summarized across individual, family, and social-community systems. Overall, we know very little of the buffering processes for these youth, given that the study of promotive and protective factors in ADHD is in its infancy. The strongest evidence to date was found for social- and family-level systems. Specifically, multiple longitudinal studies support social acceptance as a protective factor, buffering against negative outcomes such as poor academic performance and comorbid depressive symptoms for youth with ADHD. There was also compelling evidence supporting positive parenting as a promotive factor. In terms of individual-level factors, positive or modest self-perceptions of competence were identified as a promotive factor in multiple studies. Future directions for research that will catalyze the study of resilience with ADHD are provided, and the potential for targeting protective mechanisms with intervention and prevention is discussed.",2019,https://scholar.google.com.br/,no
1627,The Pleiotropic MET Receptor Network: Circuit Development and the Neural-Medical  Interface of Autism.,"People with autism spectrum disorder and other neurodevelopmental disorders (NDDs) are behaviorally and medically heterogeneous. The combination of polygenicity and gene pleiotropy-the influence of one gene on distinct phenotypes-raises questions of how specific genes and their protein products interact to contribute to NDDs. A preponderance of evidence supports developmental and pathophysiological roles for the MET receptor tyrosine kinase, a multifunctional receptor that mediates distinct biological responses depending upon cell context. MET influences neuron architecture and synapse maturation in the forebrain and regulates homeostasis in gastrointestinal and immune systems, both commonly disrupted in NDDs. Peak expression of synapse-enriched MET is conserved across rodent and primate forebrain, yet regional differences in primate neocortex are pronounced, with enrichment in circuits that participate in social information processing. A functional risk allele in the MET promoter, enriched in subgroups of children with autism spectrum disorder, reduces transcription and disrupts socially relevant neural circuits structurally and functionally. In mice, circuit-specific deletion of Met causes distinct atypical behaviors. MET activation increases dendritic complexity and nascent synapse number, but synapse maturation requires reductions in MET. MET mediates its specific biological effects through different intracellular signaling pathways and has a complex protein interactome that is enriched in autism spectrum disorder and other NDD candidates. The interactome is coregulated in developing human neocortex. We suggest that a gene as pleiotropic and highly regulated as MET, together with its interactome, is biologically relevant in normal and pathophysiological contexts, affecting central and peripheral phenotypes that contribute to NDD risk and clinical symptoms.",2019,https://scholar.google.com.br/,no
1628,Activity-dependent phosphorylation of MeCP2 threonine 308 regulates interaction with NCoR.,"Rett syndrome (RTT) is an X-linked human neurodevelopmental disorder with features of autism and severe neurological dysfunction in females. RTT is caused by mutations in methyl-CpG-binding protein 2 (MeCP2), a nuclear protein that, in neurons, regulates transcription, is expressed at high levels similar to that of histones, and binds to methylated cytosines broadly across the genome. By phosphotryptic mapping, we identify three sites (S86, S274 and T308) of activity-dependent MeCP2 phosphorylation. Phosphorylation of these sites is differentially induced by neuronal activity, brain-derived neurotrophic factor, or agents that elevate the intracellular level of 3',5'-cyclic AMP (cAMP), indicating that MeCP2 may function as an epigenetic regulator of gene expression that integrates diverse signals from the environment. Here we show that the phosphorylation of T308 blocks the interaction of the repressor domain of MeCP2 with the nuclear receptor co-repressor (NCoR) complex and suppresses the ability of MeCP2 to repress transcription. In knock-in mice bearing the common human RTT missense mutation R306C, neuronal activity fails to induce MeCP2 T308 phosphorylation, suggesting that the loss of T308 phosphorylation might contribute to RTT. Consistent with this possibility, the mutation of MeCP2 T308A in mice leads to a decrease in the induction of a subset of activity-regulated genes and to RTT-like symptoms. These findings indicate that the activity-dependent phosphorylation of MeCP2 at T308 regulates the interaction of MeCP2 with the NCoR complex, and that RTT in humans may be due, in part, to the loss of activity-dependent MeCP2 T308 phosphorylation and a disruption of the phosphorylation-regulated interaction of MeCP2 with the NCoR complex.",2019,https://scholar.google.com.br/,no
1629,Increased hippocampal cell density and enhanced spatial memory in the valproic acid rat model of autism.,"Autism is characterized by behavioral impairments in three main domains: social interaction, language, communication and imaginative play, and the range of interests and activities. However, neuronal processing studies have suggested that hyper-perception, hyper-attention, and enhanced memory, which may lie at the heart of most autistic symptoms. Pregnant Wistar rats were administered by either Valproic Acid (VPA, 500mg/kg) or Phosphate Buffer Saline (PBS) during fetal neural tube development on embryonic day 12.5. All offspring were subjected to various tests. The present study examined social interaction, repetitive behaviors, nociception and tactile threshold, anxiety as well as spatial memory. Histological analyses of cells in five regions of the hippocampus were done to determine neuronal density in both groups. A single intra-peritoneal injection of VPA to pregnant rats produced severe autistic-like symptoms in the offspring. The results showed significant behavioral impairments such as a lower tendency to initiate social interactions, enhanced stereotyped, repetitive behaviors, increased nociception threshold and anxiety at postnatal day (PND) 30 and PND 60. The Morris water maze learning paradigm revealed enhanced spatial memory at PND 60. Furthermore, histological analysis showed that the neuronal density in five separate regions of hippocampus (CA1, CA2, CA3, Dentate gyrus and Subiculum) were increased at PND 67. This work suggests that early embryonic exposure to VPA in rats provides a good model for several specific aspects of autism and should help to continue to explore pathophysiological and neuroanatomical hypotheses. This study provides further evidence to support the notion that spatial memory and hippocampal cell density are increased in this animal model of autism.",2019,https://scholar.google.com.br/,no
1630,The junction between self and other? Temporo-parietal dysfunction in neuropsychiatry.,"The temporo-parietal junction (TPJ) is implicated in a variety of processes including multisensory integration, social cognition, sense of agency and stimulus-driven attention functions. Furthermore, manipulation of cortical excitation in this region can influence a diverse range of personal and interpersonal perceptions, from those involved in moral decision making to judgments about the location of the self in space. Synthesis of existing studies places the TPJ at the neural interface between mind and matter, where information about both mental and physical states is processed and integrated, contributing to self-other differentiation. After first summarising the functions of the TPJ according to existing literature, this narrative review aims to offer insight into the potential role of TPJ dysfunction in neuropsychiatric disorders, with a focus on the involvement of the right TPJ in controlling representations relating to the self and other. Problems with self-other distinctions may reflect or pose a vulnerability to the symptoms associated with Tourette syndrome, Schizophrenia, Autistic Spectrum Disorder and Obsessive Compulsive Disorder. Further study of this most fascinating neural region will therefore make a substantial contribution to our understanding of neuropsychiatric symptomatology and highlight significant opportunities for therapeutic impact.",2019,https://scholar.google.com.br/,no
1631,Current pharmacotherapeutic approaches for the treatment of Tourette syndrome.,"Tourette syndrome is a childhood onset neurodevelopmental disorder characterized  by multiple motor and vocal tics. Although many youth experience attenuation or even remission of tics in adolescence and young adulthood, some individuals experience persistent tics which can be debilitating or disabling. The majority of patients also have one or more psychiatric comorbid disorders, such as attention deficit hyperactivity disorder and/or obsessive-compulsive disorder. Treatment is multimodal, including both pharmacotherapy and cognitive behavioral treatment, and requires disentanglement of tics and the comorbid symptoms. Although the only two formally approved medications in the United States are haloperidol and pimozide, these treatments are generally not used as first-line interventions due to their significant potential for adverse effects. The alpha-adrenoceptor agonists guanfacine and clonidine have an established evidence base for both efficacy and tolerability, and are usually recommended as initial pharmacotherapy. Atypical neuroleptics, such as aripiprazole or risperidone, are typically used if the alpha-adrenoceptor agonists are ineffective or intolerable. However, many other pharmacological agents reviewed in this manuscript have been studied as treatment alternatives.",2019,https://scholar.google.com.br/,no
1632,Effects of computer simulation training on in vivo discrete trial teaching.,"Although Discrete-trial Teaching (DTT) is effective in teaching a many skills to  children with autism, its proper implementation requires rigorous staff training. This study used an interactive computer simulation program (""DTkid"") to teach staff relevant DTT skills. Participants (N = 12) completed two sets of pre-tests either once (n = 7) or twice (n = 5) before brief DTkid training. These evaluated (a) simulated interactive teaching using DTkid and (b) in vivo teaching of three basic skills (receptive and expressive labeling, verbal imitation) to children with autism. Post-tests showed that DTkid training, rather than repeated testing, was significantly associated with improvements in staff's ability to implement DTT both within the simulation and in vivo, and that the skills acquired showed both stimulus and response generalization.",2019,https://scholar.google.com.br/,no
1633,Interventions for the Reduction of Dental Anxiety and Corresponding Behavioral Deficits in Children with Autism Spectrum Disorder.,"PURPOSE: Autism Spectrum Disorder (ASD) can greatly inhibit a child's communication and social interaction skills, impacting their comfort during dental hygiene treatment and services. Children with ASD may exhibit sensory sensitivities, fear of the unfamiliar and lack of socio-cognitive understanding, leading to anxiety and corresponding behavioral deficits. Since the prevalence rates for ASD have risen significantly in the past decade, increased emphasis has been placed on educational and behavior guidance techniques, which can be helpful for children with ASD because of their increased capabilities in visual-processing. The purpose of this literature review is to summarize the interventions available to reduce dental anxiety in children with ASD, and to determine which strategies are best suited for implementation by the dental hygienist. Advancements in technology and socio-behavioral interventions were assessed for appropriate use, efficacy and engagement in the target population. Interventions were categorized into the following groups: picture cards, video technologies and mobile applications.",2019,https://scholar.google.com.br/,no
1634,L-Dopa improves Restless Legs Syndrome and periodic limb movements in sleep but not Attention-Deficit-Hyperactivity Disorder in a double-blind trial in children.,"BACKGROUND: In a previous open-label study, dopaminergic agents improved Restless Legs Syndrome (RLS) and Periodic Limb Movements in Sleep (PLMS), as well as Attention-Deficit-Hyperactivity Disorder (ADHD) in children with both disorders. We therefore conducted a double-blind placebo-controlled trial of L-DOPA in ADHD children with and without RLS/PLMS. METHODS: Two groups of patients (total n = 29), those with ADHD only or those with ADHD and RLS/PLMS, were randomized to L-DOPA or placebo therapy. At baseline and after therapy patients were assessed with Conners' parent and teacher rating scales, polysomnography, RLS rating scale, and neuropsychometric measures of memory, learning, attention, and vigilance. RESULTS: L-DOPA improved RLS/PLMS symptoms in all patients with those disorders compared with placebo (p = .007). When assessed by the Conners' Scales before therapy, ADHD was more severe in children without RLS/PLMS than in children with RLS/PLMS (p = 0.006). L-DOPA had no effect on Conners' scales, sleep, or neuropsychometric tests when all patients treated with the drug were compared to those on placebo or when patients with ADHD only were compared to those with ADHD and RLS/PLMS. CONCLUSIONS: In this first double-blind study of a dopaminergic therapy in children with RLS/PLMS, L-Dopa significantly improved RLS/PLMS but not ADHD. These results, however, should be interpreted carefully since they may have been influenced by the relatively small sample size and the baseline differences in severity of ADHD symptoms. Further work needs to be done to elucidate the relationship between dopamine, ADHD and RLS/PLMS.",2019,https://scholar.google.com.br/,no
1635,"Aripiprazole in children and adolescents with conduct disorder: a single-center,  open-label study.","OBJECTIVE: The aim of this study was to determine the eff ectiveness and safety of aripiprazole in children and adolescents with both attention deficit/hyperactivity disorder (ADHD) and conduct disorder (CD). METHODS: 20 children and adolescents, ranging in age from 6-16 years, participated in a singlecenter, open-label study (19 to completion). We began treating patients with 2.5 mg of aripiprazole in an open-label fashion for 8 weeks. Outcome measures included the Turgay DSM-IVbased child and adolescent behavior disorders screening and rating scale (T-DSM-IV), the clinical global impressions-severity and improvement scales (CGI-S and CGI-I), the child behavior checklist (CBCL), the teachers report form (TRF) and the extrapyramidal symptom rating scale (ESRS), along with laboratory assessments. RESULTS: The mean daily dosage of aripiprazole at the end of 8 weeks was 8.55 mg (SD = 1.73), with a maximum dosage of 10 mg. Based on the global improvement subscale of the CGI, we classified 12 of 19 patients (63.1 {\%}) as responders (very much or much improved). We observed significant improvements after aripiprazole treatment with regard to inattention, hyperactivity/impulsivity, ODD, and CD subscales of the T-DSMIV (parent, teacher and clinician forms). We also observed significant improvements on many of the CBCL and TRF subscales (e. g., attention problems as well as delinquent and aggressive behavior). The participants tolerated aripiprazole, and no patient was excluded from the study because of adverse drug events. CONCLUSION: Aripiprazole is an eff ective and well-tolerated treatment for ADHD and CD symptoms, however, additional studies (specifically, placebo-controlled and double-blind studies) are needed to better defi ne the clinical use of aripiprazole in children and adolescents with ADHD-CD.",2019,https://scholar.google.com.br/,no
1636,An open-label naturalistic pilot study of acamprosate in youth with autistic disorder.,"To date, placebo-controlled drug trials targeting the core social impairment of autistic disorder (autism) have had uniformly negative results. Given this, the search for new potentially novel agents targeting the core social impairment of autism continues. Acamprosate is U.S. Food and Drug Administration-approved drug to treat alcohol dependence. The drug likely impacts both gamma-aminobutyric acid and glutamate neurotransmission. This study describes our initial open-label experience with acamprosate targeting social impairment in youth with autism. In this naturalistic report, five of six youth (mean age, 9.5 years) were judged treatment responders to acamprosate (mean dose 1,110 mg/day) over 10 to 30 weeks (mean duration, 20 weeks) of treatment. Acamprosate was well tolerated with only mild gastrointestinal adverse effects noted in three (50{\%}) subjects.",2019,https://scholar.google.com.br/,no
1637,Impact of acamprosate on plasma amyloid-beta precursor protein in youth: a pilot  analysis in fragile X syndrome-associated and idiopathic autism spectrum disorder suggests a pharmacodynamic protein marker.,"BACKGROUND: Understanding of the pathophysiology of autism spectrum disorder (ASD) remains limited. Brain overgrowth has been hypothesized to be associated with the development of ASD. A derivative of amyloid-beta precursor protein (APP), secreted APPalpha (sAPPalpha), has neuroproliferative effects and has been shown to be elevated in the plasma of persons with ASD compared to control subjects. Reduction in sAPPalpha holds promise as a novel molecular target of treatment in ASD. Research into the neurochemistry of ASD has repeatedly implicated excessive glutamatergic and deficient GABAergic neurotransmission in the disorder. With this in mind, acamprosate, a novel modulator of glutamate and GABA function, has been studied in ASD. No data is available on the impact of glutamate or GABA modulation on sAPPalpha function. METHODS: Plasma APP derivative levels pre- and post-treatment with acamprosate were determined in two pilot studies involving youth with idiopathic and fragile X syndrome (FXS)-associated ASD. We additionally compared baseline APP derivative levels between youth with FXS-associated or idiopathic ASD. RESULTS: Acamprosate use was associated with a significant reduction in plasma sAPP(total) and sAPPalpha levels but no change occurred in Abeta40 or Abeta42 levels in 15 youth with ASD (mean age: 11.1 years). Youth with FXS-associated ASD (n = 12) showed increased sAPPalpha processing compared to age-, gender- and IQ-match youth with idiopathic ASD (n = 11). CONCLUSIONS: Plasma APP derivative analysis holds promise as a potential biomarker for use in ASD targeted treatment. Reduction in sAPP (total) and sAPPalpha may be a novel pharmacodynamic property of acamprosate. Future study is required to address limitations of the current study to determine if baseline APP derivative analysis may predict subgroups of persons with idiopathic or FXS-associated ASD who may respond best to acamprosate or to potentially other modulators of glutamate and/or GABA neurotransmission.",2019,https://scholar.google.com.br/,no
1638,Analysis of peripheral amyloid precursor protein in Angelman Syndrome.,"Angelman Syndrome is a rare neurodevelopmental disorder associated with significant developmental and communication delays, high risk for epilepsy, motor dysfunction, and a characteristic behavioral profile. While Angelman Syndrome is known to be associated with the loss of maternal expression of the ubiquitin-protein ligase E3A gene, the molecular sequelae of this loss remain to be fully understood. Amyloid precursor protein (APP) is involved in neuronal development and APP dysregulation has been implicated in the pathophysiology of other developmental disorders including fragile X syndrome and idiopathic autism. APP dysregulation has been noted in preclinical model of chromosome 15q13 duplication, a disorder whose genetic abnormality results in duplication of the region that is epigenetically silenced in Angelman Syndrome. In this duplication model, APP levels have been shown to be significantly reduced leading to the hypothesis that enhanced ubiquitin-protein ligase E3A expression may be associated with this phenomena. We tested the hypothesis that ubiquitin-protein ligase E3A regulates APP protein levels by comparing peripheral APP and APP derivative levels in humans with Angelman Syndrome to those with neurotypical development. We report that APP total, APP alpha (sAPPalpha) and A Beta 40 and 42 are elevated in the plasma of humans with Angelman Syndrome compared to neurotypical matched human samples. Additionally, we found that elevations in APP total and sAPPalpha correlated positively with peripheral brain derived neurotrophic factor levels previously reported in this same patient cohort. Our pilot report on APP protein levels in Angelman Syndrome warrants additional exploration and may provide a molecular target of treatment for the disorder. (c) 2016 Wiley Periodicals, Inc.",2019,https://scholar.google.com.br/,no
1639,A Study of the Prevalence of Psychiatric Disorders in Patients with Methamphetamine-Induced Psychosis.,"BACKGROUND: The abuse of narcotic drugs and psychotropic substances such as amphetamines and ecstasy has had a growing trend. Tachycardia, increased blood pressure, hallucinations, panic attacks, and psychosis are the negative effects of methamphetamine abuse. The present study aimed to assess psychiatric disorders associated with methamphetamine-induced psychotic disorder. METHODS: This cross-sectional study was performed from October 2013 to March 2014 on 165 patients hospitalized at Shahid Beheshti Hospital in Kerman, Iran, and diagnosed with psychosis induced by methamphetamine abuse within the previous 6 months. Study subjects were selected via census method. Based on the exclusion criteria and due to the lack of cooperation of some patients, 121 patients were enrolled in the study. Research data were gathered using clinical interviews, the Yale-Brown obsessive compulsive scale (Y-BOCS), Hamilton anxiety scale (HAM-A) and Hamilton rating scale for depression (HRSD), Young mania rating scale (YMRS), substance dependence severity scale (SDSS), positive and negative syndrome scale (PANSS), and clinical global impression (CGI) scale. The data analysis was performed using SPSS software, descriptive statistics, and ANOVA. FINDINGS: Among the 121 patients of the sample group, 4 patients (3.3{\%}) had anxiety, 58 patients (47.9{\%}) depression, 30 patients (24.8{\%}) obsessive-compulsive disorder (OCD), 20 patients (16.5{\%}) bipolar mood disorder (BMD), 8 patients (6.6{\%}) persistent psychotic symptoms, 85 patients (70.2{\%}) personality disorder, and 36 patients (29.8{\%}) had no personality disorders. The highest prevalence was related to borderline personality disorder (35.5{\%}). However, 45 patients (37.2{\%}) had no impairment associated with methamphetamine-induced psychosis. CONCLUSION: It seems that there is comorbidity between psychiatric disorders, including mood disorders, especially depressive disorder, childhood history of attention deficit hyperactivity disorder (ADHD), bipolar disorder, and personality disorders such as borderline personality disorder, and antisocial personality disorders, and methamphetamine abuse.",2019,https://scholar.google.com.br/,no
1640,The effect of perceptual expectation on repetition suppression to faces is not modulated by variation in autistic traits.,"There is substantial variation in the magnitude of the repetition suppression (RS) effects across individuals, however the causes of this variation remain unclear. In a recent study, we found that RS in occipitotemporal cortex was negatively related to individual variation in autistic traits in a neurotypical population. Recent proposals have considered autistic behaviours within a Bayesian framework, suggesting that individuals with autism may have 'attenuated priors' (i.e., their perception is less influenced by prior information). Predictive coding represents a neural instantiation of Bayesian inference, and characterises RS as reduction in prediction error between 'top-down' (prior beliefs) and 'bottom-up' (stimulus related) inputs. In accordance with this, evidence shows that RS is greater when repetition of a stimulus is expected relative to when it is unexpected. Here, using an established paradigm which manipulates the probability of stimulus repetition, we investigated the effect of perceptual expectation on RS in a group of neurotypical individuals varying on a measure of autistic traits. We predicted that the magnitude of the perceptual expectation effect would be negatively related to individual differences in autistic traits. We found a significant effect of perceptual expectation on RS in face-selective regions (i.e., greater RS when repetitions were expected relative to unexpected). However, there was no evidence of a relationship between autistic traits and the magnitude of this effect in any face-selective region of interest (ROI). These findings provide a challenge for the proposal that autism spectrum conditions (ASC) may be associated with the attenuated influence of prior information.",2019,https://scholar.google.com.br/,no
1641,"Effects of hypermedia instruction on declarative, conditional and procedural knowledge in ADHD students.","Two groups of students aged between 12 and 14 years--27 with attention deficit/hyperactivity disorder (ADHD) and 28 with both ADHD and learning problems--were compared to a sample of 29 typically developing students in terms of the acquisition and retention of declarative, conditional and procedural knowledge either in a hypermedia learning or in a traditional instructional setting. Hypermedia instruction produced better learning outcomes than traditional instruction did, the benefits concerned prevalently procedural knowledge and emerged mainly in the retention phase. Hypermedia instruction led ADHD students to reach achievement levels similar to those of typically developing students. Furthermore, hypermedia instruction contrasted the decay of knowledge from the acquisition to the retention phase in both clinical groups. On the basis of these findings, hypermedia instruction is proposed as an approach that may help ADHD learners to overcome attention deficits.",2019,https://scholar.google.com.br/,no
1642,"Deconstructing sociability, an autism-relevant phenotype, in mouse models.","Reduced sociability is a core feature of autism spectrum disorders (ASD) and is highly disabling, poorly understood, and treatment refractory. To elucidate the biological basis of reduced sociability, multiple laboratories are developing ASD-relevant mouse models in which sociability is commonly assessed using the Social Choice Test. However, various measurements included in that test sometimes support different conclusions. Specifically, measurements of time the ""test"" mouse spends near a confined ""stimulus"" mouse (chamber scores) sometimes support different conclusions from measurements of time the test mouse sniffs the cylinder containing the stimulus mouse (cylinder scores). This raises the question of which type of measurements are best for assessing sociability. We assessed the test-retest reliability and ecological validity of chamber and cylinder scores. Compared with chamber scores, cylinder scores showed higher correlations between test and retest measurements, and cylinder scores showed higher correlations with time spent in social interaction in a more naturalistic phase of the test. This suggests that cylinder scores are more reliable and valid measures of sociability in mouse models. Cylinder scores are reported less commonly than chamber scores, perhaps because little work has been done to establish automated software systems for measuring the former. In this study, we found that a particular automated software system performed at least as well as human raters at measuring cylinder scores. Our data indicate that cylinder scores are more reliable and valid than chamber scores, and that the former can be measured very accurately using an automated video analysis system in ASD-relevant models.",2019,https://scholar.google.com.br/,no
1643,Modeling psychiatric disorders: from genomic findings to cellular phenotypes.,"Major programs in psychiatric genetics have identified {\textgreater}150 risk loci for psychiatric disorders. These loci converge on a small number of functional pathways, which span conventional diagnostic criteria, suggesting a partly common biology underlying schizophrenia, autism and other psychiatric disorders. Nevertheless, the cellular phenotypes that capture the fundamental features of psychiatric disorders have not yet been determined. Recent advances in genetics and stem cell biology offer new prospects for cell-based modeling of psychiatric disorders. The advent of cell reprogramming and induced pluripotent stem cells (iPSC) provides an opportunity to translate genetic findings into patient-specific in vitro models. iPSC technology is less than a decade old but holds great promise for bridging the gaps between patients, genetics and biology. Despite many obvious advantages, iPSC studies still present multiple challenges. In this expert review, we critically review the challenges for modeling of psychiatric disorders, potential solutions and how iPSC technology can be used to develop an analytical framework for the evaluation and therapeutic manipulation of fundamental disease processes.",2019,https://scholar.google.com.br/,no
1644,A Step towards EEG-based brain computer interface for autism intervention.,"Autism Spectrum Disorder (ASD) is a prevalent and costly neurodevelopmental disorder. Individuals with ASD often have deficits in social communication skills as well as adaptive behavior skills related to daily activities. We have recently designed a novel virtual reality (VR) based driving simulator for driving skill training for individuals with ASD. In this paper, we explored the feasibility of detecting engagement level, emotional states, and mental workload during VR-based driving using EEG as a first step towards a potential EEG-based Brain Computer Interface (BCI) for assisting autism intervention. We used spectral features of EEG signals from a 14-channel EEG neuroheadset, together with therapist ratings of behavioral engagement, enjoyment, frustration, boredom, and difficulty to train a group of classification models. Seven classification methods were applied and compared including Bayes network, naive Bayes, Support Vector Machine (SVM), multilayer perceptron, K-nearest neighbors (KNN), random forest, and J48. The classification results were promising, with over 80{\%} accuracy in classifying engagement and mental workload, and over 75{\%} accuracy in classifying emotional states. Such results may lead to an adaptive closed-loop VR-based skill training system for use in autism intervention.",2019,https://scholar.google.com.br/,no
1645,"The Groundskeeper Gaming Platform as a Diagnostic Tool for Attention-Deficit/Hyperactivity Disorder: Sensitivity, Specificity, and Relation to Other Measures.","OBJECTIVE: The purpose of this study was to assess the relative accuracies of the Conners' Brief Rating Scale, Parent Version, the Conners' Continuous Performance Test II (CPT II), and a novel interactive game called ""Groundskeeper"" to discriminate child psychiatric patients with and without attention-deficit/hyperactivity disorder (ADHD). METHODS: We administered the three assessments to 113 clinically referred ADHD and non-ADHD patients who had been diagnosed with the Kiddie-Schedule of Affective Disorders and Schizophrenia- Present and Lifetime (K-SADS-PL), Version 19. RESULTS: As measured by the area under the curve (AUC) statistic from receiver operating characteristic (ROC) analysis, the diagnostic accuracy of Groundskeeper (0.79) was as high as the accuracy of the Conners' parent rating of inattention (0.76) and better than the CPT II percent correct (0.62). Combining the three tests produced an AUC of 0.87. Correlations among the three measures were small and, mostly, not significant. CONCLUSIONS: Our finding of similar diagnostic accuracies between Groundskeeper and the Conners' inattention scale is especially remarkable given that the Conners' inattention scale shares method variance with the diagnostic process. Although our work is preliminary, it suggests that computer games may be useful in the diagnostic process. This provides an important direction for research, given the objectivity of such measures and the fact that computer games are well tolerated by youth.",2019,https://scholar.google.com.br/,no
1646,A framework for solving behavior problems.,"Applied behavior analysis uses the understanding of behavioral mechanisms to manipulate the environment and effect behavior change. Functional assessments identify reinforcers maintaining problem behavior using direct and indirect data collection strategies. After the function(s) of problem behavior have been confirmed or hypotheses have been made, interventions are designed and implemented. Behavior change strategies include antecedent interventions and training alternative behaviors that serve the same function as the problem behavior. Data are collected before, during, and after intervention, and all changes in treatment are based on these data.",2019,https://scholar.google.com.br/,no
1647,Predictors and moderators of parent training efficacy in a sample of children with autism spectrum disorders and serious behavioral problems.,"The Research Units on Pediatric Psychopharmacology--Autism Network reported additional benefit when adding parent training (PT) to antipsychotic medication in children with autism spectrum disorders and serious behavior problems. The intent-to-treat analyses were rerun with putative predictors and moderators. The Home Situations Questionnaire (HSQ) and the Hyperactivity/Noncompliance subscale of the Aberrant Behavior Checklist were used as outcome measures. Candidate predictors and moderators included 21 demographics and baseline measures of behavior. Higher baseline HSQ scores predicted greater improvement on the HSQ regardless of treatment assignment, but no other predictors of outcome were observed. None of the variables measured in this study moderated response to PT. Antipsychotic medication plus PT appears to be equally effective for children with a wide range of demographic and behavioral characteristics.",2019,https://scholar.google.com.br/,no
1648,"Substance abuse disorders in the parents of ADHD children, and parents of normal  children.","The objective of the study was to compare the attention-deficit/ hyperactivity, and substance abuse disorders background in the parents of children with attention-deficit/ hyperactivity disorder (ADHD), and the parents of normal children. The available sampling method was used to choose 400 parents of children (200 parents of children with ADHD and 200 parents of normal children), the ages of children were 6-18 years old. The data were collected through the Schedule for Affective Disorders and Schizophrenia (SADS) for parents and the Kiddy Schedule for Affective Disorders and Schizophrenia for School-Age Children-Present and Lifetime version (K-SADS-PL), Connors Adult ADHD Rating Scale (CAARS) and the Wender Utah Rating Scale (WURS) for adult ADHD. The results were analyzed by using SPSS-17 software, based on two-variable Chi-Square and t-tests.and P value in all disorders were equals to P{\textless}0.05. The results indicated that substance abuse in parents of children with ADHD is 21{\%} more prevalent, and parents of children with ADHD compared to parents of normal children have 2{\%} ADHD, 9{\%} attention deficit disorder, and 1{\%} hyperactivity disorder more in their background. Therefore, we conclude that there exists a significant difference between the above mentioned disorders in the parents of children with ADHD, and parents of normal children. The high prevalence rate of disorders and background of ADHD in families of individuals with ADHD shows the probability of effect of inheritance in the disorder. Also, it shows that parents of children with ADHD have more substance abuse and history of ADHD in their background.",2019,https://scholar.google.com.br/,no
1649,The effects of methylphenidate on cerebral activations to salient stimuli in healthy adults.,"Detection of a salient stimulus is critical to cognitive functioning. A stimulus  is salient when it appears infrequently, carries high motivational value, and/or when it dictates changes in behavior. Individuals with neurological conditions that implicate altered catecholaminergic signaling, such as those with attention deficit hyperactivity disorder, are impaired in detecting salient stimuli, a deficit that can be remediated by catecholaminergic medications. However, the effects of these catecholaminergic agents on cerebral activities during saliency processing within the context of the stop-signal task are not clear. Here, we examined the effects of a single oral dose (45 mg) of methylphenidate in 24 healthy adults performing the stop-signal task during functional MRI (fMRI). Compared to 92 demographically matched adults who did not receive any medications, the methylphenidate group showed higher activations in bilateral caudate head, primary motor cortex, and the right inferior parietal cortex during stop as compared to go trials (p {\textless} .05, corrected for family-wise error of multiple comparisons). These results show that methylphenidate enhances saliency processing by promoting specific cerebral regional activities. These findings may suggest a neural basis for catecholaminergic treatment of attention disorders.",2019,https://scholar.google.com.br/,no
1650,Does Parental Sexual Orientation Matter? A Longitudinal Follow-Up of Adoptive Families With School-Age Children.,"Controversy continues to surround parenting by lesbian and gay (LG) adults and outcomes for their children. As sexual minority parents increasingly adopt children, longitudinal research about child development, parenting, and family relationships is crucial for informing such debates. In the psychological literature, family systems theory contends that children's healthy development depends upon healthy family functioning more so than family structure. From the framework of family stress theory, it was expected that longitudinal outcomes for school-age children adopted in infancy could be distinct among those with same-sex versus other-sex parents (N = 96 families). Similar findings were hypothesized in terms of parent adjustment, couple relationships, and family functioning in comparing same-sex and other-sex parent families. Results indicated that adjustment among children, parents, and couples, as well as family functioning, were not different on the basis of parental sexual orientation (lesbian, gay, or heterosexual) when children were school-age. Rather, children's behavior problems and family functioning during middle childhood were predicted by earlier child adjustment issues and parenting stress. These findings are consistent with and extend previous literature about families headed by LG parents, particularly those that have adopted children. The results have implications for advancing supportive policies, practices, and laws related to adoption and parenting by sexual minority adults. (PsycINFO Database Record",2019,https://scholar.google.com.br/,no
1651,Adolescent Risperidone treatment alters protein expression associated with protein trafficking and cellular metabolism in the adult rat prefrontal cortex.,"The prefrontal cortex (PFC) is associated with mental health illnesses including  schizophrenia, depression, bipolar disorder, and autism spectrum disorders. It richly expresses neuroreceptors which are the target for antipsychotics. However, as the precise mechanism of action of antipsychotic medications is not known, proteomic studies of the effects of antipsychotic drugs on the brain are warranted. In the current study, we aimed to characterize protein expression in the adult rodent PFC (n = 5 per group) following low-dose treatment with Risperidone or saline in adolescence (postnatal days 34-47). The PFC was examined by triplicate 1 h runs of label-free LC-MS/MS. The raw mass spectral data were analyzed with the MaxQuant(TM) software. Statistical analysis was carried out using SAS(R) Version 9.1. Pathway and functional analysis was performed with IngenuityPathway Analysis and in the Database for Annotation, Visualization and Integrated Discovery (DAVID), respectively, the most implicated pathways were found to be related to mitochondrial function, protein trafficking, and the cytoskeleton. This report adds to the current repertoire of data available concerning the effects of antipsychotic drugs on the brain and sheds light on their biological mechanisms. The MS data have been deposited with the ProteomeXchange Consortium with dataset identifier PXD000480.",2019,https://scholar.google.com.br/,no
1652,The decimal effect: behavioral and neural bases for a novel influence on intertemporal choice in healthy individuals and in ADHD.,"We identify a novel contextual variable that alters the evaluation of delayed rewards in healthy participants and those diagnosed with attention deficit/hyperactivity disorder (ADHD). When intertemporal choices are constructed of monetary outcomes with rounded values (e.g., {\$}25.00), discount rates are greater than when the rewards have nonzero decimal values (e.g., {\$}25.12). This finding is well explained within a dual system framework for temporal discounting in which preferences are constructed from separate affective and deliberative processes. Specifically, we find that round dollar values produce greater positive affect than do nonzero decimal values. This suggests that relative involvement of affective processes may underlie our observed difference in intertemporal preferences. Furthermore, we demonstrate that intertemporal choices with rounded values recruit greater brain responses in the nucleus accumbens to a degree that correlates with the size of the behavioral effect across participants. Our demonstration that a simple contextual manipulation can alter self-control in ADHD has implications for treatment of individuals with disorders of impulsivity. Overall, the decimal effect highlights mechanisms by which the properties of a reward bias perceived value and consequent preferences.",2019,https://scholar.google.com.br/,no
1653,"Impairment of fragile X mental retardation protein-metabotropic glutamate receptor 5 signaling and its downstream cognates ras-related C3 botulinum toxin substrate 1, amyloid beta A4 precursor protein, striatal-enriched protein tyrosine phosphatase, and homer 1, in autism: a postmortem study in cerebellar vermis and superior frontal cortex.","BACKGROUND: Candidate genes associated with idiopathic forms of autism overlap with other disorders including fragile X syndrome. Our laboratory has previously shown reduction in fragile X mental retardation protein (FMRP) and increase in metabotropic glutamate receptor 5 (mGluR5) in cerebellar vermis and superior frontal cortex (BA9) of individuals with autism. METHODS: In the current study we have investigated expression of four targets of FMRP and mGluR5 signaling - homer 1, amyloid beta A4 precursor protein (APP), ras-related C3 botulinum toxin substrate 1 (RAC1), and striatal-enriched protein tyrosine phosphatase (STEP) - in the cerebellar vermis and superior frontal cortex (BA9) via SDS-PAGE and western blotting. Data were analyzed based on stratification with respect to age (children and adolescents vs. adults), anatomic region of the brain (BA9 vs. cerebellar vermis), and impact of medications (children and adolescents on medications (n = 4) vs. total children and adolescents (n = 12), adults on medications (n = 6) vs. total adults (n = 12)). RESULTS: There were significant increases in RAC1, APP 120 kDa and APP 80 kDa proteins in BA9 of children with autism vs. healthy controls. None of the same proteins were significantly affected in cerebellar vermis of children with autism. In BA9 of adults with autism there were significant increases in RAC1 and STEP 46 kDa and a significant decrease in homer 1 vs. controls. In the vermis of adult subjects with autism, RAC1 was significantly increased while APP 120, STEP 66 kDa, STEP 27 kDa, and homer 1 were significantly decreased when compared with healthy controls. No changes were observed in vermis of children with autism. There was a significant effect of anticonvulsant use on STEP 46 kDa/beta-actin and a potential effect on homer 1/NSE, in BA9 of adults with autism. However, no other significant confound effects were observed in this study. CONCLUSIONS: Our findings provide further evidence of abnormalities in FMRP and mGluR5 signaling partners in brains of individuals with autism and open the door to potential targeted treatments which could help ameliorate the symptoms of autism.",2019,https://scholar.google.com.br/,no
1654,"Enhancing sibling relationships to prevent adolescent problem behaviors: theory,  design and feasibility of Siblings Are Special.","Siblings play a significant but neglected role in family socialization dynamics,  and focusing on the sibling relationship is a non-stigmatizing point of entry into the family for prevention programming. Siblings are Special (SAS) was designed as a universal program that targets both sibling relationship and parenting mediating processes in middle childhood to prevent behavior problems in adolescence. We describe the theoretical framework underlying SAS, the SAS curriculum, and the feasibility of the program based on a study of 128 middle-childhood aged sibling dyads. Data on the quality of program implementation, program fidelity, siblings' engagement, and ratings of impact indicated the SAS program was acceptable to families and schools, that the curriculum could be implemented with high fidelity, that siblings and parents participated at high levels and were highly engaged, and that, from the perspective of group leaders, school administrators and parents, the program had a positive impact on the siblings.",2019,https://scholar.google.com.br/,no
1655,"[ADHD in educational counselling--perspectives of discourse theory and empowerment at the interface between youth welfare, health care system and school system].","ADHD is a controversial concept, which provokes educational counselling to position in an explosive stress field of school system, health care system and youth welfare. This positioning could be sharpened by a discourse theoretical perspective and used for counselling in the sense of empowerment. Based on the clinical controversy of ADHD the institutional coherence of school system, youth welfare and health care system gets reconstructed as the societal basis of this clinical discourse, this for showing how the clinification of infantine experience and behaviour, connected with the ADHD-diagnosis, on the one hand is following the constriction of normality and on the other hand is aiming to assure equal opportunities.",2019,https://scholar.google.com.br/,no
1656,The influence of television and video game use on attention and school problems:  a multivariate analysis with other risk factors controlled.,"BACKGROUND: Research on youth mental health has increasingly indicated the importance of multivariate analyses of multiple risk factors for negative outcomes. Television and video game use have often been posited as potential contributors to attention problems, but previous studies have not always been well-controlled or used well-validated outcome measures. The current study examines the multivariate nature of risk factors for attention problems symptomatic of attention deficit hyperactivity disorder and poor school performance. METHOD: A predominantly Hispanic population of 603 children (ages 10-14) and their parents/guardians responded to multiple behavioral measures. Outcome measures included parent and child reported attention problem behaviors on the Child Behavior Checklist (CBCL) as well as poor school performance as measured by grade point average (GPA). RESULTS: Results found that internal factors such as male gender, antisocial traits, family environment and anxiety best predicted attention problems. School performance was best predicted by family income. Television and video game use, whether total time spent using, or exposure to violent content specifically, did not predict attention problems or GPA. INTERPRETATION: Television and video game use do not appear to be significant predictors of childhood attention problems. Intervention and prevention efforts may be better spent on other risk factors.",2019,https://scholar.google.com.br/,no
1657,Designing computerized decision support that works for clinicians and families.,"Evidence-based decision-making is central to the practice of pediatrics. Clinical trials and other biomedical research provide a foundation for this process, and practice guidelines, drawing from their results, inform the optimal management of an increasing number of childhood health problems. However, many clinicians fail to adhere to guidelines. Clinical decision support delivered using health information technology, often in the form of electronic health records, provides a tool to deliver evidence-based information to the point of care and has the potential to overcome barriers to evidence-based practice. An increasing literature now informs how these systems should be designed and implemented to most effectively improve outcomes in pediatrics. Through the examples of computerized physician order entry, as well as the impact of alerts at the point of care on immunization rates, the delivery of evidence-based asthma care, and the follow-up of children with attention deficit hyperactivity disorder, the following review addresses strategies for success in using these tools. The following review argues that, as decision support evolves, the clinician should no longer be the sole target of information and alerts. Through the Internet and other technologies, families are increasingly seeking health information and gathering input to guide health decisions. By enlisting clinical decision support systems to deliver evidence-based information to both clinicians and families, help families express their preferences and goals, and connect families to the medical home, clinical decision support may ultimately be most effective in improving outcomes.",2019,https://scholar.google.com.br/,no
1658,Asenapine for the Acute Treatment of Pediatric Manic or Mixed Episode of Bipolar  I Disorder.,"OBJECTIVE: To evaluate asenapine versus placebo in 403 patients aged 10 to 17 years with bipolar I disorder currently in manic or mixed episodes. METHOD: In this double-blind, placebo-controlled, international trial, patients were randomized 1:1:1:1 to placebo, asenapine 2.5, 5, or 10 mg b.i.d. (twice daily). Primary efficacy measure was change from baseline in Young-Mania Rating Scale (YMRS) total score at day 21. Analyses of patients with/without attention-deficit/hyperactivity disorder (ADHD) and with/without stimulant use were performed. RESULTS: The mean difference in asenapine versus placebo in YMRS was -3.2 (p = .0008), -5.3 (p {\textless} .001), and -6.2 (p {\textless} .001) for asenapine 2.5, 5, and 10 mg b.i.d., respectively. Treatment-emergent adverse events with an incidence {\textgreater}/=5{\%} and at least twice placebo were somnolence, sedation, hypoesthesia oral, paresthesia oral, and increased appetite. The asenapine groups had a higher incidence of {\textgreater}/=7{\%} weight gain (range, 8.0{\%}-12.0{\%}) versus placebo (1.1{\%}, p {\textless} .05). The mean change from baseline in fasting insulin was larger for patients treated with asenapine than those with placebo (asenapine 2.5 mg b.i.d.: 73.375 pmol/L, asenapine 5 mg b.i.d.: 114.042 pmol/L, asenapine 10 mg b.i.d.: 59.846 pmol/L, placebo: 3.690 pmol/L). The mean changes from baseline for lipid parameters and glucose were also larger in asenapine groups than in the placebo group. No safety differences were observed with respect to ADHD and stimulant use. CONCLUSION: All asenapine doses versus placebo were superior based on change in YMRS at day 21. Asenapine was generally well tolerated in patients aged 10 to 17 years with bipolar I disorder in manic or mixed states. Increases in weight and fasting insulin were associated with asenapine. Clinical trial registration information-Efficacy and Safety of Asenapine Treatment for Pediatric Bipolar Disorder, http://clinicaltrials.gov, NCT01244815.",2019,https://scholar.google.com.br/,no
1659,Obsessive-compulsive (anankastic) personality disorder: toward the ICD-11 classification.,"Obsessive-compulsive personality disorder (OCPD) is an early-onset disorder characterized by perfectionism, need for control, and cognitive rigidity. Its nosological status is currently under review. Historically, OCPD has been conceptualized as bearing a close relationship with obsessive-compulsive disorder (OCD). In this article, we discuss the diagnosis of OCPD in anticipation of its review for the ICD-11, from the perspective of clinical utility, global applicability, and research planning. Considering the recent establishment of an obsessive-compulsive and related disorders (OCRD) category in DSM-5, we focus on the relationship between OCPD and the disorders that are currently thought to bear a close relationship with OCD, including DSM-5 OCRD, and other compulsive disorders such as eating disorder and autistic spectrum disorder (that were not included in the DSM-5 OCRD category), as well as with the personality disorders, focusing on nosological determinants such as phenomenology, course of illness, heritability, environmental risk factors, comorbidity, neurocognitive endophenotypes, and treatment response. Based on this analysis, we attempt to draw conclusions as to its optimal placement in diagnostic systems and draw attention to key research questions that could be explored in field trials.",2019,https://scholar.google.com.br/,no
1660,Friendship: Operationalizing the Intangible to Improve Friendship-Based Outcomes  for Individuals With Autism Spectrum Disorder.,"Purpose: Individuals with autism spectrum disorder (ASD) have social deficits that affect making and maintaining friends. Many empirically tested methods to address these social deficits are available, yet difficulties related to the establishment and maintenance of authentic friendships persist. Method: This viewpoint article (a) briefly reviews the current state of the science relative to social and friendship skills training for individuals with ASD, (b) considers the potential links (or lack thereof) between current social and friendship skill interventions for individuals with ASD and outcomes related to making and maintaining friends, (c) examines how friendship-related outcomes might be maximized, and (d) proposes a framework for intervention planning that may promote these valued outcomes. Results: There are several key concepts to consider in planning intervention targeting friendship as an outcome. These concepts include (a) equal status, (b) mutually motivating and authentic opportunities for interaction, and (c) frequent opportunities for interaction. Conclusions: There are many aspects about friendship development that cannot be controlled or contrived. Much is still to be learned about the achievement of better friendships for individuals with ASD. Reconceptualizing the way we design intervention may promote better outcomes for individuals on the autism spectrum.",2019,https://scholar.google.com.br/,no
1661,15q Duplication Syndrome and Related Disorders,"15q duplication syndrome and related disorders (dup15q) are caused by presence of at least one extra maternally derived copy of the Prader-Willi/Angelman critical region (PWACR) within chromosome 15q11.2-q13.1. The extra copy or copies most commonly arise by one of two mechanisms: A maternal isodicentric 15q11.2-q13.1 supernumerary chromosome - idic(15) - typically comprising two extra copies of 15q11.2-q13.1 and resulting in tetrasomy for 15q11.2-q13.1 ({\~{}}80{\%} of cases), A maternal interstitial 15q11.2-q13.1 duplication that typically includes one extra copy of 15q11.2-q13.1 within chromosome 15, resulting in trisomy for 15q11.2-q13.1 ({\~{}}20{\%} of cases). Dup15q is characterized by hypotonia and motor delays, intellectual disability, autism spectrum disorder (ASD), and epilepsy including infantile spasms. Rarely, dup15q may also be associated with psychosis or sudden unexplained death. Those with maternal idic(15) are typically more severely affected than those with an interstitial duplication. The diagnosis of dup15q is established by detection of at least one extra maternally derived copy of the PWACR, a region approximately 5 Mb long within chromosome 15q11.2-q13.1. Treatment of manifestations: It is suggested that a multidisciplinary team evaluate infants for motor and speech development and later assist in referrals for appropriate educational programs. Supportive care may include: occupational and physical therapy, alternative and augmentative communication, behavioral therapy (e.g., applied behavioral analysis therapy), psychotropic medications for behavioral manifestations, and standard management for seizures. Surveillance: Periodic: neurodevelopmental and/or developmental/behavioral assessments, and monitoring for evidence of seizures and/or change in seizure type. Agents/circumstances to avoid: Seizure triggers (e.g., sleep deprivation, stress) and failure to follow medication regimen. Evaluation of relatives at risk: Consider genetic testing of sibs of a proband (known to be at increased risk for an inherited maternal interstitial 15q11.2-q13.1 duplication) in order to refer those with the interstitial duplication promptly for multidisciplinary team evaluation. Dup15q caused by: Maternal idic(15) has been de novo in all affected individuals reported to date, thus, risk to sibs is low, but presumed to be marginally greater than in the general population because of the possibility of maternal germline mosaicism, Maternal interstitial 15q11.2-q13.1 duplication has been de novo in 85{\%} of probands and inherited from the mother in 15{\%}. If the mother has the 15q interstitial duplication, the risk to each child of inheriting the duplication is 50{\%}. Prenatal testing or preimplantation genetic diagnosis using chromosomal microarray (CMA) will detect the 15q interstitial duplication, however, prenatal test results cannot reliably predict the severity of the phenotype even in a pregnancy known to be at increased risk for dup15q.",2019,https://scholar.google.com.br/,no
1662,Predictors of stress-related growth in parents of children with ADHD.,"This study was designed to investigate stress-related growth in 71 parents of children with ADHD, compared with 80 parents of non-clinical children. Adopting Tedeschi and Calhoun's (2004) theoretical framework for predicting personal growth, the study investigated the contribution of emotional intelligence (individual characteristics), social support (environmental factors), parental self-efficacy and perceptions of parenting as a challenge vs. a threat (cognitive processing). Results indicated that emotional intelligence was the main predictor of stress-related growth, particularly for parents of ADHD children, emphasizing that this personal trait is especially relevant to coping with on-going parental strain, whereas social support made a greater contribution to growth for the control group than for parents of children with ADHD. Path analysis confirmed our research model, suggesting that parents' sense of competence and of parenthood as a challenge vs. a threat mediates between emotional intelligence and social support on the one hand, and growth on the other.",2019,https://scholar.google.com.br/,no
1663,Adderall(R) (amphetamine-dextroamphetamine) toxicity.,"The American Psychiatric Association estimates that 3-7{\%} of US school-aged children exhibit attention-deficit/hyperactivity disorder (ADHD). Adderall((R)) (amphetamine dextroamphetamine) and a variety of brand names and generic versions of this combination are available by prescription to treat ADHD and narcolepsy. Both immediate and sustained release products are used as are single agent amphetamine medication. Knowing the exact agent ingested can provide information of dose labeled and length of clinical effects. These drugs are used off label by college students for memory enhancement, test taking ability, and for study marathons. These agents are DEA Schedule II controlled substances with high potential for abuse. For humans with ADHD or narcolepsy, standard recommended dosage is 5-60 mg daily. Amphetamine and its analogues stimulate the release of norepinephrine affecting both alpha- and beta-adrenergic receptor sites. alpha-Adrenergic stimulation causes vasoconstriction and an increase in total peripheral resistance. beta-Adrenergic receptor stimulation leads to an increase in heart rate, stroke volume, and skeletal muscle blood flow. Clinical signs of Adderall((R)) overdose in humans and dogs include hyperactivity, hyperthermia, tachycardia, tachypnea, mydriasis, tremors, and seizures. In addition, Adderall intoxication in dogs has been reported to cause hyperthermia, hypoglycemia, hypersegmentation of neutrophils, and mild thrombocytopenia. Diagnosis can be confirmed by detecting amphetamine in stomach contents or vomitus, or by positive results obtained in urine tests for illicit drugs. Treatment is directed at controlling life-threatening central nervous system and cardiovascular signs. Seizures can be controlled with benzodiazepines, phenothiazines, pentobarbital, and propofol. Cardiac tachyarrhythmias can be managed with a beta-blocker such as propranolol. Intravenous fluids counter the hyperthermia, assist in maintenance of renal function, and help promote the elimination of amphetamine and its analogues. Prognosis after poisoning with Adderall((R)) depends upon the severity and duration of clinical signs at presentation. Differential diagnoses that should be considered in cases of suspected amphetamine overdose are any other agents that can cause central nervous system stimulation, tremors, and seizures. This article discusses our present understanding of Adderall((R)) intoxication and examines 3 dogs presented to our practice after ingestion of large amounts of the drug.",2019,https://scholar.google.com.br/,no
1664,Brain illness and creativity: mechanisms and treatment risks.,"Brain diseases and their treatment may help or hurt creativity in ways that shape quality of life. Increased creative drive is associated with bipolar disorder, depression, psychosis, temporal lobe epilepsy, frontotemporal dementia, Parkinson disease treatments, and autism. Creativity depends on goal-driven approach motivation from midbrain dopaminergic systems. Fear-driven avoidance motivation is of less aid to creativity. When serotonin and norepinephrine lower motivation and flexible behaviour, they can inhibit creativity. Hemispheric lateralization and frontotemporal connections must interact to create new ideas and conceptual schemes. The right brain and temporal lobe contribute skill in novelty detection, while the left brain and frontal lobe foster approach motivation and more easily generate new patterns of action from the novel perceptions. Genes and phenotypes that increase plasticity and creativity in tolerant environments with relaxed selection pressure may confer risk in rigorous environments. Few papers substantively address this important but fraught topic. Antidepressants (ADs) that inhibit fear-driven motivation, such as selective serotonin reuptake inhibitors, sometimes inhibit goal-oriented motivation as well. ADs that boost goal-directed motivation, such as bupropion, may remediate this effect. Benzodiazepines and alcohol may be counterproductive. Although dopaminergic agonists sometimes stimulate creativity, their doing so may inappropriately disinhibit behaviour. Dopamine antagonists may suppress creative motivation, lithium and anticonvulsant mood stabilizers may do so less. Physical exercise and REM sleep may help creativity. Art therapy and psychotherapy are not well studied. Preserving creative motivation can help creativity and other aspects of well-being in all patients, not just artists or researchers.",2019,https://scholar.google.com.br/,no
1665,Advantages of an ADHD diagnosis in adulthood: evidence from online narratives.,"In this article we explore the impact of a diagnosis of adult attention-deficit hyperactivity disorder (ADHD) on coping among diagnosed adults. We use grounded theory to examine 71 biographical narratives, self-published on the Internet by adults with ADHD. The findings illuminate a three-stage temporal continuum. During the first stage, the narrators suffered from lack of self-confidence accompanied by functional difficulties, stress, and guilt feelings. During the second stage, which began after the diagnosis, they began to believe in their ability to lead meaningful and more manageable lives. During the third stage, an additional effect of the diagnosis emerged: the narrators' realization or belief that ADHD might affect them for the better. Some narrators stated that their traits as persons with ADHD helped them to cope better than others unaffected by this syndrome. Consequently, those who have an ADHD diagnosis seem able to defeat unnecessary negative emotions and self-blame.",2019,https://scholar.google.com.br/,no
1666,Developmental context and treatment principles for ADHD among college students.,"Attention-deficit/hyperactivity disorder (ADHD) affects between 2 and 8 {\%} of college students. ADHD is associated with impaired academic, psychological, and social functioning, and with a wide array of negative outcomes including lower GPAs, graduation rates, and self-reported quality of life. The college environment often brings decreased external structure and increased availability of immediate rewards, presenting added demands for behavioral self--regulation-an area in which students with ADHD are already vulnerable. Despite the significant impact of ADHD in college and the unique challenges presented by the college context, virtually no treatment development research has been conducted with this population. In order to provide a framework to guide intervention development, this comprehensive review integrates research from three key domains that inform treatment for college students with ADHD: (1) functional impairment associated with ADHD among college students, (2) etiology of ADHD and the developmental context for ADHD among emerging adults (age 18-24), and (3) treatment outcome research for ADHD among adolescents and adults. A detailed set of proposed treatment targets and intervention principles are identified, and key challenges associated with treatment development in this population are discussed.",2019,https://scholar.google.com.br/,no
1667,A comparison of communication using the Apple iPad and a picture-based system.,"Augmentative and alternative communication (AAC) interventions have been shown to improve both communication and social skills in children and youth with autism spectrum disorders and other developmental disabilities. AAC applications have become available for personal devices such as cell phones, MP3 Players, and personal computer tablets. It is critical that these new forms of AAC are explored and evaluated. The purpose of this study was to investigate the utility of the Apple iPad as a communication device by comparing its use to a communication system using picture cards. Five elementary students with autism spectrum disorders and developmental disabilities who used a picture card system participated in the study. The results were mixed, communication behaviors either increased when using the iPad or remained the same as when using picture cards. The implications of these findings are discussed.",2019,https://scholar.google.com.br/,no
1668,Glycinergic Neurotransmission: A Potent Regulator of Embryonic Motor Neuron Dendritic Morphology and Synaptic Plasticity.,"Emerging evidence suggests that central synaptic inputs onto motor neurons (MNs)  play an important role in developmental regulation of the final number of MNs and their muscle innervation for a particular motor pool. Here, we describe the effect of genetic deletion of glycinergic neurotransmission on single MN structure and on functional excitatory and inhibitory inputs to MNs. We measured synaptic currents in E18.5 hypoglossal MNs from brain slices using whole-cell patch-clamp recording, followed by dye-filling these same cells with Neurobiotin, to define their morphology by high-resolution confocal imaging and 3D reconstruction. We show that hypoglossal MNs of mice lacking gephyrin display increased dendritic arbor length and branching, increased spiny processes, decreased inhibitory neurotransmission, and increased excitatory neurotransmission. These findings suggest that central glycinergic synaptic activity plays a vital role in regulating MN morphology and glutamatergic central synaptic inputs during late embryonic development. SIGNIFICANCE STATEMENT: MNs within the brainstem and spinal cord are responsible for integrating a diverse array of synaptic inputs into discrete contractions of skeletal muscle to achieve coordinated behaviors, such as breathing, vocalization, and locomotion. The last trimester in utero is critical in neuromotor development, as this is when central and peripheral synaptic connections are made onto and from MNs. At this time-point, using transgenic mice with negligible glycinergic postsynaptic responses, we show that this deficiency leads to abnormally high excitatory neurotransmission and alters the dendritic architecture responsible for coherently integrating these inputs. This study compliments the emerging concept that neurodevelopmental disorders (including autism, epilepsy, and amyotrophic lateral sclerosis) are underpinned by synaptic dysfunction and therefore will be useful to neuroscientists and neurologists alike.",2019,https://scholar.google.com.br/,no
1669,Protein expression of targets of the FMRP regulon is altered in brains of subjects with schizophrenia and mood disorders.,"Fragile X mental retardation protein (FMRP) is an RNA binding protein with 842 target mRNAs in mammalian brain. Silencing of the fragile X mental retardation 1 (FMR1) gene leads to loss of expression of FMRP and upregulated metabotropic glutamate receptor 5 (mGluR5) signaling resulting in the multiple physical and cognitive deficits associated with fragile X syndrome (FXS). Reduced FMRP expression has been identified in subjects with autism, schizophrenia, bipolar disorder, and major depression who do not carry the mutation for FMR1. Our laboratory has recently demonstrated altered expression of four downstream targets of FMRP-mGluR5 signaling in brains of subjects with autism: homer 1, amyloid beta A4 precursor protein (APP), ras-related C3 botulinum toxin substrate 1 (RAC1), and striatal-enriched protein tyrosine phosphatase (STEP). In the current study we investigated the expression of the same four proteins in lateral cerebella of subjects with schizophrenia, bipolar disorder, and major depression and in frontal cortex of subjects with schizophrenia and bipolar disorder. In frontal cortex we observed: 1) reduced expression of 120 kDa form of APP in subjects with schizophrenia and bipolar disorder, 2) reduced expression of 61 kDa and 33k Da forms of STEP in subjects with schizophrenia, 3) reduced expression of 88 kDa form of APP in subjects with bipolar disorder, and 3) trends for reduced expression of 88 kDa form of APP and homer 1 in subjects with schizophrenia and bipolar disorder, respectively. In lateral cerebella there was no group difference, however we observed increased expression of RAC1 in subjects with bipolar disorder, and trends for increased RAC1 in subjects with schizophrenia and major depression. Our results provide further evidence that proteins involved in the FMRP-mGluR5 signaling pathway are altered in schizophrenia and mood disorders.",2019,https://scholar.google.com.br/,no
1670,"Acute, sustained chorea in children after supratherapeutic dosing of amphetamine-derived medications.","Amphetamine-derived medications are being prescribed with increasing frequency to younger pediatric patients to treat attention deficit hyperactivity disorder. Although choreiform movements were reported in adults with amphetamine abuse and in those under therapeutic treatment for attention deficit hyperactivity disorder, previous literature concerning the pediatric population is spare. We describe two children who developed chorea after ingesting amphetamine-derived medications prescribed to treat attention deficit hyperactivity disorder. Patient 1, a 10-year-old boy, accidently received an extra dose of lisdexamfetamine dimesylate the night before the onset of acute chorea involving his arms, legs, and trunk. Patient 2, an 8-month-old boy, accidentally ingested his stepbrother's mixed amphetamine salts (Adderall XR) and developed acute chorea. Benzodiazepines, diphenhydramine, benztropine, and opioids did not suppress the chorea in either case. The 10-year-old received haloperidol, which significantly improved his abnormal findings, and he returned to baseline in approximately 48 hours. The 8-month-old was observed in the pediatric intensive care unit, and his signs resolved by 72 hours. Our cases demonstrate that choreiform movements of sustained duration can occur in children with acute supratherapeutic ingestions of amphetamine-derived medications.",2019,https://scholar.google.com.br/,no
1671,Parent Management Training-Oregon Model: Adapting Intervention with Rigorous Research.,"Parent Management Training-Oregon Model (PMTO((R)) ) is a set of theory-based parenting programs with status as evidence-based treatments. PMTO has been rigorously tested in efficacy and effectiveness trials in different contexts, cultures, and formats. Parents, the presumed agents of change, learn core parenting practices, specifically skill encouragement, limit setting, monitoring/supervision, interpersonal problem solving, and positive involvement. The intervention effectively prevents and ameliorates children's behavior problems by replacing coercive interactions with positive parenting practices. Delivery format includes sessions with individual families in agencies or families' homes, parent groups, and web-based and telehealth communication. Mediational models have tested parenting practices as mechanisms of change for children's behavior and found support for the theory underlying PMTO programs. Moderating effects include children's age, maternal depression, and social disadvantage. The Norwegian PMTO implementation is presented as an example of how PMTO has been tailored to reach diverse populations as delivered by multiple systems of care throughout the nation. An implementation and research center in Oslo provides infrastructure and promotes collaboration between practitioners and researchers to conduct rigorous intervention research. Although evidence-based and tested within a wide array of contexts and populations, PMTO must continue to adapt to an ever-changing world.",2019,https://scholar.google.com.br/,no
1672,Looking Forward: The Promise of Widespread Implementation of Parent Training Programs.,"Over the past quarter century, researchers have developed a body of parent training programs that have proven effective in reducing child behavior problems, but few of these have made their way into routine practice. This article describes the long and winding road of implementation as applied to children's mental health. Adopting Rogers' (1995) diffusion framework and Fixsen and colleagues' implementation framework (Fixsen, Naoom, Blase, Friedman, {\&} Wallace, 2005), we review more than a decade of research on the implementation of Parent Management Training-Oregon Model (PMTO). Data from U.S. and international PMTO implementations are used to illustrate the payoffs and the challenges of making empirically supported interventions routine practice in the community. Technological advances that break down barriers to communication across distances, the availability of efficacious programs suitable for implementation, and the urgent need for high quality mental health care provide strong rationales for prioritizing implementation. Over the next quarter of a century, the challenge is to reduce the prevalence of children's psychopathology by creating science-based delivery systems to reach families in need, everywhere.",2019,https://scholar.google.com.br/,no
1673,Voxelwise multivariate statistics and brain-wide machine learning using the full  diffusion tensor.,"In this paper, we propose to use the full diffusion tensor to perform brain-wide  score prediction on diffusion tensor imaging (DTI) using the log-Euclidean framework., rather than the commonly used fractional anisotropy (FA). Indeed, scalar values such as the FA do not capture all the information contained in the diffusion tensor. Additionally, full tensor information is included in every step of the pre-processing pipeline: registration, smoothing and feature selection using voxelwise multivariate regression analysis. This approach was tested on data obtained from 30 children and adolescents with autism spectrum disorder and showed some improvement over the FA-only analysis.",2019,https://scholar.google.com.br/,no
1674,Increasing social interaction using prelinguistic milieu teaching with nonverbal  school-age children with autism.,"PURPOSE: Children with autism display marked deficits in initiating and maintaining social interaction. Intervention using play routines can create a framework for developing and maintaining social interaction between these children and their communication partners. METHOD: Six nonverbal 5- to 8-year-olds with autism were taught to engage in social interaction within salient play routines. Prelinguistic milieu teaching (PMT) techniques were used to teach the children to communicate intentionally during these routines. Intervention focused on the children's social interaction with an adult. The effects of intervention were evaluated using a multiple baseline design across participants. RESULTS: At study onset, the participants demonstrated few consistent interaction with others. With intervention, all of the children improved their ability to sustain social interactions, as evidenced by an increase in the number of communicative interactions during play routines. Participants also increased their overall rate of initiated intentional communication. CONCLUSION: Development of intentional prelinguistic communication within salient social routines creates opportunities for an adult to teach social and communication skills to young school-age children with autism who function at a nonverbal level.",2019,https://scholar.google.com.br/,no
1675,Substances used and prevalence rates of pharmacological cognitive enhancement among healthy subjects.,"Pharmacological ""cognitive enhancement"" (CE) is defined as the use of any psychoactive drug with the purpose of enhancing cognition, e.g. regarding attention, concentration or memory by healthy subjects. Substances commonly used as CE drugs can be categorized into three groups of drugs: (1) over-the-counter (OTC) drugs such as coffee, caffeinated drinks/energy drinks, caffeine tablets or Ginkgo biloba, (2) drugs being approved for the treatment of certain disorders and being misused for CE: drugs to treat attention-deficit/hyperactivity disorder (ADHD) such as the stimulants methylphenidate (MPH, e.g. Ritalin((R))) or amphetamines (AMPH, e.g. Attentin((R)) or Adderall((R))), to treat sleep disorders such as modafinil or to treat Alzheimer's disease such as acetylcholinesterase inhibitors, (3) illicit drugs such as illicit AMPH, e.g. ""speed"", ecstasy, methamphetamine (crystal meth) or others. Evidence from randomized placebo-controlled trials shows that the abovementioned substances have limited pro-cognitive effects as demonstrated, e.g. regarding increased attention, increased cognitive speed or shortening of reaction times, but on the same time poses considerable safety risks on the consumers. Prevalence rates for the use of CE drugs among healthy subjects show a broad range from less than 1 {\%} up to more than 20 {\%}. The range in prevalence rates estimates results from several factors which are chosen differently in the available survey studies: type of subjects (students, pupils, special professions, etc.), degree of anonymity in the survey (online, face-to-face, etc.), definition of CE and substances used/misused for CE, which are assessed (OTC drugs, prescription, illicit drugs) as well as time periods of use (e.g. ever, during the past year/month/week, etc.). A clear and comprehensive picture of the drugs used for CE by healthy subjects and their adverse events and safety risks as well as comprehensive and comparable international data on the prevalence rates of CE among healthy subjects are of paramount importance for informing policy makers and healthcare professionals about CE.",2019,https://scholar.google.com.br/,no
1676,"Disruptive Mood Dysregulation Disorder in a Community Mental Health Clinic: Prevalence, Comorbidity and Correlates.","OBJECTIVE: The revision of the Diagnostic and Statistical Manual of Mental Disorders, 5th ed. (DSM-5) added a new diagnosis of disruptive mood dysregulation disorder (DMDD) to depressive disorders. This study examines the prevalence, comorbidity, and correlates of the new disorder, with a particular focus on its overlap with oppositional defiant disorder (ODD), with which DMDD shares core symptoms. METHODS: Data were obtained from 597 youth 6-18 years of age who participated in a systematic assessment of symptoms offered to all intakes at a community mental health center (sample accrued from July 2003 to March 2008). Assessment included diagnostic, symptomatic, and functional measures. DMDD was diagnosed using a post-hoc definition from item-level ratings on the Schedule for Affective Disorders and Schizophrenia for School-Age Children that closely matches the DSM-5 definition. Caregivers rated youth on the Child Behavior Checklist. RESULTS: Approximately 31{\%} of youth met the operational definition of DMDD, and 40{\%} had Diagnostic and Statistical Manual of Mental Disorders, 4th ed. (DSM-IV) diagnoses of ODD. Youth with DMDD almost always had ODD (odds ratio [OR] = 53.84) and displayed higher rates of comorbidity with attention-deficit/hyperactivity disorder (ADHD) and conduct disorder than youth without DMDD. Caregivers of youth with DMDD reported more symptoms of aggressive behavior, rule-breaking, social problems, anxiety/depression, attention problems, and thought problems than all other youth without DMDD. Compared with youth with ODD, youth with DMDD were not significantly different in terms of categorical or dimensional approaches to comorbidity and impairment. CONCLUSIONS: The new diagnosis of DMDD might be common in community mental health clinics. Youth with DMDD displayed more severe symptoms and poorer functioning than youth without DMDD. However, DMDD almost entirely overlaps with ODD and youth with DMDD were not significantly different than youth with ODD. These findings raise concerns about the potentially confusing effects of using DMDD in clinical settings, particularly given that DSM-5 groups DMDD with depressive disorders, but ODD remains a disruptive behavior disorder, potentially changing the decision-making framework that clinicians use to select treatments.",2019,https://scholar.google.com.br/,no
1677,Neurocognitive impairments among youth with pediatric bipolar disorder: a systematic review of neuropsychological research.,"BACKGROUND: Pediatric bipolar disorder (PBD) has emerged as a field of research in which neuropsychological studies are continuously providing new empirical findings. Despite this, a comprehensive framework for neurocognitive impairments is still lacking, and most of the evidence remains unconnected. We addressed this question through a systematic review of neuropsychological research, with the aim of elucidating the main issues concerning this topic. METHOD: A comprehensive search of databases (PubMed, PsycINFO) was performed. Published manuscripts between 1990 and January 2014 were identified. Overall, 124 studies fulfilled inclusion criteria. Methodological differences between studies required a descriptive review of findings. RESULTS: Evidence indicates that verbal/visual-spatial memory, processing speed, working memory, and social cognition are neurocognitive domains impaired in PBD youth. Furthermore, these deficits are greater among those who suffer acute affective symptoms, PBD type I, and/or attention deficit hyperactivity disorder (ADHD) comorbidity. In addition, several neurocognitive deficits imply certain changes in prefrontal cortex activity and are somewhat associated with psychosocial and academic disabilities. Strikingly, these deficits are consistently similar to those encountered in ADHD as well as severe mood dysregulation (SMD). Besides, some neurocognitive impairments appear before the onset of the illness and tend to maintain stable across adolescence. Finally, any therapy has not yet demonstrated to be effective on diminishing these neurocognitive impairments. LIMITATIONS: More prolonged follow-up studies aimed at delineating the course of treatment and the response to it are warranted. CONCLUSIONS: Despite noteworthy research on the neurocognitive profile of PBD, our knowledge is still lagging behind evidence from adult counterparts.",2019,https://scholar.google.com.br/,no
1678,Brain-computer interface game applications for combined neurofeedback and biofeedback treatment for children on the autism spectrum.,"Individuals with autism spectrum disorder (ASD) show deficits in social and communicative skills, including imitation, empathy, and shared attention, as well as restricted interests and repetitive patterns of behaviors. Evidence for and against the idea that dysfunctions in the mirror neuron system are involved in imitation and could be one underlying cause for ASD is discussed in this review. Neurofeedback interventions have reduced symptoms in children with ASD by self-regulation of brain rhythms. However, cortical deficiencies are not the only cause of these symptoms. Peripheral physiological activity, such as the heart rate and its variability, is closely linked to neurophysiological signals and associated with social engagement. Therefore, a combined approach targeting the interplay between brain, body, and behavior could be more effective. Brain-computer interface applications for combined neurofeedback and biofeedback treatment for children with ASD are currently nonexistent. To facilitate their use, we have designed an innovative game that includes social interactions and provides neural- and body-based feedback that corresponds directly to the underlying significance of the trained signals as well as to the behavior that is reinforced.",2019,https://scholar.google.com.br/,no
1679,A systematic review of the evidence of clozapine's anti-aggressive effects.,"Reducing the risk of violent and aggressive behaviour in patients with schizophrenia remains a clinical priority. There is emerging evidence to suggest that the second-generation antipsychotic, clozapine, is effective at reducing this risk in patients with schizophrenia and some evidence to suggest that it may be best in selected patients. We conducted a systematic literature search in March 2011 of all prospective and retrospective studies, which investigated clozapine's anti-aggressive effects in a variety of mental disorders. The review identified six animal studies, four randomized controlled trials, 12 prospective non-controlled studies and 22 retrospective studies, with four case studies. We found considerable evidence in support of clozapine's ability to reduce violent and aggressive behaviour. Clozapine's anti-aggressive effect was most commonly explored in patients with schizophrenia, with less evidence available for other psychiatric disorders, including borderline personality disorder, autistic spectrum disorders, post-traumatic stress disorder, bipolar disorder and learning disability. There was mixed evidence to address the question of whether or not clozapine was any more effective than other antipsychotics. In the case of schizophrenia, there was evidence to suggest that clozapine's anti-aggressive effect was more marked particularly in those with treatment-resistant illness. Its anti-aggressive effects appeared to be 'specific', being to some extent greater than both its more general antipsychotic and sedative effects. There were significant methodological inconsistencies in the studies we identified, particularly surrounding patient recruitment criteria, the definition and measurement of violence and the lack of randomized, controlled trials. Data on therapeutic monitoring were also limited. Clozapine can reduce violence and persistent aggression in patients with schizophrenia and other psychiatric disorders. It may offer an advantage over other antipsychotics, although perhaps exclusively in the case of traditionally defined 'treatment resistance' or more broadly defined 'complex cases' with co-morbidity. Larger, randomized, blinded, controlled studies with robust characterization of participants, and standardized measures of violence and aggression are, however, needed to fully understand this link and explore the possible mechanisms.",2019,https://scholar.google.com.br/,no
1680,"Advancing the discussion about systematic classroom behavioral observation, a product review of Tenny, J. (2010). eCOVE observation software. Pacific City, OR: eCOVE Software, LLC.","Applied child psychologists and behavioral consultants often use systematic behavioral observations to inform the psychological assessment and intervention development process for children referred for attention and hyperactivity problems. This article provides a review of the 2010 version of the eCOVE classroom observation software in terms of its utility in tracking the progress of children with attention and hyperactive behaviors and its use in evaluating teacher behaviors that may impede or promote children's attention and positive behavior. The eCOVE shows promise as an efficient tool for psychologists and behavioral consultants who want to evaluate the effects of interventions for children with symptoms of ADHD, ODD, mood disorders and learning disorders, however, some research-based improvements for future models are suggested. The reviewers also share their firsthand experience in using eCOVE to evaluate teacher and student behavior exhibited on a television show about teaching urban high school students and during a movie about an eccentric new kindergarten teacher. Rich examples are provided of using strategic behavioral observations to reveal how to improve the classroom environment so as to facilitate attention, motivation and positive behavior among youth. Broader implications for enhancing the use of systematic behavioral observations in the assessment of children and adolescents with attention disorders and related behavioral problems are discussed. Key issues are examined such as the use of behavioral observations during psychological consultation to prevent the previously found gender bias in referrals for ADHD. Using behavioral observations to enhance differential diagnosis is also discussed.",2019,https://scholar.google.com.br/,no
1681,"Medication use and spending trends among children with ADHD in Florida's Medicaid program, 1996-2005.","OBJECTIVE: How the introduction of new pharmaceuticals affects spending for treatment of children with attention-deficit hyperactivity disorder (ADHD) is unknown. This study examined trends in use of pharmaceuticals and their costs among children with ADHD from 1996 to 2005. METHODS: This observational study used annual cohorts of children ages three to 17 with ADHD (N=107,486 unique individuals during the study period) from Florida Medicaid claims to examine ten-year trends in the predicted probability for medication use for children with ADHD with and without psychiatric comorbidities as well as mental health spending and its components. Additional outcome measures included average price per day and average number of days filled for medication classes. RESULTS: Overall, the percentage of children with ADHD treated with ADHD drugs increased from 60{\%} to 63{\%}, and the percentage taking antipsychotics more than doubled, from 8{\%} to 18{\%}. In contrast, rates of antidepressant use declined from 21{\%} to 15{\%}, and alpha agonist use was constant, at 15{\%}. Mental health spending increased 61{\%}, with pharmaceutical spending representing the fastest-rising component (up 192{\%}). Stimulant spending increased 157{\%}, mostly because of increases in price per prescription. Antipsychotic spending increased 588{\%} because of increases in both price and quantity (number of days used). By 2005, long-acting ADHD drugs accounted for over 90{\%} of stimulant spending. CONCLUSIONS: Long-acting ADHD drugs have rapidly replaced short-acting stimulant use among children with ADHD. The use of antipsychotics as a second-tier agent in treating ADHD has overtaken traditional agents such as antidepressants or alpha agonists, suggesting a need for research into the efficacy and side effects of second-generation antipsychotics among children with ADHD.",2019,https://scholar.google.com.br/,no
1682,Brief report: the smiles of a child with autism spectrum disorder during an animal-assisted activity may facilitate social positive behaviors--quantitative analysis with smile-detecting interface.,"We quantitatively measured the smiles of a child with autism spectrum disorder (ASD-C) using a wearable interface device during animal-assisted activities (AAA) for 7 months, and compared the results with a control of the same age. The participant was a 10-year-old boy with ASD, and a normal healthy boy of the same age was the control. They voluntarily participated in this study. Neither child had difficulty putting on the wearable device. They kept putting on the device comfortably through the entire experiment (duration of a session was about 30-40 min). This study was approved by the Ethical Committee based on the rules established by the Institute for Developmental Research, Aichi Human Service Center. The behavior of the participants during AAA was video-recorded and coded by the medical examiner (ME). In both groups, the smiles recognized by the ME corresponded with the computer-detected smiles. In both groups, positive social behaviors increased when the smiles increased. Also, negative social behaviors decreased when the smiles increased in the (ASD-C). It is suggested that by leading the (ASD-C) into a social environment that may cause smiling, the child's social positive behaviors may be facilitated and his social negative behaviors may be decreased.",2019,https://scholar.google.com.br/,no
1683,Altered behavioral development in Nrf2 knockout mice following early postnatal exposure to valproic acid.,"Early exposure to valproic acid results in autism-like neural and behavioral deficits in humans and other animals through oxidative stress-induced neural damage. In the present study, valproic acid was administered to genetically altered mice lacking the Nrf2 (nuclear factor-erythroid 2 related factor 2) gene on postnatal day 14 (P14). Nrf2 is a transcription factor that induces genes that protect against oxidative stress. It was found that valproic acid-treated Nrf2 knockout mice were less active in open field activity chambers, less successful on the rotorod, and had deficits in learning and memory in the Morris water maze compared to the valproic acid-treated wild type mice. Given these results, it appears that Nrf2 knockout mice were more sensitive to the neural damage caused by valproic acid administered during early development.",2019,https://scholar.google.com.br/,no
1684,"Risperidone added to parent training and stimulant medication: effects on attention-deficit/hyperactivity disorder, oppositional defiant disorder, conduct disorder, and peer aggression.","OBJECTIVE: In this study, we aimed to expand on our prior research into the relative efficacy of combining parent training, stimulant medication, and placebo (Basic therapy) versus parent training, stimulant, and risperidone (Augmented therapy) by examining treatment effects for attention-deficit/hyperactivity disorder (ADHD), oppositional defiant disorder (ODD), and conduct disorder (CD) symptoms and peer aggression, symptom-induced impairment, and informant discrepancy. METHOD: Children (6-12 years of age, N = 168) with severe physical aggression, ADHD, and co-occurring ODD/CD received an open trial of parent training and stimulant medication for 3 weeks. Participants failing to show optimal clinical response were randomly assigned to Basic or Augmented therapy for an additional 6 weeks. RESULTS: Compared with Basic therapy, children receiving Augmented therapy experienced greater reduction in parent-rated ODD severity (p = .002, Cohen's d = 0.27) and peer aggression (p = .02, Cohen's d = 0.32) but not ADHD or CD symptoms. Fewer children receiving Augmented (16{\%}) than Basic (40{\%}) therapy were rated by their parents as impaired by ODD symptoms at week 9/endpoint (p = .008). Teacher ratings indicated greater reduction in ADHD severity (p = .02, Cohen's d = 0.61) with Augmented therapy, but not for ODD or CD symptoms or peer aggression. Although both interventions were associated with marked symptom reduction, a relatively large percentage of children were rated as impaired for at least 1 targeted disorder at week 9/endpoint by parents (Basic 47{\%}, Augmented 27{\%}) and teachers (Basic 48{\%}, Augmented 38{\%}). CONCLUSION: Augmented therapy was superior to Basic therapy in reducing severity of ADHD and ODD symptoms, peer aggression, and symptom-induced impairment, but clinical improvement was generally context specific, and effect sizes ranged from small to moderate. Clinical trial registration information-Treatment of Severe Childhood Aggression (The TOSCA Study), http://clinicaltrials.gov/, NCT00796302.",2019,https://scholar.google.com.br/,no
1685,Using Multitouch Collaboration Technology to Enhance Social Interaction of Children with High-Functioning Autism.,"AIMS: Children with high-functioning Autism Spectrum Disorder (HFASD) have major  difficulties in social communication skills, which may impact their performance and participation in everyday life. The goal of this study was to examine whether the StoryTable, an intervention paradigm based on a collaborative narrative, multitouch tabletop interface, enhanced social interaction for children with HFASD, and to determine whether the acquired abilities were transferred to behaviors during other tasks. METHODS: Fourteen boys with HFASD, aged 7-12 years, participated in a 3-week, 11-session intervention. Social interactions during two nonintervention tasks were videotaped at three points in time, one prior to the intervention (pre), a second immediately following the intervention (post) and a third three weeks after the intervention (follow-up). The video-recorded files were coded using the Friendship Observation Scale to ascertain the frequencies of positive and negative social interactions and collaborative play. Differences in these behaviors were tested for significance using nonparametric statistical tests. RESULTS: There were significantly higher rates of positive social interactions and collaborative play, and lower rates of negative social interactions following the intervention suggesting generalization of the social skills learned during the intervention. Improvement was maintained when tested three weeks later. CONCLUSION: These findings provide support for the use of collaborative technology-based interventions within educational settings to enhance social interaction of children with HFASD.",2019,https://scholar.google.com.br/,no
1686,Type 2 Diabetes Mellitus in Youth Exposed to Antipsychotics: A Systematic Review  and Meta-analysis.,"IMPORTANCE: Antipsychotics are used increasingly in youth for nonpsychotic and off-label indications, but cardiometabolic adverse effects and (especially) type 2 diabetes mellitus (T2DM) risk have raised additional concern. OBJECTIVE: To assess T2DM risk associated with antipsychotic treatment in youth. DATA SOURCES: Systematic literature search of PubMed and PsycINFO without language restrictions from database inception until May 4, 2015. Data analyses were performed in July 2015, and additional analyses were added in November 2015. STUDY SELECTION: Longitudinal studies reporting on T2DM incidence in youth 2 to 24 years old exposed to antipsychotics for at least 3 months. DATA EXTRACTION AND SYNTHESIS: Two independent investigators extracted study-level data for a random-effects meta-analysis and meta-regression of T2DM risk. MAIN OUTCOMES AND MEASURES: The coprimary outcomes were study-defined T2DM, expressed as cumulative T2DM risk or as T2DM incidence rate per patient-years. Secondary outcomes included the comparison of the coprimary outcomes in antipsychotic-treated youth with psychiatric controls not receiving antipsychotics or with healthy controls. RESULTS: Thirteen studies were included in the meta-analysis, including 185,105 youth exposed to antipsychotics and 310,438 patient-years. The mean (SD) age of patients was 14.1 (2.1) years, and 59.5{\%} were male. The mean (SD) follow-up was 1.7 (2.3) years. Among them, 7 studies included psychiatric controls (1,342,121 patients and 2,071,135 patient-years), and 8 studies included healthy controls (298,803 patients and 463,084 patient-years). Antipsychotic-exposed youth had a cumulative T2DM risk of 5.72 (95{\%} CI, 3.45-9.48, P {\textless} .001) per 1000 patients. The incidence rate was 3.09 (95{\%} CI, 2.35-3.82, P {\textless} .001) cases per 1000 patient-years. Compared with healthy controls, cumulative T2DM risk (odds ratio [OR], 2.58, 95{\%} CI, 1.56-4.24, P {\textless} .0001) and incidence rate ratio (IRR) (IRR, 3.02, 95{\%} CI, 1.71-5.35, P {\textless} .0001) were significantly greater in antipsychotic-exposed youth. Similarly, compared with psychiatric controls, antipsychotic-exposed youth had significantly higher cumulative T2DM risk (OR, 2.09, 95{\%} CI, 1.50-52.90, P {\textless} .0001) and IRR (IRR, 1.79, 95{\%} CI, 1.31-2.44, P {\textless} .0001). In multivariable meta-regression analyses of 10 studies, greater cumulative T2DM risk was associated with longer follow-up (P {\textless} .001), olanzapine prescription (P {\textless} .001), and male sex (P = .002) (r(2) = 1.00, P {\textless} .001). Greater T2DM incidence was associated with second-generation antipsychotic prescription (P {\textless}/= .050) and less autism spectrum disorder diagnosis (P = .048) (r(2) = 0.21, P = .044). CONCLUSIONS AND RELEVANCE: Although T2DM seems rare in antipsychotic-exposed youth, cumulative risk and exposure-adjusted incidences and IRRs were significantly higher than in healthy controls and psychiatric controls. Olanzapine treatment and antipsychotic exposure time were the main modifiable risk factors for T2DM development in antipsychotic-exposed youth. Antipsychotics should be used judiciously and for the shortest necessary duration, and their efficacy and safety should be monitored proactively.",2019,https://scholar.google.com.br/,no
1687,Craniofacial dysmorphism and developmental disorders among children with chromosomal microdeletions and duplications of unknown significance.,"OBJECTIVE: Microarray comparative genomic hybridization is an extremely sensitive technology that increasingly identifies deletions and duplications of unknown significance. Our objective was to determine whether children with autism and other developmental delays who have genomic imbalances manifest more craniofacial dysmorphism and have lower cognitive scores than children from the same clinic population who have normal microarrays. METHOD: A clinical geneticist, blinded to the history, reviewed photographs for craniofacial dysmorphism. Forty-five (24{\%}) of 187 children who had a microarray had a deletion or duplication {\textgreater}200 kb. Thirty-six of those with abnormal microarrays (11 microdeletions and 25 duplications) had completed their evaluation, which included 3 deletions and 10 duplications of unknown significance. Subjects with and without microarray anomalies did not differ in age, sex, growth parameters, parental age or education level, insurance status, or cognitive scores. RESULTS: Twenty-eight (78{\%}) of the 36 children with microarray anomalies had craniofacial dysmorphism as compared with 45{\%} of those with normal microarrays (p = .0005). Among the 13 children with microarray abnormalities of unknown significance, 10 (77{\%}) were dysmorphic, similar to 18 (78{\%}) of 23 who had a genomic imbalance known to affect development. Among the 10 children with dysmorphism and a microarray anomaly of unknown significance, 7 also had an IQ {\textless}/=70 and/or a diagnosis of autism. CONCLUSION: Microdeletions and duplications not previously known to be associated with human disease were strongly associated with craniofacial dysmorphism, cognitive scores {\textless}/=70, and a diagnosis of autism in this clinic population, providing presumptive evidence that these genomic imbalances are clinically significant.",2019,https://scholar.google.com.br/,no
1688,Impact of PECS tablet computer app on receptive identification of pictures given  a verbal stimulus.,"OBJECTIVE: The purpose of this brief report was to determine the effect on receptive identification of photos of a tablet computer-based augmentative and alternative communication (AAC) system with voice output. METHODS: A multiple baseline single-case experimental design across vocabulary words was implemented. One participant, a preschool-aged boy with autism and little intelligible verbal language, was included in the study. RESULTS: Although a functional relation between the intervention and the dependent variable was not established, the intervention did appear to result in mild improvement for two of the three vocabulary words selected. CONCLUSION: The authors recommend further investigations of the collateral impacts of AAC on skills other than expressive language.",2019,https://scholar.google.com.br/,yes
1689,Neuroprotective effects of docosahexaenoic acid on hippocampal cell death and learning and memory impairments in a valproic acid-induced rat autism model.,"Prenatal exposure to valproic acid (VPA) in rat offspring is capable of inducing  experimental autism with neurobehavioral aberrations. This study investigated the effect of docosahexaenoic acid (DHA) on hippocampal cell death, learning and memory alteration in an experimental rat autism model. We found that DHA supplementation (75, 150 or 300 mg/kg/day, 21 days) rescued the VPA (600 mg/kg) induced DHA reduction in plasma and hippocampus in a dose-dependent manner, increased the levels of hippocampal p-CaMKII and p-CREB without affecting total protein level, and altered BDNF-AKT-Bcl-2 signaling pathway, as well as inhibited the activity of caspase-3. DHA also influenced the content of malondialdehyde (MDA) and the activities of antioxidant enzymes in the VPA-treated offspring. Consistent with the previous results, we also observed that 300 mg/kg DHA supplementation markedly increased the cell survival, decreased the cell apoptosis, and increased mature neuronal cell in the hippocampus in VPA-treated offspring. Utilizing the Morris water maze test, we found that DHA prevented cognitive impairment in offspring of VPA-treated rats. The data suggested that DHA may play a neuroprotective role in hippocampal neuronal cell and ameliorates dysfunctions in learning and memory in this rat autism model. Thus, DHA could be used as treatment intervention for mitigating behavioral dysfunctions in autism spectrum disorder (ASD).",2019,https://scholar.google.com.br/,no
1690,Differential alterations in the morphology and electrophysiology of layer II pyramidal cells in the primary visual cortex of a mouse model prenatally exposed to LPS.,"Maternal inflammation is a known risk factor for schizophrenia and autism. Since  the visual processing has shown abnormalities in these disorders, we explored whether neuropathologic changes can be caused in the primary visual cortex in offsprings due to the maternal inflammation induced by a single lipopolysaccharide (LPS) injection in pregnant mouse dams. The morphology and electrophysiological properties of layer II pyramidal cells (L2PC) in the primary visual cortex were investigated with whole-cell patch-clamping recording and 3D neuron reconstruction techniques. Although the composition of two L2PC types was unchanged, a reorganization of the dendritic architecture was found in both L2PC{\_}A and L2PC{\_}B types, predominantly in the L2PC{\_}A type, of the mice prenatally exposed to LPS. Moreover, prenatal LPS exposure differentially altered intrinsic electrophysiological properties of the two L2PC types. L2PC{\_}A neurons showed reduced excitability as featured by a hyperpolarization of the resting membrane potential, whereas L2PC{\_}B neurons showed enhanced excitability as featured by a decrease in cellular input resistance at resting membrane potential. These significant changes in neuronal morphological and electrophysiological properties might contribute to the dysfunctions of pyramidal neurons after maternal inflammation.",2019,https://scholar.google.com.br/,no
1691,Discrepancies between dimensions of interoception in autism: Implications for emotion and anxiety.,"Emotions and affective feelings are influenced by one's internal state of bodily  arousal via interoception. Autism Spectrum Conditions (ASC) are associated with difficulties in recognising others' emotions, and in regulating own emotions. We tested the hypothesis that, in people with ASC, such affective differences may arise from abnormalities in interoceptive processing. We demonstrated that individuals with ASC have reduced interoceptive accuracy (quantified using heartbeat detection tests) and exaggerated interoceptive sensibility (subjective sensitivity to internal sensations on self-report questionnaires), reflecting an impaired ability to objectively detect bodily signals alongside an over-inflated subjective perception of bodily sensations. The divergence of these two interoceptive axes can be computed as a trait prediction error. This error correlated with deficits in emotion sensitivity and occurrence of anxiety symptoms. Our results indicate an origin of emotion deficits and affective symptoms in ASC at the interface between body and mind, specifically in expectancy-driven interpretation of interoceptive information.",2019,https://scholar.google.com.br/,no
1692,A Framework for Developing a Curriculum Regarding Autism Spectrum Disorders for Primary Care Providers.,"INTRODUCTION: The prevalence of Autism Spectrum Disorders (ASDs) has increased and varies across age groups. Thus there is an increasing need for educational opportunities for General Practitioners (GPs) and other Primary Care providers to help in early identification and referral to specialist services. An earlier survey of GPs in New South Wales (Australia) demonstrated two broad domains for educational activities: (1) a general knowledge (important for early identification and referral) and (2) surveillance (important for ongoing management). AIM: To seek further evidence to these domains and synthesize the important contents for educational programs for GPs. MATERIALS AND METHODS: We conducted a (1) Confirmatory Factor Analysis (CFA) on our original survey data and (2) systematic review of the literature to identify important educational topics, using a life cycle approach. RESULTS: CFA and literature review support theoretical framework of two domains. Alerts and red flags for ASDs, knowledge of simple surveillance tools, communication of diagnosis with parents, referral pathways particularly to speech pathologists before a formal diagnosis is confirmed, and appreciation of vulnerabilities for identifying supports were important in the general knowledge domain, while supporting the families through transition points such as from pre-school to school entry, secondary school and adolescence, role of psychopharmacology such as medications for sleep issues, and for common co-morbidities of anxiety were important in the surveillance dimension. CONCLUSION: GP supervisors and medical and nursing educators can use findings from this paper for developing structured learning activities for training primary health care workforce regarding ASD's.",2019,https://scholar.google.com.br/,no
1693,Using sensors and facial expression recognition to personalize emotion learning for autistic children.,"This paper describes CaptureMyEmotion, an app for smartphones and tablets which uses wireless sensors to capture physiological data together with facial expression recognition to provide a very personalized way to help autistic children identify and understand their emotions. Many apps are targeting autistic children and their carer, but none of the existing apps uses the full potential offered by mobile technology and sensors to overcome one of autistic children's main difficulty: the identification and expression of emotions. CaptureMyEmotion enables autistic children to capture photos, videos or sounds, and identify the emotion they felt while taking the picture. Simultaneously, a self-portrait of the child is taken, and the app measures the arousal and stress levels using wireless sensors. The app uses the self-portrait to provide a better estimate of the emotion felt by the child. The app has the potential to help autistic children understand their emotions and it gives the carer insight into the child's emotions and offers a means to discuss the child's feelings.",2019,https://scholar.google.com.br/,yes
1694,Prenatal antidepressant exposure and the risk of autism spectrum disorders in children. Are we looking at the fall of Gods?,"Recent information suggests that antenatal exposure to psychotropics may impair child neurodevelopment. Thus, aim of this review is to examine systematically available literature investigating potential associations between prenatal use of selective serotonin reuptake inhibitors (SSRIs) and the risk of autism spectrum disorders (ASDs). METHODS: Medical literature published in English since 1988 identified using MEDLINE/PubMed, EMBASE, SCOPUS, and The Cochrane Library. Search terms: antidepressants, autism (spectrum disorders), childhood, children, neurodevelopment, pregnancy, SSRIs. Searches were updated until March 5, 2015. RESULTS: Six out of eight reviewed articles confirm an association between antenatal SSRI exposure and an increased risk of ASDs in children. However, the epidemiologic evidence on the link between prenatal SSRI exposure and ASD risk must still be cautiously interpreted, because of potential biases of analyzed research. LIMITATIONS: Main limitations of reviewed studies include: lack of directly validated clinical evaluation, impossibility to identify women who really took the prescribed medications during pregnancy, no assessment of severity and course of symptoms in relation to the pregnancy, lack of information about unhealthy prenatal lifestyle behaviors. CONCLUSIONS: Despite such limitations, available data show that some signal exists suggesting that antenatal exposure to SSRIs may increase the risk of ASDs. Thus, there is an urgent need for further, large, well-designed research finalized to definitively assess the existence and the magnitude of this severe risk, thus confirming or denying that we are truly looking at ""the fall of Gods"", since for many years SSRIs have been considered the first-choice agents for treating antenatal depression (Gentile, 2014, Gentile, 2011a, Gentile, 2005).",2019,https://scholar.google.com.br/,no
1695,Reducing the need for personal supports among workers with autism using an iPod Touch as an assistive technology: delayed randomized control trial.,"Personal digital assistants (PDAs) are versatile task organizers that hold promise as assistive technologies for people with cognitive-behavioral challenges. This delayed randomized controlled trial compared two groups of adult workers with autism spectrum disorder (ASD) to determine whether the use of an Apple iPod Touch PDA as a vocational support improves work performance and reduces personal support needs on the job. Baseline data were collected on 50 adults with ASD who were beginning a vocational placement supported by a job coach. Participants were randomized to receive training in the use of a PDA as a vocational aid upon starting their job or after working 12 weeks without PDA support. Workers who received PDA training at the beginning of their job placement required significantly less hours of job coaching support (p = 0.013) during their first 12 weeks on the job than those who had not yet received the intervention. Functional performance between the two groups was not significantly different. The significant difference in hours of job coaching support persisted during the subsequent 12 weeks, in which both groups used a PDA (p = 0.017).",2019,https://scholar.google.com.br/,yes
1696,The use of virtual characters to assess and train non-verbal communication in high-functioning autism.,"High-functioning autism (HFA) is a neurodevelopmental disorder, which is characterized by life-long socio-communicative impairments on the one hand and preserved verbal and general learning and memory abilities on the other. One of the areas where particular difficulties are observable is the understanding of non-verbal communication cues. Thus, investigating the underlying psychological processes and neural mechanisms of non-verbal communication in HFA allows a better understanding of this disorder, and potentially enables the development of more efficient forms of psychotherapy and trainings. However, the research on non-verbal information processing in HFA faces several methodological challenges. The use of virtual characters (VCs) helps to overcome such challenges by enabling an ecologically valid experience of social presence, and by providing an experimental platform that can be systematically and fully controlled. To make this field of research accessible to a broader audience, we elaborate in the first part of the review the validity of using VCs in non-verbal behavior research on HFA, and we review current relevant paradigms and findings from social-cognitive neuroscience. In the second part, we argue for the use of VCs as either agents or avatars in the context of ""transformed social interactions."" This allows for the implementation of real-time social interaction in virtual experimental settings, which represents a more sensitive measure of socio-communicative impairments in HFA. Finally, we argue that VCs and environments are a valuable assistive, educational and therapeutic tool for HFA.",2019,https://scholar.google.com.br/,no
1697,Assessing the acquisition of requesting a variety of preferred items using different speech generating device formats for children with autism spectrum disorder.,"Five children with autism spectrum disorder (ASD) were taught to request preferred items using four different augmentative and alternative communication (AAC) displays on an iPad(R)-based speech-generating device (SGD). Acquisition was compared using multi-element designs. Displays included a symbol-based grid, a photo image with embedded hotspots, a hybrid (photo image with embedded hotspots and symbols), and a pop-up symbol grid. Three participants mastered requesting items from a field of four with at least three displays, and one mastered requesting items in a field of two. The fifth participant did not acquire requests in a field of preferred items. Individualized display effects were present, and the photo image appeared to have provided the most consistent advantages for three participants. Some errors were more or less common with specific displays and/or participants. The results have important implications for AAC assessment and implementation protocols.",2019,https://scholar.google.com.br/,no
1698,Comparing acquisition of AAC-based mands in three young children with autism spectrum disorder using iPad(R) applications with different display and design elements.,"Augmentative and alternative communication (AAC) applications may differ in their use of display and design elements. Using a multielement design, this study compared mand acquisition in three preschool-aged males with autism spectrum disorder, across three different displays in two iPad((R)) AAC applications. Displays included a Widgit symbol button (GoTalk), a photographical hotspot (Scene and Heard), and a Widgit symbol button along with a photograph (Scene and Heard). Applications had additional design differences. Two participants showed more rapid and consistent acquisition with the photographical hotspot than with the symbol button format, but did not master the combined format. The third participant mastered all three conditions at comparable rates. Results suggest that AAC display and design elements may influence mand acquisition.",2019,https://scholar.google.com.br/,no
1699,Neurofeedback in ADHD: further pieces of the puzzle.,"Among the different neuromodulation techniques, neurofeedback (NF) is gaining increasing interest in the treatment of children with attention-deficit/hyperactivity disorder (ADHD). In this article, a methodological framework is summarised considering the training as a neuro-behavioural treatment. Randomised controlled trials are selectively reviewed. Results from two smaller-scale studies are presented with the first study comprising a tomographic analysis over the course of a slow cortical potential (SCP) training and a correlational analysis of regulation skills and clinical outcome in children with ADHD. In the second study, ADHD-related behaviour was studied in children with tic disorder who either conducted a SCP training or a theta/low-beta (12-15 Hz) training (single-blind, randomised design). Both studies provide further evidence for the specificity of NF effects in ADHD. Based on these findings, a refined model of the mechanisms contributing to the efficacy of SCP training is developed. Despite a number of open questions concerning core mechanisms, moderators and mediators, NF (theta/beta and SCP) training seems to be on its way to become a valuable and ethically acceptable module in the treatment of children with ADHD.",2019,https://scholar.google.com.br/,no
1700,"Neurofeedback in attention-deficit/hyperactivity disorder - different models, different ways of application.","In children with attention-deficit/hyperactivity disorder (ADHD), different neurofeedback (NF) protocols have been applied, with the most prominent differentiation between EEG frequency-band (e.g., theta/beta) training and training of slow cortical potentials (SCPs). However, beyond distinctions between such basic NF variables, there are also competing assumptions about mechanisms of action (e.g., acquisition of regulation capability, generalization to daily life behavior). In the present article, we provide a framework for NF models and suppose two hypothetical models, which we call ""conditioning-and-repairing model"" and ""skill-acquisition model,"" reflecting extreme poles within this framework. We argue that the underlying model has an impact not only on how NF is applied but also on the selection of evaluation strategies and suggest using evaluation strategies beyond beaten paths of pharmacological research. Reflecting available studies, we address to what extent different views are supported by empirical data. We hypothesize that different models may hold true depending on the processes and behaviors to be addressed by a certain NF protocol. For example, the skill-acquisition model is supported by recent findings as an adequate explanatory framework for the mechanisms of action of SCP training in ADHD. In conclusion, evaluation and interpretation of NF trials in ADHD should be based on the underlying model and the way training is applied, which, in turn, should be stated explicitly in study reports.",2019,https://scholar.google.com.br/,no
1701,Locality preserving non-negative basis learning with graph embedding.,"The high dimensionality of connectivity networks necessitates the development of  methods identifying the connectivity building blocks that not only characterize the patterns of brain pathology but also reveal representative population patterns. In this paper, we present a non-negative component analysis framework for learning localized and sparse sub-network patterns of connectivity matrices by decomposing them into two sets of discriminative and reconstructive bases. In order to obtain components that are designed towards extracting population differences, we exploit the geometry of the population by using a graphtheoretical scheme that imposes locality-preserving properties as well as maintaining the underlying distance between distant nodes in the original and the projected space. The effectiveness of the proposed framework is demonstrated by applying it to two clinical studies using connectivity matrices derived from DTI to study a population of subjects with ASD, as well as a developmental study of structural brain connectivity that extracts gender differences.",2019,https://scholar.google.com.br/,no
1702,Identifying group discriminative and age regressive sub-networks from DTI-based connectivity via a unified framework of non-negative matrix factorization and graph embedding.,"Diffusion tensor imaging (DTI) offers rich insights into the physical characteristics of white matter (WM) fiber tracts and their development in the brain, facilitating a network representation of brain's traffic pathways. Such a network representation of brain connectivity has provided a novel means of investigating brain changes arising from pathology, development or aging. The high dimensionality of these connectivity networks necessitates the development of methods that identify the connectivity building blocks or sub-network components that characterize the underlying variation in the population. In addition, the projection of the subject networks into the basis set provides a low dimensional representation of it, that teases apart different sources of variation in the sample, facilitating variation-specific statistical analysis. We propose a unified framework of non-negative matrix factorization and graph embedding for learning sub-network patterns of connectivity by their projective non-negative decomposition into a reconstructive basis set, as well as, additional basis sets representing variational sources in the population like age and pathology. The proposed framework is applied to a study of diffusion-based connectivity in subjects with autism that shows localized sparse sub-networks which mostly capture the changes related to pathology and developmental variations.",2019,https://scholar.google.com.br/,no
1703,A randomized double blind placebo controlled clinical trial of N-Acetylcysteine added to risperidone for treating autistic disorders.,"BACKGROUND: This study examined the efficacy and safety of N-acetylcysteine (NAC) augmentation for treating irritability in children and adolescents with autism spectrum disorders (ASD). METHOD: Forty children and adolescents met diagnostic criteria for ASD according to DSM-IV. They were randomly allocated into one of the two groups of NAC (1200 mg/day)+risperidone or placebo+risperidone. NAC and placebo were administered in the form of effervescent and in two divided doses for 8 weeks. Irritability subscale score of Aberrant Behavior Checklist (ABC) was considered as the main outcome measure. Adverse effects were also checked. RESULTS: The mean score of irritability in the NAC+risperidone and placebo+risperidone groups at baseline was 13.2(5.3) and 16.7(7.8), respectively. The scores after 8 weeks were 9.7(4.1) and 15.1(7.8), respectively. Repeated measures of ANOVA showed that there was a significant difference between the two groups after 8 weeks. The most common adverse effects in the NAC+risperidone group were constipation (16.1{\%}), increased appetite (16.1{\%}), fatigue (12.9{\%}), nervousness (12.9{\%}), and daytime drowsiness (12.9{\%}). There was no fatal adverse effect. CONCLUSIONS: Risperidone plus NAC more than risperidone plus placebo decreased irritability in children and adolescents with ASD. Meanwhile, it did not change the core symptoms of autism. Adverse effects were not common and NAC was generally tolerated well. TRIAL REGISTRATION: This trial was registered at http://www.irct.ir. The registration number of this trial was IRCT201106103930N6.",2019,https://scholar.google.com.br/,no
1704,"A head-to-head comparison of aripiprazole and risperidone for safety and treating autistic disorders, a randomized double blind clinical trial.","Aripiprazole and risperidone are the only FDA approved medications for treating irritability in autistic disorder, however there are no head-to-head data comparing these agents. This is the first prospective randomized clinical trial comparing the safety and efficacy of these two medications in patients with autism spectrum disorders. Fifty nine children and adolescents with autism spectrum disorders were randomized to receive either aripiprazole or risperidone for 2 months. The primary outcome measure was change in Aberrant Behavior Checklist (ABC) scores. Adverse events were assessed. Aripiprazole as well as risperidone lowered ABC scores during 2 months. The rates of adverse effects were not significantly different between the two groups. The safety and efficacy of aripiprazole (mean dose 5.5 mg/day) and risperidone (mean dose 1.12 mg/day) were comparable. The choice between these two medications should be on the basis of clinical equipoise considering the patient's preference and clinical profile.",2019,https://scholar.google.com.br/,no
1705,Music therapy: An effective approach in improving social skills of children with  autism.,"BACKGROUND: The existing methodological weakness in conducted researches concerning music therapy (MT) for children with autism led to ambiguity and confusion in this scope of studies. The aim of the present research is to identify the effectiveness of MT method in improving social skills of children with autism and its stability, as well. MATERIALS AND METHODS: In the form of a clinical trial study with design of pretest/posttest/follow-up with control group, among the children with autism in community of Tehran city, on the basis of childhood autism rating scale, 27 children with mild to moderate autism were chosen and were divided into two groups of experiment (n = 13), and control (n = 14). Social skills' level of both groups was measured and recorded with the help of social skills rating system scale. The children of the experiment group participated in MT programs of Orff-Schulwerk for 45 days in 12 sessions (two sessions of 1-h/week), whereas the control group received no intervention. The data were analyzed with Statistic Package For Social Science (SPSS) software t-test and analysis of covariance was used to compare groups. RESULTS: In posttest, the results of covariance analysis showed a significant increase in social skills' scores of the experiment group (P {\textless} 0.001). Also, results of the paired-sample t-test showed that the effectiveness of MT has been persistent up to the follow-up phase. CONCLUSIONS: The study showed that MT is an effective method with deep and consistent effects on improving social skills of children with autism.",2019,https://scholar.google.com.br/,no
1706,Use of prescription stimulant for Attention Deficit Hyperactivity Disorder in Aboriginal children and adolescents: a linked data cohort study.,"BACKGROUND: Increasing recognition of Attention Deficit Hyperactivity Disorder (ADHD) among Aboriginal children, adolescents and young adults is a public health challenge. We investigated the pattern of prescription stimulants for ADHD among Aboriginal individuals in Western Australia (WA). METHODS: Using a whole-population-based linked data we followed a cohort of individuals born in WA from 1980-2005, and their parents were born in Australia, to identify stimulant prescription for ADHD derived from statutory WA stimulant prescription dispensing between 2003 and 2007. Parental link was ascertained through WA Family Connections Genealogical Linkage System. Cox proportional hazards regression (HR) models were performed to determine the association between stimulant use and Aboriginal and non-Aboriginal status. RESULTS: Of the total cohort of 186,468, around 2{\%} (n = 3677) had prescription stimulants for ADHD. Individuals with both Aboriginal parents were two-thirds (HR 0.33, 95 {\%} CI 0.26-0.42), and with only Aboriginal mother were one-third (HR 0.69, 95{\%} CI 0.53-0.90) less likely to have stimulants, compared to individuals with non-Aboriginal parents. HR in Aboriginals was 62{\%} lower (HR 0.35, 95{\%} CI 0.25-0.49) in metropolitan areas, and 72{\%} lower (HR 0.28, 95{\%} CI 0.20-0.38) in non-metropolitan areas, than non-Aboriginals. The risk for simulant use was four times higher among Aboriginal boys than Aboriginal girls (HR 4.08, 95{\%} CI, 2.92-5.69). CONCLUSION: Aboriginal cultural understanding of ADHD and attitude towards stimulant medication serve as a determinant of their access to health services. Any ADHD intervention and policy framework must take into account a holistic approach to Aboriginal culture, beliefs and individual experience to provide optimal care they need.",2019,https://scholar.google.com.br/,no
1707,"The impact of policy, environmental, and educational interventions: a synthesis of the evidence from two public health success stories.","Motor vehicle safety and tobacco control are among the greatest public health achievements of the 20th century, according to the Centers for Disease Control and Prevention. As the number of miles traveled in the United States multiplied 10 times from the 1920s to the 1990s, the annual motor vehicle crash death rate per vehicle mile traveled decreased by 90{\%}. Similarly, tobacco-related deaths from heart disease, stroke, and cancer were rapidly mounting over the first two thirds of the 20th century. Then, in the last third of the century, tobacco consumption decreased by more than 50{\%}, and rates of heart disease and stroke deaths, and later cancer deaths, declined similarly. This analysis addresses the central question of what lessons can be learned from these success stories that will help public health professionals successfully tackle new and emerging health behavior problems of today and tomorrow? Surveillance, research, multilevel interventions, environmental modifications, and strong policies were key to reducing motor vehicle- and tobacco-related health problems. Generating public support and advocacy, and changing social norms also played critical roles in promoting the safer and smoke-free behaviors. Lessons learned include the need for evidence-based practices and interventions that are ecologically comprehensive with an emphasis on changing environmental determinants and capitalizing on the concept of reciprocal determinism. The analysis concludes with a description of how the PRECEDE-PROCEED planning framework can be used to apply the lessons from motor vehicle safety and tobacco control to other public health threats.",2019,https://scholar.google.com.br/,no
1708,Sexually dimorphic facial features vary according to level of autistic-like traits in the general population.,"BACKGROUND: In a recent study, Bejerot et al. observed that several physical features (including faces) of individuals with an autism spectrum disorder (ASD) were more androgynous than those of their typically developed counterparts, suggesting that ASD may be understood as a 'gender defiant' disorder. These findings are difficult to reconcile with the hypermasculinisation account, which proposes that ASD may be an exaggerated form of cognitive and biological masculinity. The current study extended these data by first identifying six facial features that best distinguished males and females from the general population and then examining these features in typically developing groups selected for high and low levels of autistic-like traits. METHODS: In study 1, three-dimensional (3D) facial images were collected from 208 young adult males and females recruited from the general population. Twenty-three facial distances were measured from these images and a gender classification and scoring algorithm was employed to identify a set of six facial features that most effectively distinguished male from female faces. In study 2, measurements of these six features were compared for groups of young adults selected for high (n = 46) or low (n = 66) levels of autistic-like traits. RESULTS: For each sex, four of the six sexually dimorphic facial distances significantly differentiated participants with high levels of autistic-like traits from those with low trait levels. All four features were less masculinised for high-trait males compared to low-trait males. Three of four features were less feminised for high-trait females compared to low-trait females. One feature was, however, not consistent with the general pattern of findings and was more feminised among females who reported more autistic-like traits. Based on the four significantly different facial distances for each sex, discriminant function analysis correctly classified 89.7{\%} of the males and 88.9{\%} of the females into their respective high- and low-trait groups. CONCLUSIONS: The current data provide support for Bejerot et al.'s androgyny account since males and females with high levels of autistic-like traits generally showed less sex-typical facial features than individuals with low levels of autistic-like traits.",2019,https://scholar.google.com.br/,no
1709,From training to robot behavior: towards custom scenarios for robotics in training programs for ASD.,"Successful results have been booked with using robotics in therapy interventions  for autism spectrum disorders (ASD). However, to make the best use of robots, the behavior of the robot needs to be tailored to the learning objectives and personal characteristics of each unique individual with ASD. Currently training practices include adaptation of the training programs to the condition of each individual client, based on the particular learning goals or the mood of the client. To include robots in such training will imply that the trainers are enabled to control a robot through an intuitive interface. For this purpose we use a visual programming environment called TiViPE as an interface between robot and trainer, where scenarios for specific learning objectives can easily be put together as if they were graphical LEGO-like building blocks. This programming platform is linked to the NAO robot from Aldebaran Robotics. A process flow for converting trainers' scenarios was developed to make sure the gist of the original scenarios was kept intact. We give an example of how a scenario is processed, and implemented into the clinical setting, and how detailed parts of a scenario can be developed.",2019,https://scholar.google.com.br/,no
1710,Dissolution methodology for taste masked oral dosage forms.,"Conventional adult dosage forms are often not suitable for the paediatric and geriatric populations due to either swallowing difficulties or patient repulsion and a requirement for tailored dosing to individual compliance or physiological needs. Alternative formulations are available, however these often require the incorporation of more complex taste masking techniques. One approach to taste masking is to reduce contact between the bitter Active Pharmaceutical Ingredient (API) and oral cavity taste bud regions. This is achieved by hindering release in the oral cavity, or including competitive inhibition of bitter sensation for example by using flavours or sweeteners. There may also be other sensational complications from the API such as residual burning, reflux or metallic taste sensations to deal with. In vitro dissolution testing is employed to elucidate taste masking capability by quantifying release of the drug in simulated oral cavity conditions. Dissolution testing approaches may also be used to potentially predict or quantify the effect of the taste masking technique on the resultant pharmacokinetic profile. The present review investigates the anatomy and physiology of the oral cavity and current approaches to taste masking. In vitro dissolution methodologies adopted in the evaluation of taste masked formulations are discussed for their relative merits and drawbacks. A vast array of methodologies has been employed, with little agreement between approaches, and a lack of biorelevance. Future directions in dissolution methodology such as TNO Intestinal Model (TIM) and the Artificial Stomach and Duodenum model (ASD) are also discussed.",2019,https://scholar.google.com.br/,no
1711,True enough formulations: the MAPS approach.,"Clinical case formulation is at the core of competent care. When appropriately constructed it is grounded in best practices and serves as an explanatory model, a prescriptive road map, and a yardstick for all interventions. Despite the key role of formulations, many clinicians struggle with their construction and usage. The author offers a new model described as the MAPS approach. This framework, which is pragmatic, driven by clinical data, and process oriented, helps clinicians develop a ""true enough"" core formulation focusing on the most salient clinical elements that must be addressed. Its graphic nature helps reinforce the interrelated systems nature of psychiatric work and directs the clinician to a restricted number of specific areas that both inform the ""core formulation"" and serve as the targets for care. This comprehensive model, which includes evaluation, formulation, treatment planning, and treatment monitoring, readily complements and dovetails with the full range of treatment approaches.",2019,https://scholar.google.com.br/,no
1712,Antidepressants and psychostimulants in pediatric populations: is there an association with mania?,"This article reviews the literature that examines whether exposure to psychostimulants or antidepressants precipitates or exacerbates manic symptoms, or decreases the age at onset of mania in pediatric populations. A PubMed search using relevant key words identified studies targeting five distinct clinical groups: (i) youth without a diagnosis of bipolar disorder (BD) at the time of exposure to psychostimulants, (ii) youth with a diagnosis of BD at the time of exposure to psychostimulants, (iii) youth without a diagnosis of BD at the time of exposure to antidepressants, (iv) youth with a diagnosis of BD at the time of exposure to antidepressants, and (v) youth who develop BD after exposure to these medications. In patients with attention-deficit hyperactivity disorder (ADHD), the risk for mania was found to be relatively low with the use of psychostimulants. For patients with BD and ADHD, effective mood stabilization is important prior to adding a stimulant. For children with depression and/or anxiety, the risk of antidepressant-induced mania (AIM) was generally low ({\textless}2{\%}), but the risk of general 'activation' secondary to a selective serotonin reuptake inhibitor (SSRI) may be greater (2-10{\%}). However, rates of AIM in specialty clinics appear to be much higher. SSRIs may be particularly problematic in specific populations, such as those with some symptoms of mania or a family history of BD, but the precise risk is unknown. There is no clear evidence that stimulants or SSRIs accelerate the natural course of BD development in overall samples, but in individual cases prescribers should proceed cautiously when using these agents in youth already at risk for developing BD, such as those with ADHD and mood dysregulation, a history of prior AIM, a history of psychosis, or a family history of BD.",2019,https://scholar.google.com.br/,no
1713,The beneficial effect of methylphenidate in ADHD with comorbid separation anxiety.,"The objective of this study was to assess the response of subsyndromal separation anxiety (SSSA) symptoms to methylphenidate (MPH) treatment in patients with attention-deficit/hyperactivity disorder (ADHD). A group of patients with ADHD and SSSA (n=42), aged 8-17 years, received 12 weeks of MPH treatment. The severity of SSSA symptoms was assessed using appropriate scales including the Screen for Child Anxiety Related Emotional Disorders and the specially designed Child and Adolescent Separation Anxiety Scale (CASAS). The severity of ADHD symptoms was assessed using the ADHD Rating Scale. The severity of ADHD and separation anxiety reduced significantly and significant positive correlations were found between the changes in ADHD Rating Scale and the total CASAS scores (P=0.012), as well as other relevant subscales of Screen for Child Anxiety Related Emotional Disorders and CASAS. The MPH-related attenuation in the severity of ADHD was associated with a corresponding improvement in separation anxiety related to school. SSSA symptomatology may be secondary to ADHD and thus the alleviation in ADHD symptoms achieved by MPH treatment results in corresponding relief in separation anxiety.",2019,https://scholar.google.com.br/,no
1714,[FIRST: a tool for facilitating reading comprehension in high-functioning autism  spectrum disorder].,"INTRODUCTION: Numerous studies have been documenting during the last decades the  difficulties of reading comprehension shown by people with autism spectrum disorder (ASD), including those with preserved intelligence. These difficulties can condition their educational path and directly impact on social inclusion, autonomy and access to employment. DEVELOPMENT: This article presents the work developed by a multidisciplinary team under the framework of a project funded by the European Union. It is an explanatory document intended to justify the needs that the population with high-functioning ASD have to access written information. The project is developing a software (Open Book) designed not only 'for' people with ASD, but 'with' people with ASD. CONCLUSION: Both the child population as well as the adult population of persons with ASD show difficulties in all formal components of written language. The tool needs to be flexible and facilitate it's personalized use in order to respond to the great heterogeneity of this population.",2019,https://scholar.google.com.br/,no
1715,Subtypes of exposure to intimate partner violence within a Canadian child welfare sample: associated risks and child maladjustment.,"Children exposed to intimate partner violence (IPV) are at increased risk of experiencing behavioral difficulties including externalizing and internalizing problems. While there is mounting evidence about mental health problems in children exposed to IPV, most of the research to date focuses on IPV exposure as a unitary, homogeneous construct. The purpose of this study was to examine the association between subtypes of IPV exposure on child functioning and presence of harm within a child welfare sample. Given the evidence of the ""double whammy"" effect, co-occurring IPV exposure was also examined. Using data from the Canadian Incidence Study of Reported Child Abuse and Neglect - 2008 (n=2,184) we examined whether specific IPV exposure subtypes or their co-occurrence resulted in a greater risk of child maladjustment. Information was obtained from child welfare workers' reports. Caregiver and household risk factors were also examined. Co-occurring IPV exposure resulted in the greatest risk for reported child maladjustment. Exposure to emotional IPV and direct physical IPV were significantly associated with increased risk of internalizing problems and presence of harm. Caregiver mental health and lack of social support emerged as significant risk factors for behavior problems. This study adds to the evidence that exposure to subtypes of IPV may be differentially related to child functioning. Given that risk factors and child functioning is part of the decision-making framework for case worker referrals, this study provides important preliminary evidence about how the child welfare system operates in practice with respect to sub-types of exposure to IPV. These findings suggest that intervening with children exposed to different types of IPV may require a tailored approach.",2019,https://scholar.google.com.br/,no
1716,Attention training for infants at familial risk of ADHD (INTERSTAARS): study protocol for a randomised controlled trial.,"BACKGROUND: Attention deficit hyperactivity disorder (ADHD) is a prevalent neurodevelopmental disorder that can negatively impact on an individual's quality of life. It is pathophysiologically complex and heterogeneous with different neuropsychological processes being impaired in different individuals. Executive function deficits, including those affecting attention, working memory and inhibitory control, are common. Cognitive training has been promoted as a treatment option, based on the notion that by strengthening the neurocognitive networks underlying these executive processes, ADHD symptoms will also be reduced. However, if implemented in childhood or later, when the full disorder has become well-established, cognitive training has only limited value. INTERSTAARS is a trial designed to test a novel approach to intervention, in which cognitive training is implemented early in development, before the emergence of the disorder. The aim of INTERSTAARS is to train early executive skills, thereby increasing resilience and reducing later ADHD symptoms and associated impairment. METHODS/DESIGN: Fifty 10-14-month-old infants at familial risk of ADHD will participate in INTERSTAARS. Infants will be randomised to an intervention or a control group. The intervention aims to train early attention skills by using novel eye-tracking technology and gaze-contingent training paradigms. Infants view animated games on a screen and different events take place contingent on where on the screen the infant is looking. Infants allocated to the intervention will receive nine weekly home-based attention training sessions. Control group infants will also receive nine weekly home visits, but instead of viewing the training games during these visits they will view non-gaze-contingent age-appropriate videos. At baseline and post treatment, infant attention control will be assessed using a range of eye-tracking, observational, parent-report and neurophysiological measures. The primary outcome will be a composite of eye-tracking tasks used to assess infant attention skills. Follow-up data will be collected on emerging ADHD symptoms when the infants are 2 and 3 years old. DISCUSSION: This is the first randomised controlled trial to assess the potential efficacy of cognitive training as a prevention measure for infants at familial risk of ADHD. If successful, INTERSTAARS could offer a promising new approach for developing early interventions for ADHD. TRIAL REGISTRATION: International Standard Randomised Controlled Trial registry: ISRCTN37683928 . Registered on 22 June 2015.",2019,https://scholar.google.com.br/,no
1717,Training facial expression production in children on the autism spectrum.,"Children with autism spectrum disorder (ASD) show deficits in their ability to produce facial expressions. In this study, a group of children with ASD and IQ-matched, typically developing (TD) children were trained to produce ""happy"" and ""angry"" expressions with the FaceMaze computer game. FaceMaze uses an automated computer recognition system that analyzes the child's facial expression in real time. Before and after playing the Angry and Happy versions of FaceMaze, children posed ""happy"" and ""angry"" expressions. Naive raters judged the post-FaceMaze ""happy"" and ""angry"" expressions of the ASD group as higher in quality than their pre-FaceMaze productions. Moreover, the post-game expressions of the ASD group were rated as equal in quality as the expressions of the TD group.",2019,https://scholar.google.com.br/,no
1718,Gray Matter Alterations in Young Children with Autism Spectrum Disorders: Comparing Morphometry at the Voxel and Regional Level.,"BACKGROUND AND PURPOSE: Sophisticated algorithms to infer disease diagnosis, pathology progression and patient outcome are increasingly being developed to analyze brain MRI data. They have been successfully implemented in a variety of diseases and are currently investigated in the field of neuropsychiatric disorders, including autism spectrum disorder (ASD). We aim to test the ability to predict ASD from subtle morphological changes in structural magnetic resonance imaging (sMRI). METHODS: The analysis of sMRI of a cohort of male ASD children and controls matched for age and nonverbal intelligence quotient (NVIQ) has been carried out with two widely used preprocessing software packages (SPM and Freesurfer) to extract brain morphometric information at different spatial scales. Then, support vector machines have been implemented to classify the brain features and to localize which brain regions contribute most to the ASD-control separation. RESULTS: The features extracted from the gray matter subregions provide the best classification performance, reaching an area under the receiver operating characteristic curve (AUC) of 74{\%}. This value is enhanced to 80{\%} when considering only subjects with NVIQ over 70. CONCLUSIONS: Despite the subtle impact of ASD on brain morphology and a limited cohort size, results from sMRI-based classifiers suggest a consistent network of altered brain regions.",2019,https://scholar.google.com.br/,no
1719,Randomised controlled trial of an iPad based early intervention for autism: TOBY  playpad study protocol.,"BACKGROUND: Evidence for early intensive behavioural interventions (EIBI) by therapists as an effective treatment for children with an Autism Spectrum Disorder (ASD) is growing. High-intensity and sustained delivery of quality EIBI is expensive. The TOBY (Therapy Outcomes by You) Playpad is an App-based platform delivering EIBI to facilitate learning for young children with ASD, while enabling parents to become co-therapists. Intervention targets include increasing joint attention, imitation and communication of children with ASD. The primary aim of the study presented in this protocol is to determine the effectiveness of the TOBY App in reducing ASD symptoms when used as a complement to conventional EIBI. The secondary aim is to examine parental attributes as a result of TOBY App use. METHODS AND DESIGN: Children aged less than 4,3 years diagnosed with ASD and parents will be recruited into this single-blind, randomised controlled trial using a pragmatic approach. Eligible participants will be randomised to the treatment group 'TOBY therapy + therapy as usual' or, the control group 'therapy as usual' for six months. The treatment will be provided by the TOBY App and parent where a combination of learning environments such as on-iPad child only (solo), partner (with parent) and off-iPad - Natural Environment (with parent) Tasks will be implemented. Parents in the treatment group will participate in a TOBY training workshop. Treatment fidelity will be monitored via an App-based reporting system and parent diaries. The primary outcome measure is the Autism Treatment Evaluation Checklist. The secondary outcome measures involve diagnostics, functional and developmental assessments, including parent questionnaires at baseline (T0), three months (T1) and six months (T2). DISCUSSION: This trial will determine the effectiveness of the TOBY App as a therapeutic complement to other early interventions children with ASD receive. The trial will also determine the feasibility of a parent delivered early intervention using the iPad as an educational platform, and assess the impact of the TOBY App on parents' self-efficacy and empowerment in an effort to reduce children's ASD symptoms. The outcomes of this trial may have EIBI services implications for newly diagnosed children with ASD and parents. TRIAL REGISTRATION: ACTRN12614000738628 retrospectively registered on 1st of July, 2014. UTN: U1111-1158-6423.",2019,https://scholar.google.com.br/,no
1720,Proposed changes to the American Psychiatric Association diagnostic criteria for  autism spectrum disorder: implications for young children and their families.,"The American Psychiatric Association has revised the diagnostic criteria for their DSM-5 manual. Important changes have been made to the diagnosis of the current (DSM-IV) category of Pervasive Developmental Disorders. This category includes Autistic Disorder (autism), Asperger's Disorder, and Pervasive Developmental Disorder Not Otherwise Specified (PDD-NOS). The DSM-5 deletes Asperger's Disorder and PDD-NOS as diagnostic entities. This change may have unintended consequences, including the possibility that the new diagnostic framework will adversely affect access to developmental interventions under Individuals with Disabilities Education Act (IDEA) programs, Early Intervention (for birth to 2 years olds) and preschool special education (for 3 and 4 years olds). Changing the current diagnosis of PDD-NOS to a ""Social Communication Disorder"" focused on language pragmatics in the DSM-5 may restrict eligibility for IDEA programs and limit the scope of services for affected children. Young children who meet current criteria for PDD-NOS require more intensive and multi-disciplinary services than would be available with a communication domain diagnosis and possible service authorization limited to speech-language therapy. Intensive behavioral interventions, inclusive group setting placements, and family support services are typically more available for children with an autism spectrum disorder than with diagnoses reflecting speech-language delay. The diagnostic distinction reflective of the higher language and social functioning between Asperger's Disorder and autism is also undermined by eliminating the former as a categorical diagnosis and subsuming it under autism. This change may adversely affect treatment planning and misinform parents about prognosis for children who meet current criteria for Asperger's Disorder.",2019,https://scholar.google.com.br/,no
1721,[VIA--an intensive therapeutic treatment program for conduct disorders].,"OBJECTIVES: Behavioral multimodal therapeutic approaches have proven effective in the treatment of conduct disorders. Yet there are hardly any findings regarding the effectiveness of outpatient treatment approaches. This article introduces an intensive behavioral therapeutic program for the reduction of aggressive behaviors (VIA - Verhaltenstherapeutisches Intensivprogramm zur Reduktion von Aggression). VIA combines a intensive outpatient group program for children, aged 8 to 14 years, with accompanying parent training. This study investigates the effectiveness of the VIA approach in reducing aggressive and comorbid symptoms. Furthermore, it pursues the question of the differential therapy effectiveness. METHODS: We evaluated the treatment program within the framework of a waitlist-group study design. Pre-post changes and predictors of treatment efficacy were assessed via multivariate analyses of variance and a linear regression model, respectively. RESULTS: A group of 36 boys and their caregivers took part in the study. The between-groups comparison revealed a significantly greater reduction of oppositional behavior problems and co-morbid symptoms of ADHD in the intervention group (IG, n = 18) compared to the waitlist group (WG, n = 18). In addition, age and degree of dissocial-aggressive behavioral symptoms were identified as crucial predictors. CONCLUSIONS: This study shows that the VIA intensive therapeutic treatment program is effective in reducing aggressive behaviour and comorbid ADHD symptoms in patients with conduct disorder.",2019,https://scholar.google.com.br/,no
1722,Assessment of disease-related cognitive impairments using the novel object recognition (NOR) task in rodents.,"The novel object recognition test (NOR) test is a two trial cognitive paradigm that assesses recognition memory. Recognition memory is disturbed in a range of human disorders and NOR is widely used in rodents for investigating deficits in a variety of animal models of human conditions where cognition is impaired. It possesses several advantages over more complex tasks that involve lengthy training procedures and/or food or water deprivation. It is quick to administer, non-rewarded, provides data quickly, cost effective and most importantly, ethologically relevant as it relies on the animal's natural preference for novelty. A PubMed search revealed over 900 publications in rats and mice using this task over the past 3 years with 34 reviews in the past 10 years, demonstrating its increasing popularity with neuroscientists. Although it is widely used in many disparate areas of research, no articles have systematically examined this to date, which is the subject of our review. We reveal that NOR may be used to study recognition memory deficits that occur in Alzheimer's disease and schizophrenia, where research is extensive, in Parkinson's disease and Autism Spectrum Disorders (ASD) where we observed markedly reduced numbers of publications. In addition, we review the use of NOR to study cognitive deficits induced by traumatic brain injury and cancer chemotherapy, not disorders per se, but situations in which cognitive deficits dramatically reduce the quality of life for those affected, see Fig. 1 for a summary. Our review reveals that, in all these animal models, the NOR test is extremely useful for identification of the cognitive deficits observed, their neural basis, and for testing the efficacy of novel therapeutic agents. Our conclusion is that NOR is of considerable value for cognitive researchers of all disciplines and we anticipate that its use will continue to increase due to its versatility and several other advantages, as detailed in this review.",2019,https://scholar.google.com.br/,no
1723,Self-regulation assessment among preschoolers with externalizing behavior problems.,"This study examined the construct validity and clinical utility of a brief self-regulation assessment (Head-Toes-Knees-Shoulders, HTKS) among a clinical sample of children with externalizing behavior problems (EBP). Participants for this study included 101 preschool children (72{\%} male, Mage = 5.10 years, 79{\%} Hispanic) with at-risk or clinically elevated levels of EBP. Self-regulation measures included the HTKS task, 4 standardized subtests from the Automated Working Memory Assessment (AWMA), parent and teacher reports of children's executive functioning (EF), and children's self-regulation performance across a series of executive functioning classroom games conducted as part of a summer treatment camp. Additional outcomes included school readiness as measured by standardized achievement tests, and parent and teacher reports of kindergarten readiness and behavioral impairment related to academic functioning. Performance on the HTKS task was moderately correlated with children's performance on the standardized working memory tasks and observed self-regulation performance in the classroom. Low to moderate correlations were observed between performance on the HTKS task and parent report of children's EF difficulties, as well as parent and teacher reports of children's kindergarten readiness and behavioral impairment related to academic functioning. Moderate to high correlations were observed between performance on the HTKS task and standardized academic outcomes. These findings highlight the promise of the HTKS task as a brief, ecologically valid, and integrative EF task tapping into both behavioral and cognitive aspects of self-regulation that are important for children with EBP's success in school.",2019,https://scholar.google.com.br/,no
1724,Postural hypo-reactivity in autism is contingent on development and visual environment: a fully immersive virtual reality study.,"Although atypical motor behaviors have been associated with autism, investigations regarding their possible origins are scarce. This study assessed the visual and vestibular components involved in atypical postural reactivity in autism. Postural reactivity and stability were measured for younger (12-15 years) and older (16-33 years) autistic participants in response to a virtual tunnel oscillating at different frequencies. At the highest oscillation frequency, younger autistic participants showed significantly less instability compared to younger typically-developing participants, no such group differences were evidenced for older participants. Additionally, no significant differences in postural behavior were found between all 4 groups when presented with static or without visual information. Results confirm that postural hypo-reactivity to visual information is present in autism, but is contingent on both visual environment and development.",2019,https://scholar.google.com.br/,no
1725,PLA2G6-Associated Neurodegeneration,"PLA2G6-associated neurodegeneration (PLAN) comprises a continuum of three phenotypes with overlapping clinical and radiologic features: Classic infantile neuroaxonal dystrophy (INAD). Atypical neuroaxonal dystrophy (atypical NAD). PLA2G6-related dystonia-parkinsonism. INAD usually begins between ages six months and three years with developmental regression, hypotonia, progressive psychomotor delay, and progressive spastic tetraparesis. Strabismus, nystagmus, and optic atrophy are common. Disease progression is rapid. Many affected children never learn to walk or lose the ability shortly after attaining it. Severe spasticity, progressive cognitive decline, and visual impairment typically result in death during the first decade. Atypical NAD shows more phenotypic variability than INAD. In general, onset is in early childhood but can be as late as the end of the second decade. The presenting signs may be gait instability or ataxia (as in the classic form) or speech delay and autistic features, which are sometimes the only evidence of disease for a year or more. The course is fairly stable during early childhood and resembles static encephalopathy but is followed by neurologic deterioration between ages seven and 12 years. PLA2G6-related dystonia-parkinsonism presents with subacute onset of dystonia-parkinsonism in late adolescence/early adulthood. Other findings are eye movement abnormalities, pyramidal tract signs, and marked cognitive decline. Before 2006, the diagnosis of INAD was established by clinical and pathologic findings alone. Since the discovery of PLA2G6, the gene in which mutation causes PLA2G6-associated neurodegeneration, molecular genetic testing has been used to help confirm the diagnosis, and in many cases eliminates the need for tissue biopsy. Treatment of manifestations: For INAD and atypical NAD: Routine pharmacologic treatment of spasticity and seizures, trial of oral or intrathecal baclofen for dystonia associated with atypical INAD, treatment by a psychiatrist for those with later-onset neuropsychiatric symptoms, fiber supplements and/or stool softener treatment for constipation, control of secretions with transdermal scopolamine patch as needed, feeding modifications as needed to prevent aspiration pneumonia and achieve adequate nutrition. For PLA2G6-related dystonia-parkinsonism: Consider treatment with dopaminergic agents, treatment of neuropsychiatric symptoms by a psychiatrist, evaluation by physical therapy for management of postural instability and gait difficulties, occupational therapy to assist with activities of daily living. Prevention of secondary complications: Early physical therapy and orthopedic management to prevent contractures as the disease progresses. Surveillance: Periodic assessment of vision and hearing. PLA2G6-associated neurodegeneration is inherited in an autosomal recessive manner. At conception, each sib of an affected individual has a 25{\%} chance of being affected, a 50{\%} chance of being an asymptomatic carrier, and a 25{\%} chance of being unaffected and not a carrier. Carrier testing for at-risk family members and prenatal testing for pregnancies at increased risk are possible if the pathogenic variants in the family are known.",2019,https://scholar.google.com.br/,no
1726,Translational studies of goal-directed action as a framework for classifying deficits across psychiatric disorders.,"The ability to learn contingencies between actions and outcomes in a dynamic environment is critical for flexible, adaptive behavior. Goal-directed actions adapt to changes in action-outcome contingencies as well as to changes in the reward-value of the outcome. When networks involved in reward processing and contingency learning are maladaptive, this fundamental ability can be lost, with detrimental consequences for decision-making. Impaired decision-making is a core feature in a number of psychiatric disorders, ranging from depression to schizophrenia. The argument can be developed, therefore, that seemingly disparate symptoms across psychiatric disorders can be explained by dysfunction within common decision-making circuitry. From this perspective, gaining a better understanding of the neural processes involved in goal-directed action, will allow a comparison of deficits observed across traditional diagnostic boundaries within a unified theoretical framework. This review describes the key processes and neural circuits involved in goal-directed decision-making using evidence from animal studies and human neuroimaging. Select studies are discussed to outline what we currently know about causal judgments regarding actions and their consequences, action-related reward evaluation, and, most importantly, how these processes are integrated in goal-directed learning and performance. Finally, we look at how adaptive decision-making is impaired across a range of psychiatric disorders and how deepening our understanding of this circuitry may offer insights into phenotypes and more targeted interventions.",2019,https://scholar.google.com.br/,no
1727,Treatment strategies for complex behavioral insomnia in children with neurodevelopmental disorders.,"PURPOSE OF REVIEW: This review describes recent research in pediatric behavioral  insomnias in neurodevelopmental disorders and their treatment. RECENT FINDINGS: Insomnia in children with autism spectrum disorder (ASD) and other neurodevelopmental disorders (NDDs) is typically complex, chronic, and difficult to adequately control. Abnormalities in genetic and/or epigenetic regulation of sleep/wakefulness and its timing predispose patients with NDD to insomnia, although poor sleep hygiene, maladaptive associations, and limit-setting are likely to contribute. Parents are agents for change in problematic sleep behaviors in patients with NDD. We review the benefits of behavioral therapies and melatonin to treat sleep problems in children with NDD. Problematic sleep is so prevalent in some neurodevelopmental syndromes (Rett, Angelman, Williams, and Smith-Magenis) that it is part of their diagnostic criteria. SUMMARY: Children and adolescents with neurological disorders frequently have complex sleep disorders that require treatment. Understanding the basic pathology and treatment strategies provides an opportunity to improve well being and quality of life in those affected by NDD and their families.",2019,https://scholar.google.com.br/,no
1728,"From brain synapses to systems for learning and memory: Object recognition, spatial navigation, timed conditioning, and movement control.","This article provides an overview of neural models of synaptic learning and memory whose expression in adaptive behavior depends critically on the circuits and systems in which the synapses are embedded. It reviews Adaptive Resonance Theory, or ART, models that use excitatory matching and match-based learning to achieve fast category learning and whose learned memories are dynamically stabilized by top-down expectations, attentional focusing, and memory search. ART clarifies mechanistic relationships between consciousness, learning, expectation, attention, resonance, and synchrony. ART models are embedded in ARTSCAN architectures that unify processes of invariant object category learning, recognition, spatial and object attention, predictive remapping, and eye movement search, and that clarify how conscious object vision and recognition may fail during perceptual crowding and parietal neglect. The generality of learned categories depends upon a vigilance process that is regulated by acetylcholine via the nucleus basalis. Vigilance can get stuck at too high or too low values, thereby causing learning problems in autism and medial temporal amnesia. Similar synaptic learning laws support qualitatively different behaviors: Invariant object category learning in the inferotemporal cortex, learning of grid cells and place cells in the entorhinal and hippocampal cortices during spatial navigation, and learning of time cells in the entorhinal-hippocampal system during adaptively timed conditioning, including trace conditioning. Spatial and temporal processes through the medial and lateral entorhinal-hippocampal system seem to be carried out with homologous circuit designs. Variations of a shared laminar neocortical circuit design have modeled 3D vision, speech perception, and cognitive working memory and learning. A complementary kind of inhibitory matching and mismatch learning controls movement. This article is part of a Special Issue entitled SI: Brain and Memory.",2019,https://scholar.google.com.br/,no
1729,Sleep-wake disorders and dermatology.,"Sleep is an active process that occupies about one-third of the lives of humans,  however, there are relatively few studies of skin disorders during sleep. Sleep disruption in dermatologic disorders can significantly affect the quality of life and mental health of the patient and in some situations may even lead to exacerbations of the dermatologic condition. Sleep and skin disorders interface at several levels: (1) the role of the skin in normal sleep physiology, such as thermoregulation, core body temperature control, and sleep onset, (2) the effect of endogenous circadian rhythms and peripheral circadian ""oscillators"" on cutaneous symptoms, such as the natural trough in cortisol levels during the evening in patients with inflammatory dermatoses, which most likely results in increased pruritus during the evening and night, (3) the effect of symptoms such as pruritus, hyperhidrosis, and problems with thermoregulation, on sleep and sleep-related quality of life of the patients and their families, (4) the possible effect of primary sleep disorders, such as insomnia, sleep apnea, sleep deprivation, and circadian rhythm disorders, on dermatologic disorders, for example, central nervous system arousals from sleep in sleep apnea can result in increased sympathetic neural activity and increased inflammation, and (5) comorbidity of some dermatologic disorders with stress and psychiatric disorders, for example, major depressive disorder and attention deficit hyperactivity disorder (ADHD) that are also associated with sleep-related complaints. Sleep loss in atopic dermatitis (AD) is likely involved in the pathogenesis of ADHD-like symptoms in AD. Scratching during sleep, which may be proportional to the overall level of sympathetic nervous activity during the respective stages of sleep, usually occurs most frequently during non-rapid eye movement (NREM) stages 1 and 2 (vs stages 3 and 4 which are the deeper stages of sleep), and in rapid eye movement (REM) sleep, where the severity of scratching is similar to stage 2 sleep. Patient and parental reports of nocturnal itch and scratching in AD typically do not correlate with objective measures of scratching.",2019,https://scholar.google.com.br/,no
1730,Dedicated Spine Measurement Software Quantifies Key Spino-Pelvic Parameters More  Reliably Than Traditional Picture Archiving and Communication Systems Tools.,"STUDY DESIGN: Measurement reliability study of adult spinal deformity (ASD) patient radiographs using intraclass correlation coefficients (ICC) and variance. OBJECTIVE: The aim of the study was to compare picture archiving and communication systems (PACS) to dedicated spine measurement software (SMS). SUMMARY OF BACKGROUND DATA: Accurate radiographic measurement of sagittal alignment is essential for evaluating ASD. PACS measurements often necessitate rudimentary techniques and estimations of anatomic landmarks and angles. Though SMS has been studied and validated, no studies directly compare PACS to SMS. METHODS: Eleven independent observers (7 spine surgeons, 4 researchers) digitally measured 20 ASD radiographs for pelvic incidence (PI), pelvic tilt (PT), lumbar lordosis (LL), PI-LL, thoracic kyphosis (TK), and sagittal vertical axis (SVA). Round 1 used PACS basic line/angle tools, Round 2 used a validated SMS that automatically calculates spino-pelvic parameters from 6 user-identified landmarks. Means, coefficient of variance (CV), and intraclass correlation coefficients (ICC) were analyzed. RESULTS: PACS measurements were significantly greater than SMS (PI, PT, PI-LL: P {\textless} 0.0001), though within clinical and measurement margins of error. Excluding TK, the variations in measurement (CV) were significantly greater for PACS (14-34{\%}) vs. SMS (11-23{\%}). Reliability was greater in SMS than PACS for PI, PT, PI-LL, LL, and SVA. The greatest differences in intraclass correlation coefficients (ICC) between PACS and SMS were in PI (PACS: 0.647, SMS: 0.810) and PI-LL (PACS: 0.921, SMS: 0.970). Among surgeons, the differences between PACS and SMS were augmented, and SMS had higher intraclass correlation coefficients (ICC) than PACS for all parameters (mean intraclass correlation coefficients [ICC] 0.931 vs. 0.861). Among surgeons, PI had the lowest reliability ( PACS: 0.505, SMS: 0.752) and SVA had the highest ( PACS: 0.985, SMS: 0.994). CONCLUSION: SMS provides significantly more reliable measurements than PACS, especially among surgeons. Consistent use of SMS in the evaluation and surgical planning of ASD patients appears necessary given the significant differences in values, variance, and reliability between PACS and SMS.",2019,https://scholar.google.com.br/,no
1731,Non-imidazole histamine H3 ligands. Part VI. Synthesis and preliminary pharmacological investigation of thiazole-type histamine H3-receptor antagonists with lacking a nitrogen nucleus in the side chain.,"BACKGROUND: Antagonists to the H3 receptor are considered to be potential drugs for the treatment of Alzheimer's disease, attention deficit-hyperactive disorder, memory and learning deficits, and epilepsy. The initial development of potent H3 receptor antagonists focused on extensive modification of the natural ligand histamine. However, it has appeared that imidazole-containing ligands are associated with inhibition of cytochrome P450 enzymes, caused by imidazole nitrogen complexation to heme iron in the active site of the enzyme. For these reasons, the development of potent non-imidazole H3 receptor antagonists was eagerly awaited. OBJECTIVE: Previously, we reported the synthesis and pharmacological in vitro characterization of series of potent histamine H3-receptor non-imidazole antagonists belonging to the class of substituted 2-thiazol-4-n-propylpiperazines. A lead compound 1 of this family was derivative carrying the ethylaminomethylpropyl chain. With the aim of increasing lipophilicity, that will help the ligands to cross the blood-brain barrier, Methods: we synthesised series of new 2-thiazol-4-n-propylpiperazines where the ethylaminomethylpropyl moiety was replaced by a p-substituted-, an unsubstituted benzene ring , and omega-phenylalkyl substituent at position 4 and 5 of thiazole ring, respectively. All compounds were tested for H3 antagonistic effects in vitro using the electrically contracting guinea pig jejunum. RESULTS: The most active compounds of presented series 3d, 3e, and 3j showed lower affinity than the lead compound 1 and additionally, derivatives 3d and 3j possessed weak, competitive H1-antagonistic activity. This is in contrast to the lead compound 1 that has no affinity at H1 receptor. CONCLUSION: We can conclude that a side chain in the 2-thiazol-4-n-propylpiperazine scaffold should contain a basic center and should be present at a favourable position 5 of thiazole ring.",2019,https://scholar.google.com.br/,no
1732,Evidence-based development and first usability testing of a social serious game based multi-modal system for early screening for atypical socio-cognitive development.,"At current, screening for, and diagnosis of, autism spectrum disorders (ASD) are  based on purely behavioral data, established screening tools rely on human observation and ratings of relevant behaviors. The research and development project in the focus of this paper is aimed at designing, creating and evaluating a social serious game based multi-modal, interactive software system for screening for high functioning cases of ASD at kindergarten age. The aims of this paper are (1) to summarize the evidence-based design process and (2) to present results from the first usability test of the system. Game topic, candidate responses, and candidate game contents were identified via an iterative literature review. On this basis, the 1{\textless}sup{\textgreater}st{\textless}/sup{\textgreater} partial prototype of the fully playable game has been created, with complete data recording functionality but without the decision making component. A first usability test was carried out on this prototype (n=13). Overall results were unambiguously promising. Although sporadic difficulties in, and slightly negative attitudes towards, using the game occasionally arose, these were confined to non-target-group children only. The next steps of development include (1) completing the game design, (2) carrying out first large-n field test, (3) creating the first prototype of the decision making component.",2019,https://scholar.google.com.br/,no
1733,Evidence-based development and evaluation of mobile cognitive support apps for people on the autism spectrum: methodological conclusions from two R+D projects.,"A growing body of evidence confirms that mobile digital devices have key potentials as assistive/educational tools for people with autism spectrum disorders. The aim of this paper is to outline key aspects of development and evaluation methodologies that build on, and provide systematic evidence on effects of using such apps. We rely on the results of two R+D projects, both using quantitative and qualitative methods to support development and to evaluate developed apps (n=54 and n=22). Analyzing methodological conclusions from these studies we outline some guidelines for an 'ideal' R+D methodology but we also point to important trade-offs between the need for best systematic evidence and the limitations on development time and costs. We see these trade-offs as a key issue to be resolved in this field.",2019,https://scholar.google.com.br/,yes
1734,Fragile X syndrome and targeted treatment trials.,"Work in recent years has revealed an abundance of possible new treatment targets  for fragile X syndrome (FXS). The use of animal models, including the fragile X knockout mouse which manifests a phenotype very similar to FXS in humans, has resulted in great strides in this direction of research. The lack of Fragile X Mental Retardation Protein (FMRP) in FXS causes dysregulation and usually overexpression of a number of its target genes, which can cause imbalances of neurotransmission and deficits in synaptic plasticity. The use of metabotropic glutamate receptor (mGluR) blockers and gamma amino-butyric acid (GABA) agonists have been shown to be efficacious in reversing cellular and behavioral phenotypes, and restoring proper brain connectivity in the mouse and fly models. Proposed new pharmacological treatments and educational interventions are discussed in this chapter. In combination, these various targeted treatments show promising preliminary results in mitigating or even reversing the neurobiological abnormalities caused by loss of FMRP, with possible translational applications to other neurodevelopmental disorders including autism.",2019,https://scholar.google.com.br/,no
1735,"A brief report on the relationship between self-control, video game addiction and academic achievement in normal and ADHD students.","BACKGROUND AND AIMS: Over the last two decades, research into video game addiction has grown increasingly. The present research aimed to examine the relationship between video game addiction, self-control, and academic achievement of normal and ADHD high school students. Based on previous research it was hypothesized that (i) there would be a relationship between video game addiction, self-control and academic achievement (ii) video game addiction, self-control and academic achievement would differ between male and female students, and (iii) the relationship between video game addiction, self-control and academic achievement would differ between normal students and ADHD students. METHODS: The research population comprised first grade high school students of Khomeini-Shahr (a city in the central part of Iran). From this population, a sample group of 339 students participated in the study. The survey included the Game Addiction Scale (Lemmens, Valkenburg {\&} Peter, 2009), the Self-Control Scale (Tangney, Baumeister {\&} Boone, 2004) and the ADHD Diagnostic checklist (Kessler et al., 2007). In addition to questions relating to basic demographic information, students' Grade Point Average (GPA) for two terms was used for measuring their academic achievement. These hypotheses were examined using a regression analysis. RESULTS: Among Iranian students, the relationship between video game addiction, self-control, and academic achievement differed between male and female students. However, the relationship between video game addiction, self-control, academic achievement, and type of student was not statistically significant. CONCLUSIONS: Although the results cannot demonstrate a causal relationship between video game use, video game addiction, and academic achievement, they suggest that high involvement in playing video games leaves less time for engaging in academic work.",2019,https://scholar.google.com.br/,no
1736,Efficacy of Cognitive-Functional (Cog-Fun) Occupational Therapy Intervention Among Children With ADHD: An RCT.,"OBJECTIVE: To examine the efficacy of a Cognitive-Functional (Cog-Fun) intervention for children with ADHD. METHOD: Random allocation of 107 children to study or control groups preceded 10 parent-child weekly Cog-Fun sessions emphasizing executive strategy training in games and daily activities. Controls received treatment after crossover. Study participants were followed up 3 months post-treatment. Outcomes included parent/teacher ratings of executive functions, ADHD symptoms, and parent ratings of quality of life. RESULTS: Eight children withdrew prior to treatment. All children in both groups who began treatment completed it. Mixed effects ANOVA revealed significant Time x Group interaction effects on all parent-reported outcomes. Treatment effects were moderate to large, replicated after crossover in the control group and not moderated by medication. Parent-reported treatment gains in the study group were maintained at follow-up. No significant Time x Group interaction effects were found on teacher outcomes. CONCLUSION: Cog-Fun occupational therapy (OT) intervention shows positive context-specific effects on parent, but not teacher, ratings.",2019,https://scholar.google.com.br/,no
1737,"Training executive, attention, and motor skills: a proof-of-concept study in preschool children With ADHD.","OBJECTIVE: To examine whether cognitive enhancement can be delivered through play to preschoolers with ADHD and whether it would affect severity of ADHD symptoms. METHOD: Twenty-nine 4- and 5-year-old children and their parents participated in separate group sessions (3-5 children/group). Child groups were introduced games designed to enhance inhibitory control, working memory, attention, visuospatial abilities, planning, and motor skills. Parent groups were encouraged playing these games with their children at least 30 to 45 min/day and taught strategies for scaffolding difficulty levels and dealing with obstacles to daily playing. RESULTS: Parent ratings and session attendance indicated considerable satisfaction with the program. Parent (p {\textless} .001) and teacher (p = .003) ratings on the ADHD-Rating Scale-IV (ADHD-RS-IV) indicated significant improvement in ADHD severity from pre- to post-treatment, which persisted 3 months later. CONCLUSION: This play-based intervention for preschoolers with ADHD is readily implemented at home. Preliminary evidence suggests efficacy beyond the termination of active treatment.",2019,https://scholar.google.com.br/,no
1738,Residual neurocognitive features of long-term ecstasy users with minimal exposure to other drugs.,"AIMS: In field studies assessing cognitive function in illicit ecstasy users, there are several frequent confounding factors that might plausibly bias the findings toward an overestimate of ecstasy-induced neurocognitive toxicity. We designed an investigation seeking to minimize these possible sources of bias. DESIGN: We compared illicit ecstasy users and non-users while (1) excluding individuals with significant life-time exposure to other illicit drugs or alcohol, (2) requiring that all participants be members of the 'rave' subculture, and (3) testing all participants with breath, urine and hair samples at the time of evaluation to exclude possible surreptitious substance use. We compared groups with adjustment for age, gender, race/ethnicity, family-of-origin variables and childhood history of conduct disorder and attention deficit hyperactivity disorder. We provide significance levels without correction for multiple comparisons. SETTING: Field study. PARTICIPANTS: Fifty-two illicit ecstasy users and 59 non-users, aged 18-45 years. MEASUREMENTS: Battery of 15 neuropsychological tests tapping a range of cognitive functions. FINDINGS: We found little evidence of decreased cognitive performance in ecstasy users, save for poorer strategic self-regulation, possibly reflecting increased impulsivity. However, this finding might have reflected a pre-morbid attribute of ecstasy users, rather than a residual neurotoxic effect of the drug. CONCLUSIONS: In a study designed to minimize limitations found in many prior investigations, we failed to demonstrate marked residual cognitive effects in ecstasy users. This finding contrasts with many previous findings-including our own-and emphasizes the need for continued caution in interpreting field studies of cognitive function in illicit ecstasy users.",2019,https://scholar.google.com.br/,no
1739,Cardiovascular risk of stimulant treatment in pediatric attention-deficit/hyperactivity disorder: update and clinical recommendations.,"OBJECTIVE: This review provides an update on the cardiovascular impact of therapeutic stimulant-class medication for children and adolescents with attention-deficit/hyperactivity disorder (ADHD). METHOD: Relevant clinical literature was ascertained using PubMed searches limited to human studies and the English language as of May 2011. Current practice guidelines and consensus statements also were reviewed. RESULTS: Stimulant-class medications for healthy children and adolescents with ADHD are associated with mean elevations in blood pressure ({\textless}/=5 mmHg) and heart rate ({\textless}/=10 beats/min) without changes in electrocardiographic parameters. A subset (5-15{\%}) of children and adolescents treated may have a greater increase in heart rate or blood pressure at a given assessment or may report a cardiovascular-type complaint during stimulant treatment. It is extremely rare for a child or adolescent receiving stimulant medication to have a serious cardiovascular event during treatment, with the risk appearing similar to groups of children not receiving stimulant medication. CONCLUSIONS: Clinicians should adhere to current recommendations regarding the prescription of stimulant medications for youth with ADHD. Scientific inquiry is indicated to identify patients at heightened risk and to continue surveillance for the longer-term cardiovascular impact of these agents.",2019,https://scholar.google.com.br/,no
1740,Differences in functional connectivity between alcohol dependence and internet gaming disorder.,"INTRODUCTION: Internet gaming disorder (IGD) and alcohol dependence (AD) have been reported to share clinical characteristics including craving and over-engagement despite negative consequences. However, there are also clinical factors that differ between individuals with IGD and those with AD in terms of chemical intoxication, prevalence age, and visual and auditory stimulation. METHODS: We assessed brain functional connectivity within the prefrontal, striatum, and temporal lobe in 15 patients with IGD and in 16 patients with AD. Symptoms of depression, anxiety, and the attention deficit hyperactivity disorder were assessed in patients with IGD and in patients with AD. RESULTS: Both AD and IGD subjects have positive functional connectivity between the dorsolateral prefrontal cortex (DLPFC), cingulate, and cerebellum. In addition, both groups have negative functional connectivity between the DLPFC and the orbitofrontal cortex. However, the AD subjects have positive functional connectivity between the DLPFC, temporal lobe and striatal areas while IGD subjects have negative functional connectivity between the DLPFC, temporal lobe and striatal areas. CONCLUSIONS: AD and IGD subjects may share deficits in executive function, including problems with self-control and adaptive responding. However, the negative connectivity between the DLPFC and the striatal areas in IGD subjects, different from the connectivity observed in AD subjects, may be due to the earlier prevalence age, different comorbid diseases as well as visual and auditory stimulation.",2019,https://scholar.google.com.br/,no
1741,Patterns of psychotropic medicine use in pregnancy in the United States from 2006 to 2011 among women with private insurance.,"BACKGROUND: Psychiatric disorders are equally common during pregnancy as among non-pregnant women, and many of these conditions are treated with psychotropic medicines. Relatively little is known about patterns of use of many these agents during pregnancy, and specifically of how rates may have shifted during the last decade. We aimed to quantify the rate of pregnancy related exposures to categories of psychotropic medicines stratified according to the primary indication for use (antidepressants, antipsychotics, anxiolytics, and psychostimulants), trimester of pregnancy, trends over time and region, and indication for use. METHODS: We conducted a retrospective cohort study of pregnancies among women in the Truven Health MarketScan database (source population 70 million Americans), which captures person-specific clinical use and includes detailed information on filled prescriptions, hospitalizations and outpatient visits for all privately insured employees and their dependents. We classified psychotropic medicines of interest using ATC level 3 accordingly: antipsychotics (N05A), anxiolytics (N05B), antidepressants (N06A), psychostimulants, agents used for ADHD and cognitive enhancement (N06B). We also examined temporal and regional trends in use. RESULTS: We included 343,299 women who had a live birth between Jan 1, 2006 and Dec 31, 2011, of whom 10.3{\%} were dispensed one or more psychotropic medicines during pregnancy. This rate varied from 6{\%} to 15{\%} between states. The rate of use of psychotropic medicines was relatively stable between 2006 and 2011. The most commonly used psychotropic medicines were selective serotonin reuptake inhibitors (5.1{\%}) and benzodiazepine or benzodiazepine-like medicines (3.9{\%}). Among psychotropic users, the most commonly associated psychiatric diagnosis was depression (25.0{\%}), followed by anxiety disorders (24.4{\%}). Approximately 1.6{\%} of women used more than one category of psychotropic medicine in pregnancy, most commonly an antidepressant and an anxiolytic medicine (1.2{\%}). CONCLUSIONS: Given this relatively high rate of use, the lack of evidence that the most frequently used medications improve birth outcomes and the safety concerns associated with both early and late pregnancy use for many frequently-used medications, there is a need for further study of factors driving psychotropic medication use during pregnancy.",2019,https://scholar.google.com.br/,no
1742,Evaluating functional outcomes in adolescents with attention-deficit/hyperactivity disorder: development and initial testing of a self-report instrument.,"BACKGROUND: Engaging adolescents in decisions about their health may enhance their compliance with treatment and result in better health outcomes. Treatment outcomes in attention-deficit/hyperactivity disorder (ADHD) are rarely evaluated from the adolescents' point of view. There is also concern that adolescents with ADHD may not have insight about the impacts of their disease. This article describes research conducted to understand the experiences of adolescents with ADHD and how the research was used to develop an adolescent self-report instrument. METHODS: This research involved an iterative process to ensure content validity and was conducted in the following stages: concept identification from literature reviews and interviews with teachers and clinicians, concept elicitation interviews with adolescents with ADHD and their caregivers, review of existing instruments, development of a new instrument and cognitive interviews. Experts in instrument development and translation and clinical practitioners in ADHD also participated. RESULTS: A conceptual framework to measure the impact of ADHD on adolescent functioning identified from concept identification research informed concept elicitation interviews with 60 adolescents with ADHD and their primary caregivers. In the interviews, adolescents discussed difficulties with performing activities in various contexts: school, home, leisure activities and social interactions. Caregivers provided additional insights. The instrument review revealed that none of the existing instruments were suitable to collect data on the elicited concepts, therefore, a new instrument was developed. Revisions were made to the format and content of the instrument (a daily diary) based on feedback received from cognitive testing with 15 adolescents. CONCLUSIONS: Our research helped to obtain a comprehensive understanding of the impacts of ADHD on adolescent functioning, to inform the development of a new instrument for measuring outcomes. Adolescents were able to discuss the impact of ADHD on their lives in concept elicitation interviews and report the impacts of ADHD on a self-report instrument. The new instrument developed to reflect the perspective of adolescents with ADHD can be used to supplement outcome assessments in clinic and research settings. Scientific advocacy for the use of such measures can be valuable to measure outcomes meaningful to adolescents with ADHD and the clinical community.",2019,https://scholar.google.com.br/,no
1743,Effects of environmental sounds on the guessability of animated graphic symbols.,"Graphic symbols are a necessity for pre-literate children who use aided augmentative and alternative communication (AAC) systems (including non-electronic communication boards and speech generating devices), as well as for mobile technologies using AAC applications. Recently, developers of the Autism Language Program (ALP) Animated Graphics Set have added environmental sounds to animated symbols representing verbs in an attempt to enhance their iconicity. The purpose of this study was to examine the effects of environmental sounds (added to animated graphic symbols representing verbs) in terms of naming. Participants included 46 children with typical development between the ages of 3,0 to 3,11 (years,months). The participants were randomly allocated to a condition of symbols with environmental sounds or a condition without environmental sounds. Results indicated that environmental sounds significantly enhanced the naming accuracy of animated symbols for verbs. Implications in terms of symbol selection, symbol refinement, and future symbol development will be discussed.",2019,https://scholar.google.com.br/,no
1744,American Medical Society for Sports Medicine position statement: concussion in sport.,"PURPOSE OF THE STATEMENT: black triangle right To provide an evidence-based, best practises summary to assist physicians with the evaluation and management of sports concussion. black triangle right To establish the level of evidence, knowledge gaps and areas requiring additional research. IMPORTANCE OF AN AMSSM STATEMENT: black triangle right Sports medicine physicians are frequently involved in the care of patients with sports concussion. black triangle right Sports medicine physicians are specifically trained to provide care along the continuum of sports concussion from the acute injury to return-to-play (RTP) decisions. black triangle right The care of athletes with sports concussion is ideally performed by healthcare professionals with specific training and experience in the assessment and management of concussion. Competence should be determined by training and experience, not dictated by specialty. black triangle right While this statement is directed towards sports medicine physicians, it may also assist other physicians and healthcare professionals in the care of patients with sports concussion. DEFINITION: black triangle right Concussion is defined as a traumatically induced transient disturbance of brain function and involves a complex pathophysiological process. Concussion is a subset of mild traumatic brain injury (MTBI) which is generally self-limited and at the less-severe end of the brain injury spectrum. PATHOPHYSIOLOGY: black triangle right Animal and human studies support the concept of postconcussive vulnerability, showing that a second blow before the brain has recovered results in worsening metabolic changes within the cell. black triangle right Experimental evidence suggests the concussed brain is less responsive to usual neural activation and when premature cognitive or physical activity occurs before complete recovery the brain may be vulnerable to prolonged dysfunction. INCIDENCE: black triangle right It is estimated that as many as 3.8 million concussions occur in the USA per year during competitive sports and recreational activities, however, as many as 50{\%} of the concussions may go unreported. black triangle right Concussions occur in all sports with the highest incidence in football, hockey, rugby, soccer and basketball. RISK FACTORS FOR SPORT-RELATED CONCUSSION: black triangle right A history of concussion is associated with a higher risk of sustaining another concussion. black triangle right A greater number, severity and duration of symptoms after a concussion are predictors of a prolonged recovery. black triangle right In sports with similar playing rules, the reported incidence of concussion is higher in female athletes than in male athletes. black triangle right Certain sports, positions and individual playing styles have a greater risk of concussion. black triangle right Youth athletes may have a more prolonged recovery and are more susceptible to a concussion accompanied by a catastrophic injury. black triangle right Preinjury mood disorders, learning disorders, attention-deficit disorders (ADD/ADHD) and migraine headaches complicate diagnosis and management of a concussion. DIAGNOSIS OF CONCUSSION: black triangle right Concussion remains a clinical diagnosis ideally made by a healthcare provider familiar with the athlete and knowledgeable in the recognition and evaluation of concussion. black triangle right Graded symptom checklists provide an objective tool for assessing a variety of symptoms related to concussions, while also tracking the severity of those symptoms over serial evaluations. black triangle right Standardised assessment tools provide a helpful structure for the evaluation of concussion, although limited validation of these assessment tools is available. SIDELINE EVALUATION AND MANAGEMENT: black triangle right Any athlete suspected of having a concussion should be stopped from playing and assessed by a licenced healthcare provider trained in the evaluation and management of concussions. black triangle right Recognition and initial assessment of a concussion should be guided by a symptoms checklist, cognitive evaluation (including orientation, past and immediate memory, new learning and concentration), balance tests and further neurological physical examination. black triangle right While standardised sideline tests are a useful framework for examination, the sensitivity, specificity, validity and reliability of these tests among different age groups, cultural groups and settings is largely undefined. Their practical usefulness with or without an individual baseline test is also largely unknown. black triangle right Balance disturbance is a specific indicator of a concussion, but not very sensitive. Balance testing on the sideline may be substantially different than baseline tests because of differences in shoe/cleat-type or surface, use of ankle tape or braces, or the presence of other lower extremity injury. black triangle right Imaging is reserved for athletes where intracerebral bleeding is suspected. black triangle right There is no same day RTP for an athlete diagnosed with a concussion. black triangle right Athletes suspected or diagnosed with a concussion should be monitored for deteriorating physical or mental status. NEUROPSYCHOLOGICAL TESTING: black triangle right Neuropsychological (NP) tests are an objective measure of brain-behaviour relationships and are more sensitive for subtle cognitive impairment than clinical exam. black triangle right Most concussions can be managed appropriately without the use of NP testing. black triangle right Computerised neuropsychological (CNP) testing should be interpreted by healthcare professionals trained and familiar with the type of test and the individual test limitations, including a knowledgeable assessment of the reliable change index, baseline variability and false-positive and false-negative rates. black triangle right Paper and pencil NP tests can be more comprehensive, test different domains and assess for other conditions which may masquerade as or complicate assessment of concussion. black triangle right NP testing should be used only as part of a comprehensive concussion management strategy and should not be used in isolation. black triangle right The ideal timing, frequency and type of NP testing have not been determined. black triangle right In some cases, properly administered and interpreted NP testing provides an added value to assess cognitive function and recovery in the management of sports concussions. black triangle right It is unknown if use of NP testing in the management of sports concussion helps prevent recurrent concussion, catastrophic injury or long-term complications. black triangle right Comprehensive NP evaluation is helpful in the post-concussion management of athletes with persistent symptoms or complicated courses. RETURN TO CLASS: black triangle right Students will require cognitive rest and may require academic accommodations such as reduced workload and extended time for tests while recovering from a concussion. RETURN TO PLAY: black triangle right Concussion symptoms should be resolved before returning to exercise. black triangle right A RTP progression involves a gradual, step-wise increase in physical demands, sports-specific activities and the risk for contact. black triangle right If symptoms occur with activity, the progression should be halted and restarted at the preceding symptom-free step. black triangle right RTP after concussion should occur only with medical clearance from a licenced healthcare provider trained in the evaluation and management of concussions. SHORT-TERM RISKS OF PREMATURE RTP: black triangle right The primary concern with early RTP is decreased reaction time leading to an increased risk of a repeat concussion or other injury and prolongation of symptoms. LONG-TERM EFFECTS: black triangle right There is an increasing concern that head impact exposure and recurrent concussions contribute to long-term neurological sequelae. black triangle right Some studies have suggested an association between prior concussions and chronic cognitive dysfunction. Large-scale epidemiological studies are needed to more clearly define risk factors and causation of any long-term neurological impairment. DISQUALIFICATION FROM SPORT: black triangle right There are no evidence-based guidelines for disqualifying/retiring an athlete from a sport after a concussion. Each case should be carefully deliberated and an individualised approach to determining disqualification taken. EDUCATION: black triangle right Greater efforts are needed to educate involved parties, including athletes, parents, coaches, officials, school administrators and healthcare providers to improve concussion recognition, management and prevention. black triangle right Physicians should be prepared to provide counselling regarding potential long-term consequences of a concussion and recurrent concussions. PREVENTION: black triangle right Primary prevention of some injuries may be possible with modification and enforcement of the rules and fair play. black triangle right Helmets, both hard (football, lacrosse and hockey) and soft (soccer, rugby) are best suited to prevent impact injuries (fracture, bleeding, laceration, etc.) but have not been shown to reduce the incidence and severity of concussions. black triangle right There is no current evidence that mouth guards can reduce the severity of or prevent concussions. black triangle right Secondary prevention may be possible by appropriate RTP management. LEGISLATION: black triangle right Legislative efforts provide a uniform standard for scholastic and non-scholastic sports organisations regarding concussion safety and management. FUTURE DIRECTIONS: black triangle right Additional research is needed to validate current assessment tools, delineate the role of NP testing and improve identification of those at risk of prolonged post-concussive symptoms or other long-term complications. black triangle right Evolving technologies for the diagnosis of concussion, such as newer neuroimaging techniques or biological markers, may provide new insights into the evaluation and management of sports concussion.",2019,https://scholar.google.com.br/,no
1745,Functional analysis of a novel positive allosteric modulator of AMPA receptors derived from a structure-based drug design strategy.,"Positive allosteric modulators of alpha-amino-3-hydroxy-5-methyl-isoxazole-propionic acid (AMPA) receptors facilitate synaptic plasticity and can improve various forms of learning and memory. These modulators show promise as therapeutic agents for the treatment of neurological disorders such as schizophrenia, ADHD, and mental depression. Three classes of positive modulator, the benzamides, the thiadiazides, and the biarylsulfonamides differentially occupy a solvent accessible binding pocket at the interface between the two subunits that form the AMPA receptor ligand-binding pocket. Here, we describe the electrophysiological properties of a new chemotype derived from a structure-based drug design strategy (SBDD), which makes similar receptor interactions compared to previously reported classes of modulator. This pyrazole amide derivative, JAMI1001A, with a promising developability profile, efficaciously modulates AMPA receptor deactivation and desensitization of both flip and flop receptor isoforms. This article is part of a Special Issue entitled 'Cognitive Enhancers'.",2019,https://scholar.google.com.br/,no
1746,Screening children for autism in an urban clinic using an electronic M-CHAT.,"BACKGROUND: The Modified Checklist for Autism in Toddlers (M-CHAT) is a screening tool for autism spectrum disorders in the clinic. However, the follow-up questions in the M-CHAT are difficult to implement on a paper format. OBJECTIVE: To compare the effectiveness of the M-CHAT on an electronic format versus paper format in an outpatient clinic setting. Methods. A prospective study used electronic M-CHAT on the iPad. A retrospective review of paper M-CHATs 6 months prior to implementation was used as the comparison group. RESULTS: A total of 176 participants completed the electronic M-CHAT format and 197 paper M-CHATs were retrospectively reviewed. The electronic format (3{\%}) resulted in a significant difference in the frequency of children found to be at risk for autism compared with the paper version (11{\%}), 99{\%} of parents rated the experience as ""good"" or ""excellent."" CONCLUSION: The electronic format lowered both false at-risk screens and false not-at-risk screens and had higher parental satisfaction.",2019,https://scholar.google.com.br/,no
1747,Identifying longitudinal trends within EEG experiments.,"Differential brain response to sensory stimuli is very small (a few microvolts) compared to the overall magnitude of spontaneous electroencephalogram (EEG), yielding a low signal-to-noise ratio (SNR) in studies of event-related potentials (ERP). To cope with this phenomenon, stimuli are applied repeatedly and the ERP signals arising from the individual trials are averaged at the subject level. This results in loss of information about potentially important changes in the magnitude and form of ERP signals over the course of the experiment. In this article, we develop a meta-preprocessing step utilizing a moving average of ERP across sliding trial windows, to capture such longitudinal trends. We embed this procedure in a weighted linear mixed effects model to describe longitudinal trends in features such as ERP peak amplitude and latency across trials while adjusting for the inherent heteroskedasticity created at the meta-preprocessing step. The proposed unified framework, including the meta-processing and the weighted linear mixed effects modeling steps, is referred to as MAP-ERP (moving-averaged-processed ERP). We perform simulation studies to assess the performance of MAP-ERP in reconstructing existing longitudinal trends and apply MAP-ERP to data from young children with autism spectrum disorder (ASD) and their typically developing counterparts to examine differences in patterns of implicit learning, providing novel insights about the mechanisms underlying social and/or cognitive deficits in this disorder.",2019,https://scholar.google.com.br/,no
1748,A comparison of the effects of reboxetine and placebo on reaction time in adults  with Attention Deficit-Hyperactivity Disorder (ADHD).,"OBJECTIVE: Some studies have demonstrated that Reaction Time (RT) is longer in patients with ADHD which in turn may be associated with educational and occupational impairment and increased driving risks. Any alteration on RT which is induced by the treatment in this population may have great consequences positively or negatively. This study was designed to examine the effects of reboxetine on RT in adults with Attention Deficit-Hyperactivity Disorder (ADHD). METHODS: A total of 30 adult patients with ADHD who did not suffer from any other major psychiatric disorder were eligible to participate in this double blind, placebo controlled study. Patients were randomly assigned to receive either reboxetine (4 mg/day for one week, then 8 mg/day) or placebo for 4 weeks. RT was assessed at baseline and after 4 weeks by validated software which collects and analyses the data for auditory and visual stimulants. Numbers of correct responses, omission and substitution errors for each stimulus were calculated. RESULTS: Regarding visual tasks and in comparison with baseline scores, the number of correct responses increased significantly and the number of omission errors decreased significantly after 4 weeks of treatment (P{\textless}0.05) in both groups. However, with regard to auditory tasks scores, no significant differences were found at the end of the study compared to the baseline in each of the two groups. Additionally, no significant differences were noted between the two groups when both visual and auditory tasks were considered. CONCLUSION: Results of this study showed that reboxetine did not affect the RT of the patients when both visual and auditory tasks were assessed. Further studies with larger number of patients and for a longer period of time are required to confirm the result of this study.",2019,https://scholar.google.com.br/,no
1749,Treatment of aggressive behavior problems in boys with intellectual disabilities  using zuclopenthixol.,"OBJECTIVE: Disruptive or challenging behavior problems pose a threat to children  and adolescents with intellectual disabilities and their caregivers. Psychopharmacological treatment is mostly studied with new-generation antipsychotics and has been criticized for adverse side effects. This study examined the effect of the classic antipsychotic zuclopenthixol. METHODS: A total of 39 boys (ages 8.0-17.11 years) with learning disabilities were included and examined for a response to zuclopenthixol during a 6 week period of open label treatment. Doses started low and were adapted individually. From responders, zuclopenthixol was randomly withdrawn for 12 weeks. Responses to withdrawal were observed by external raters using the Modified Overt Aggression Scale. RESULTS: Of all patients included into the study, 15 were not randomized because of insufficient therapeutic effect, adverse event, or noncompliance. Kaplan-Meier estimations showed less aggressive behavior problems for the continuing subgroup (n=9) than in the placebo group (n=15). Individual doses stayed {\textless}10 mg/day. CONCLUSIONS: Zuclopenthixol proved to be effective in reducing challenging behavior in boys even at low doses.",2019,https://scholar.google.com.br/,no
1750,Viewing the viewers: how adults with attentional deficits watch educational videos.,"OBJECTIVE: Knowing how adults with ADHD interact with prerecorded video lessons at home may provide a novel means of early screening and long-term monitoring for ADHD. METHOD: Viewing patterns of 484 students with known ADHD were compared with 484 age, gender, and academically matched controls chosen from 8,699 non-ADHD students. Transcripts generated by their video playback software were analyzed using t tests and regression analysis. RESULTS: ADHD students displayed significant tendencies (p {\textless}/= .05) to watch videos with more pauses and more reviews of previously watched parts. Other parameters showed similar tendencies. Regression analysis indicated that attentional deficits remained constant for age and gender but varied for learning experience. CONCLUSION: There were measurable and significant differences between the video-viewing habits of the ADHD and non-ADHD students. This provides a new perspective on how adults cope with attention deficits and suggests a novel means of early screening for ADHD.",2019,https://scholar.google.com.br/,no
1751,Enhancing Neurobehavioral Gains with the Aid of Games and Exercise (ENGAGE): Initial open trial of a novel early intervention fostering the development of preschoolers' self-regulation.,"Poor self-regulation during the preschool years predicts a wide array of adverse  adult outcomes and, as such, is an important treatment target. We assessed the efficacy of a novel early intervention aimed at fostering the development of preschoolers' self-regulation. Enhancing Neurobehavioral Gains with the Aid of Games and Exercise (ENGAGE) involves parents and children playing a wide range of games targeting self-regulation on a daily basis over a 5-week period. Twenty-five New Zealand families, in whom parents identified their children as difficult to manage, took part in this study. Parent hyperactivity, aggression, and attention problems ratings on the BASC-2 were used to assess improvements in behavioral self-regulation, and subtests of the Stanford Binet-5 and NEPSY-2 were used to assess improvements in cognitive control. Improvements in parent-rated hyperactivity, aggression, and attention problems were maintained throughout the 12-month follow-up. In addition, improvements were found in two neurocognitive areas associated with self-regulation. While more rigorous randomized controlled trials are necessary, ENGAGE shows promise as a novel intervention for developing self-regulation in at-risk preschoolers.",2019,https://scholar.google.com.br/,no
1752,A Machine Learning-Based Analysis of Game Data for Attention Deficit Hyperactivity Disorder Assessment.,"OBJECTIVE: Attention deficit hyperactivity disorder (ADHD) is found in 9.5 percent of the U.S. population and poses lifelong challenges. Current diagnostic approaches rely on evaluation forms completed by teachers and/or parents, although they are not specifically trained to recognize cognitive disorders. The most accurate diagnosis is by a psychiatrist, often only available to children with severe symptoms. Development of a tool that is engaging and objective and aids medical providers is needed in the diagnosis of ADHD. The goal of this research is to work toward the development of such a tool. MATERIALS AND METHODS: The proposed approach takes advantage of two trends: The rapid adoption of tangible user interface devices and the popularity of interactive videogames. CogCubed Inc. (Minneapolis, MN) has created ""Groundskeeper,"" a game on the Sifteo Cubes (Sifteo, Inc., San Francisco, CA) game system with elements that exercise skills affected by ADHD. ""Groundskeeper"" was evaluated for 52 patients, with and without ADHD. Gameplay data were mathematically transformed into ADHD-indicative feature variables and subjected to machine learning algorithms to develop diagnostic models to aid psychiatric clinical assessments of ADHD. The effectiveness of the developed model was evaluated against the diagnostic impressions of two licensed child/adolescent psychiatrists using semistructured interviews. RESULTS: Our predictive algorithms were highly accurate in correctly predicting diagnoses based on gameplay of ""Groundskeeper."" The F-measure, a measure of diagnosis accuracy, from the predictive models gave values as follows: ADHD, inattentive type, 78 percent (P{\textgreater}0.05), ADHD, combined type, 75 percent (P{\textless}0.05), anxiety disorders, 71{\%}, and depressive disorders, 76{\%}. CONCLUSIONS: This represents a promising new approach to screening tools for ADHD.",2019,https://scholar.google.com.br/,no
1753,Learning and consolidation of new spoken words in autism spectrum disorder.,"Autism spectrum disorder (ASD) is characterized by rich heterogeneity in vocabulary knowledge and word knowledge that is not well accounted for by current cognitive theories. This study examines whether individual differences in vocabulary knowledge in ASD might be partly explained by a difficulty with consolidating newly learned spoken words and/or integrating them with existing knowledge. Nineteen boys with ASD and 19 typically developing (TD) boys matched on age and vocabulary knowledge showed similar improvements in recognition and recall of novel words (e.g. 'biscal') 24 hours after training, suggesting an intact ability to consolidate explicit knowledge of new spoken word forms. TD children showed competition effects for existing neighbors (e.g. 'biscuit') after 24 hours, suggesting that the new words had been integrated with existing knowledge over time. In contrast, children with ASD showed immediate competition effects that were not significant after 24 hours, suggesting a qualitative difference in the time course of lexical integration. These results are considered from the perspective of the dual-memory systems framework.",2019,https://scholar.google.com.br/,no
1754,A Virtual Week study of prospective memory function in autism spectrum disorders.,"Prospective memory (PM) refers to the implementation of delayed intentions, a cognitive ability that plays a critical role in daily life because of its involvement in goal-directed behavior and consequently the development and maintenance of independence. Emerging evidence indicates that PM may be disrupted in autism spectrum disorders (ASDs), potentially contributing to the functional difficulties that characterize this group. However, the degree, nature, and specificity of ASD-related impairment remains poorly understood. In the current study, children between 8 and 12 years of age who were diagnosed with ASDs (n=30) were compared with typically developing children (n=30) on a child-appropriate version of the Virtual Week board game. This measure provides an opportunity to investigate the different sorts of PM failures that occur. The ASD group showed significant PM impairment on measures of time-based (but not event-based) prospective remembering. However, only a subtle difference emerged between regular and irregular PM tasks, and group differences were consistent across these tasks. Because regular and irregular tasks differentially load retrospective memory, these data imply that the PM difficulties seen in ASDs may primarily reflect a monitoring deficit and not an encoding and memory storage deficit. PM performance was poorer under conditions of high ongoing task absorption, but the magnitude of this effect did not vary as a function of group. In both groups, time-based (but not event-based) PM difficulties were associated with functional outcomes in daily life, but only an inconsistent association with executive control emerged.",2019,https://scholar.google.com.br/,no
1755,Neurochemical enhancement of conscious error awareness.,"How the brain monitors ongoing behavior for performance errors is a central question of cognitive neuroscience. Diminished awareness of performance errors limits the extent to which humans engage in corrective behavior and has been linked to loss of insight in a number of psychiatric syndromes (e.g., attention deficit hyperactivity disorder, drug addiction). These conditions share alterations in monoamine signaling that may influence the neural mechanisms underlying error processing, but our understanding of the neurochemical drivers of these processes is limited. We conducted a randomized, double-blind, placebo-controlled, cross-over design of the influence of methylphenidate, atomoxetine, and citalopram on error awareness in 27 healthy participants. The error awareness task, a go/no-go response inhibition paradigm, was administered to assess the influence of monoaminergic agents on performance errors during fMRI data acquisition. A single dose of methylphenidate, but not atomoxetine or citalopram, significantly improved the ability of healthy volunteers to consciously detect performance errors. Furthermore, this behavioral effect was associated with a strengthening of activation differences in the dorsal anterior cingulate cortex and inferior parietal lobe during the methylphenidate condition for errors made with versus without awareness. Our results have implications for the understanding of the neurochemical underpinnings of performance monitoring and for the pharmacological treatment of a range of disparate clinical conditions that are marked by poor awareness of errors.",2019,https://scholar.google.com.br/,no
1756,Influence of colour on acquisition and generalisation of graphic symbols.,"BACKGROUND: Children with autism may benefit from using graphic symbols for their communication, language and literacy development. The purpose of this study was to investigate the influence of colour versus grey-scale displays on the identification of graphic symbols using a computer-based intervention. METHOD: An alternating treatment design was employed to examine the learning and generalisation of 58 colour and grey-scale symbols by four preschool children with autism. The graphic symbols were taught via a meaning-based intervention using stories and educational games. RESULTS AND CONCLUSIONS: Results demonstrate that all of the children were able to learn and maintain symbol identification over time for both symbol displays with no apparent differences. Differences were apparent for two of the children who exhibited better generalisation when learning grey-scale symbols first. The other two showed no noticeable difference, between displays when generalising from one display to the other. Implications and further research are discussed.",2019,https://scholar.google.com.br/,no
1757,"Caudate Volume in Offspring at Ultra High Risk for Alcohol Dependence: COMT Val158Met, DRD2, Externalizing Disorders, and Working Memory.","BACKGROUND: There is emerging evidence that the increased susceptibility to developing alcohol and substance use disorders in those with a family history of Alcohol Dependence (AD) may be related to structural differences in brain circuits that influence the salience of rewards or modify the efficiency of information processing. Externalizing disorders of childhood including Attention Deficit Hyperactivity Disorder, Conduct and Oppositional Disorders are a prominent feature of those with a positive family history. The caudate nuclei have been implicated in both the salience of rewards and in the pathophysiology of alcohol dependence and these often antecedent childhood disorders. METHODS: Adolescent/young adult high and low-risk for AD offspring (N = 130) were studied using magnetic resonance imaging. Volumes of the caudate nucleus were obtained using manual tracing with BRAINS2 software and neuropsychological functioning determined. Childhood disorders were assessed as part of a long-term longitudinal follow-up that includes young adult assessment. Dopaminergic variation was assessed using genotypic variation in the catechol-O-methyltransferase (COMT) and DRD2 genes. RESULTS: High-risk subjects showed poorer Working Memory functioning. Cau-date volume did not differ between high and low-risk subjects, but those with externalizing disorders of childhood showed reduced caudate volume. Variation in COMT and DRD2 genes was associated with Working Memory performance and caudate volume. CONCLUSIONS: Caudate volume is reduced in association with externalizing disorders of childhood/adolescence. Working Memory deficits appear in familial high-risk offspring and those with externalizing disorders of childhood. The dopaminergic system appears to be involved in both working memory performance and externalizing disorders of childhood.",2019,https://scholar.google.com.br/,no
1758,Neurofeedback training aimed to improve focused attention and alertness in children with ADHD: a study of relative power of EEG rhythms using custom-made software application.,"Neurofeedback is a nonpharmacological treatment for attention-deficit hyperactivity disorder (ADHD). We propose that operant conditioning of electroencephalogram (EEG) in neurofeedback training aimed to mitigate inattention and low arousal in ADHD, will be accompanied by changes in EEG bands' relative power. Patients were 18 children diagnosed with ADHD. The neurofeedback protocol (""Focus/Alertness"" by Peak Achievement Trainer) has a focused attention and alertness training mode. The neurofeedback protocol provides one for Focus and one for Alertness. This does not allow for collecting information regarding changes in specific EEG bands (delta, theta, alpha, low and high beta, and gamma) power within the 2 to 45 Hz range. Quantitative EEG analysis was completed on each of twelve 25-minute-long sessions using a custom-made MatLab application to determine the relative power of each of the aforementioned EEG bands throughout each session, and from the first session to the last session. Additional statistical analysis determined significant changes in relative power within sessions (from minute 1 to minute 25) and between sessions (from session 1 to session 12). Analysis was of relative power of theta, alpha, low and high beta, theta/alpha, theta/beta, and theta/low beta and theta/high beta ratios. Additional secondary measures of patients' post-neurofeedback outcomes were assessed, using an audiovisual selective attention test (IVA + Plus) and behavioral evaluation scores from the Aberrant Behavior Checklist. Analysis of data computed in the MatLab application, determined that theta/low beta and theta/alpha ratios decreased significantly from session 1 to session 12, and from minute 1 to minute 25 within sessions. The findings regarding EEG changes resulting from brain wave self-regulation training, along with behavioral evaluations, will help elucidate neural mechanisms of neurofeedback aimed to improve focused attention and alertness in ADHD.",2019,https://scholar.google.com.br/,no
1759,Binding of sights and sounds: age-related changes in multisensory temporal processing.,"We live in a multisensory world and one of the challenges the brain is faced with is deciding what information belongs together. Our ability to make assumptions about the relatedness of multisensory stimuli is partly based on their temporal and spatial relationships. Stimuli that are proximal in time and space are likely to be bound together by the brain and ascribed to a common external event. Using this framework we can describe multisensory processes in the context of spatial and temporal filters or windows that compute the probability of the relatedness of stimuli. Whereas numerous studies have examined the characteristics of these multisensory filters in adults and discrepancies in window size have been reported between infants and adults, virtually nothing is known about multisensory temporal processing in childhood. To examine this, we compared the ability of 10 and 11 year olds and adults to detect audiovisual temporal asynchrony. Findings revealed striking and asymmetric age-related differences. Whereas children were able to identify asynchrony as readily as adults when visual stimuli preceded auditory cues, significant group differences were identified at moderately long stimulus onset asynchronies (150-350 ms) where the auditory stimulus was first. Results suggest that changes in audiovisual temporal perception extend beyond the first decade of life. In addition to furthering our understanding of basic multisensory developmental processes, these findings have implications on disorders (e.g., autism, dyslexia) in which emerging evidence suggests alterations in multisensory temporal function.",2019,https://scholar.google.com.br/,no
1760,Aripiprazole for autism spectrum disorders (ASD).,"BACKGROUND: Autism spectrum disorders (ASD) include autistic disorder, Asperger's disorder and pervasive developmental disorder - not otherwise specified (PDD-NOS). Antipsychotics have been used as a medication intervention for irritability related to ASD. Aripiprazole, a third-generation, atypical antipsychotic, is a relatively new drug that has a unique mechanism of action different from that of other antipsychotics. This review updates a previous Cochrane review on the safety and efficacy of aripiprazole for individuals with ASD, published in 2011 (Ching 2011). OBJECTIVES: To assess the safety and efficacy of aripiprazole as medication treatment for individuals with ASD. SEARCH METHODS: In October 2015, we searched the Cochrane Central Register of Controlled Trials (CENTRAL), Ovid MEDLINE, Embase, the Cumulative Index to Nursing and Allied Health Literature (CINAHL) and seven other databases as well as two trial registers. We searched for records published in 1990 or later, as this was the year aripiprazole became available. SELECTION CRITERIA: Randomised controlled trials (RCTs) of aripiprazole (administered orally and at any dosage) versus placebo for treatment of individuals with a diagnosis of ASD. DATA COLLECTION AND ANALYSIS: Two review authors independently collected, evaluated and analysed data. We performed meta-analysis for primary and secondary outcomes, when possible. We used the GRADE (Grades of Recommendation, Assessment, Development and Evaluation) approach to rate the overall quality of the evidence. MAIN RESULTS: We included three trials in this review. Two were included in the previous published review, and the results of one, placebo-controlled discontinuation study were added to this review. Although we searched for studies across age groups, we found only studies conducted in children and youth. Included trials had low risk of bias across most domains. High risk of bias was seen in only one trial with incomplete outcome data. We judged the overall quality of the evidence for most outcomes to be moderate.Two RCTs with similar methods evaluated use of aripiprazole for a duration of eight weeks in 316 children/adolescents with ASD. Meta-analysis of study results revealed a mean improvement of -6.17 points on the Aberrant Behavior Checklist (ABC) - Irritability subscale (95{\%} confidence intervals (CIs) -9.07 to -3.26, two studies, 308 children/adolescents, moderate-quality evidence), -7.93 points on the ABC - Hyperactivity subscale (95{\%} CI -10.98 to -4.88, two studies, 308 children/adolescents, moderate-quality evidence) and -2.66 points on the ABC - Stereotypy subscale (95{\%} CI -3.55 to -1.77, two studies, 308 children/adolescents, moderate-quality evidence) in children/adolescents taking aripiprazole relative to children/adolescents taking placebo. In terms of side effects, children/adolescents taking aripiprazole had a greater increase in weight, with a mean increase of 1.13 kg relative to placebo (95{\%} CI 0.71 to 1.54, two studies, 308 children/adolescents, moderate-quality evidence), and had a higher risk ratio (RR) for sedation (RR 4.28, 95{\%} CI 1.58 to 11.60, two studies, 313 children/adolescents, moderate-quality evidence) and tremor (RR 10.26, 95{\%} CI 1.37 to 76.63, two studies, 313 children/adolescents, moderate-quality evidence). A randomised, placebo-controlled discontinuation study found that 35{\%} of children/adolescents randomised to continue intervention with aripiprazole relapsed with respect to their symptoms of irritability, compared with 52{\%} of children/adolescents randomised to placebo, for a hazard ratio of 0.57 (95{\%} CI 0.28 to 1.12, 85 children/adolescents, low-quality evidence).All three included trials were supported by Bristol-Myers Squibb (Princeton, NJ) and Otsuka Pharmaceutical Company, Ltd. (Tokyo, Japan), with editorial support provided by Ogilvy Healthworld Medical Education and Bristol-Myers Squibb. AUTHORS' CONCLUSIONS: Evidence from two RCTs suggests that aripiprazole can be effective as a short-term medication intervention for some behavioural aspects of ASD in children/adolescents. After a short-term medication intervention with aripiprazole, children/adolescents showed less irritability and hyperactivity and fewer stereotypies (repetitive, purposeless actions). However, notable side effects, such as weight gain, sedation, drooling and tremor, must be considered. One long-term, placebo discontinuation study found that relapse rates did not differ between children/adolescents randomised to continue aripiprazole versus children/adolescents randomised to receive placebo, suggesting that re-evaluation of aripiprazole use after a period of stabilisation in irritability symptoms is warranted. Studies included in this review used criteria from the Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition (DSM-IV) (APA 2000) for ASD diagnosis, however, the diagnostic criteria for ASD changed significantly with release of the fifth edition of the DSM (DSM-5) in 2013 (APA 2013).",2019,https://scholar.google.com.br/,no
1761,The effects of aripiprazole on electrocardiography in children with pervasive developmental disorders.,"OBJECTIVES: Psychotropic medications, including the atypical antipsychotics, have historically been scrutinized for cardiac effects and risk of sudden death. Aripiprazole is an atypical antipsychotic approved for pediatric use in schizophrenia, bipolar I disorder, and autistic disorder. Adult studies have evaluated aripiprazole's effects on electrocardiograms, but no pediatric studies have been published to date. METHODS: Electrocardiographic data were collected from children and adolescents participating in a 14-week, prospective, open-label study (n=25) of aripiprazole for irritability in pervasive developmental disorder not otherwise specified and Asperger's disorder. A 12-lead electrocardiogram was obtained at the baseline and end point visits. The electrocardiograms were evaluated for abnormal findings, and the PR, QRS, QT(c), and RR intervals were recorded. The QT interval was corrected using Bazett's, United States Food and Drug Administration (FDA) Pharmacology Division, and Fridericia's formulas. RESULTS: Twenty-four subjects received both baseline and posttreatment electrocardiograms. The mean age was 8.6 years (range 5-17 years). The average final aripiprazole dose was 7.8 mg/day (range 2.5-15 mg/day). There were no significant differences noted with the PR, QRS, RR, and QT(c) intervals after aripiprazole therapy. Also, there was no significant correlation between the dose given and the percent change in the QT(c). No post-treatment QT(c) exceeded 440 ms. CONCLUSIONS: To our knowledge, this is the first systematic evaluation of the cardiac effects of aripiprazole in children and adolescents. The results are consistent with previously published literature in adults that aripiprazole has no significant cardiac effects and can be deemed a low risk for causing sudden death. It will be important to confirm these findings in a randomized controlled trial.",2019,https://scholar.google.com.br/,no
1762,Facilitating other-awareness in low-functioning children with autism and typically-developing preschoolers using dual-control technology.,"Children with autism are said to lack other-awareness, which restricts their opportunities for peer collaboration. We assessed other-awareness in non-verbal children with autism and typically-developing preschoolers collaborating on a shared computerised picture-sorting task. The studies compared a novel interface, designed to support other-awareness, with a standard interface, with adult and peer partners. The autism group showed no active other-awareness using the standard interface, but revealed clear active other-awareness using the supportive interface. Both groups displayed more other-awareness with the technology than without and also when collaborating with a peer than with an adult partner. We argue that children with autism possess latent abilities to coordinate social interaction that only become evident with appropriate support.",2019,https://scholar.google.com.br/,no
1763,Internet use and video gaming predict problem behavior in early adolescence.,"In early adolescence, the time spent using the Internet and video games is higher than in any other present-day age group. Due to age-inappropriate web and gaming content, the impact of new media use on teenagers is a matter of public and scientific concern. Based on current theories on inappropriate media use, a study was conducted that comprised 205 adolescents aged 10-14 years (Md = 13). Individuals were identified who showed clinically relevant problem behavior according to the problem scales of the Youth Self Report (YSR). Online gaming, communicational Internet use, and playing first-person shooters were predictive of externalizing behavior problems (aggression, delinquency). Playing online role-playing games was predictive of internalizing problem behavior (including withdrawal and anxiety). Parent-child communication about Internet activities was negatively related to problem behavior.",2019,https://scholar.google.com.br/,no
1764,The effects of video modeling in teaching functional living skills to persons with ASD: A meta-analysis of single-case studies.,"BACKGROUND: Many individuals with autism spectrum disorders (ASD) show deficits in functional living skills, leading to low independence, limited community involvement, and poor quality of life. With development of mobile devices, utilizing video modeling has become more feasible for educators to promote functional living skills of individuals with ASD. AIMS: This article aims to review the single-case experimental literature and aggregate results across studies involving the use of video modeling to improve functional living skills of individuals with ASD. METHODS AND PROCEDURES: The authors extracted data from single-case experimental studies and evaluated them using the Tau-U effect size measure. Effects were also differentiated by categories of potential moderators and other variables, including age of participants, concomitant diagnoses, types of video modeling, and outcome measures. OUTCOMES AND RESULTS: Results indicate that video modeling interventions are overall moderately effective with this population and dependent measures. While significant differences were not found between categories of moderators and other variables, effects were found to be at least moderate for most of them. CONCLUSIONS AND IMPLICATIONS: It is apparent that more single-case experiments are needed in this area, particularly with preschool and secondary-school aged participants, participants with ASD-only and those with high-functioning ASD, and for video modeling interventions addressing community access skills.",2019,https://scholar.google.com.br/,no
1765,BR 07-1 DEVELOPMENT OF THE CELL MICROARRAY FOR HIGH-THROUGHPUT ANALYSIS OF GUT MICROBIOTA.,"The human intestine contains a massive and complex microbial community called gut microbiota. A typical human carries 100 trillion microbes in his/her body which is 10 times greater than the number of their host cells, i.e. whole number of human cells. A combined microbial genome constituting gut microbiota is well excess our own human genome. The microbial composition of gut microbiotata and its role on diseases became a booming area of research, presenting a new paradigm of opportunities for modern medicines. Recent evidences showed that gut microbiota acts as a very important determining factor for the development of almost all complex diseases such as primary hypertension, obesity, depression, diabetes, autism, asthma, bowl diseases, rheumatic arthritis, systemic lupus erythematosus, Crohn's disease, Parkinson's disease, Alzheimer's disease, epilepsy, schizophrenia, etc. In spite of the significant role of gut microbiota in the development of complex diseases, the elucidation of the mechanistic pathway on the development of complex diseases by gut microbiota is not moving forward as expected. Current methods to identify alteration of gut microbiota in patients and healthy controls are basically based on the metagenomic sequencings of DNA samples extracted from feces by using next-generation sequencing machines. Although the metagenomic sequencing approaches proved association of gut microbiota with various complex diseases, those methods failed to accurately pinpoint the etiological agents in gut microbiota for complex diseases. The metagenomic sequencing approaches are not only difficult to identify the etiological agent of complex diseases at species level but also difficult to use, requiring complex bioinformatic analyses, and expensive. To overcome the current challenges in analysis of gut microbiota, we developed a novel cell microarray to analyze the constituent microbial organisms of gut microbiota very accurately and fast by using a drop of blood. The cell microarray contains all of the known individual microbial organisms constituting gut microbiota. We proved by using Rheumatoid arthritis (RA) cases that the cell microarray is much more accurately and faster than the current metagenomic sequencing approaches in analyzing gut microbiota. The cell microarray was hybridized with the serums of healthy people and RA patients. Based on the binding affinity of serum immunoglobin with the spots of bacterial cultures on the cell microarray, our results clearly indicated that the serum of RA patients have significantly less response to gut bacterial species than those of healthy control. It was also able to detect the microbial species playing a causative role for RA and the microbial species playing a protective role to RA. This result suggests that, the cell microarray developed here is an effective, less expensive, and rapid identification method for analyzing gut microbiota. We believe that the cell microarray can be used to various clinical blood samples, including hypertension, to elucidate the etiological microbial species of gut microbiota which play causative roles for complex diseases or protective roles to the complex disease.",2019,https://scholar.google.com.br/,no
1766,"Automated measurement of mouse social behaviors using depth sensing, video tracking, and machine learning.","A lack of automated, quantitative, and accurate assessment of social behaviors in mammalian animal models has limited progress toward understanding mechanisms underlying social interactions and their disorders such as autism. Here we present a new integrated hardware and software system that combines video tracking, depth sensing, and machine learning for automatic detection and quantification of social behaviors involving close and dynamic interactions between two mice of different coat colors in their home cage. We designed a hardware setup that integrates traditional video cameras with a depth camera, developed computer vision tools to extract the body ""pose"" of individual animals in a social context, and used a supervised learning algorithm to classify several well-described social behaviors. We validated the robustness of the automated classifiers in various experimental settings and used them to examine how genetic background, such as that of Black and Tan Brachyury (BTBR) mice (a previously reported autism model), influences social behavior. Our integrated approach allows for rapid, automated measurement of social behaviors across diverse experimental designs and also affords the ability to develop new, objective behavioral metrics.",2019,https://scholar.google.com.br/,no
1767,A biofeedback intervention to control impulsiveness in a severely personality disordered forensic patient.,"Impulsiveness in personality disordered forensic patients is associated with poor treatment completion and high risk of re-offending. A biofeedback training protocol, previously found to reduce impulsiveness and improve attention in children with Attention Deficit Hyperactivity Disorder, was used in an initial attempt to reduce impulsiveness in a severely personality disordered man with borderline, antisocial and histrionic features. Electrocortical, behavioural and self-report measures of impulsiveness were taken before and immediately following 6 weeks of biofeedback training and at 3 months follow-up. The patient successfully engaged with the intervention. His self-reports of reduced impulsiveness and improved attention were corroborated by behavioural and electrocortical measures that indicated reduced impulsiveness and better focused attention. Results suggest this intervention might prove useful in improving behavioural and emotional self-regulation in severely personality disordered patients.",2019,https://scholar.google.com.br/,no
1768,Brain growth rate abnormalities visualized in adolescents with autism.,"Autism spectrum disorder is a heterogeneous disorder of brain development with wide ranging cognitive deficits. Typically diagnosed before age 3, autism spectrum disorder is behaviorally defined but patients are thought to have protracted alterations in brain maturation. With longitudinal magnetic resonance imaging (MRI), we mapped an anomalous developmental trajectory of the brains of autistic compared with those of typically developing children and adolescents. Using tensor-based morphometry, we created 3D maps visualizing regional tissue growth rates based on longitudinal brain MRI scans of 13 autistic and seven typically developing boys (mean age/interscan interval: autism 12.0 +/- 2.3 years/2.9 +/- 0.9 years, control 12.3 +/- 2.4/2.8 +/- 0.8). The typically developing boys demonstrated strong whole brain white matter growth during this period, but the autistic boys showed abnormally slowed white matter development (P = 0.03, corrected), especially in the parietal (P = 0.008), temporal (P = 0.03), and occipital lobes (P = 0.02). We also visualized abnormal overgrowth in autism in gray matter structures such as the putamen and anterior cingulate cortex. Our findings reveal aberrant growth rates in brain regions implicated in social impairment, communication deficits and repetitive behaviors in autism, suggesting that growth rate abnormalities persist into adolescence. Tensor-based morphometry revealed persisting growth rate anomalies long after diagnosis, which has implications for evaluation of therapeutic effects.",2019,https://scholar.google.com.br/,no
1769,ASD: a comprehensive database of allosteric proteins and modulators.,"Allostery is the most direct, rapid and efficient way of regulating protein function, ranging from the control of metabolic mechanisms to signal-transduction pathways. However, an enormous amount of unsystematic allostery information has deterred scientists who could benefit from this field. Here, we present the AlloSteric Database (ASD), the first online database that provides a central resource for the display, search and analysis of structure, function and related annotation for allosteric molecules. Currently, ASD contains 336 allosteric proteins from 101 species and 8095 modulators in three categories (activators, inhibitors and regulators). Proteins are annotated with a detailed description of allostery, biological process and related diseases, and modulators with binding affinity, physicochemical properties and therapeutic area. Integrating the information of allosteric proteins in ASD should allow for the identification of specific allosteric sites of a given subtype among proteins of the same family that can potentially serve as ideal targets for experimental validation. In addition, modulators curated in ASD can be used to investigate potent allosteric targets for the query compound, and also help chemists to implement structure modifications for novel allosteric drug design. Therefore, ASD could be a platform and a starting point for biologists and medicinal chemists for furthering allosteric research. ASD is freely available at http://mdl.shsmu.edu.cn/ASD/.",2019,https://scholar.google.com.br/,no
1770,Mapping Robots to Therapy and Educational Objectives for Children with Autism Spectrum Disorder.,"The aim of this study was to increase knowledge on therapy and educational objectives professionals work on with children with autism spectrum disorder (ASD) and to identify corresponding state of the art robots. Focus group sessions (n = 9) with ASD professionals (n = 53) from nine organisations were carried out to create an objectives overview, followed by a systematic literature study to identify state of the art robots matching these objectives. Professionals identified many ASD objectives (n = 74) in 9 different domains. State of the art robots addressed 24 of these objectives in 8 domains. Robots can potentially be applied to a large scope of objectives for children with ASD. This objectives overview functions as a base to guide development of robot interventions for these children.",2019,https://scholar.google.com.br/,no
1771,Deviations from the expectable environment in early childhood and emerging psychopathology.,"Current frameworks for understanding the link between early adverse childhood experiences and later negative life outcomes, including psychopathology, focus on the mediating negative impact on brain and biological systems in the developing child resulting broadly from stress and trauma. Although this approach is useful, we argue that the framework could be functionally extended by distinguishing the effects of two different types of abnormal input, both deviations from the expectable environment in early childhood. Specifically, we review the consequences of inadequate input (eg, neglect/deprivation) and harmful input (eg, abuse/trauma) on brain and biological development. We then review evidence on the differential links between each type of abnormal input to four selected domains of psychopathology (indiscriminate social behavior, posttraumatic stress disorder, attention-deficit/hyperactivity disorder, and conduct problems), and consider potential mechanisms for inadequate and harmful input to lead to these outcomes. We conclude that the careful consideration of the type of deviation from the expected environment, while acknowledging the practical difficulties in assessing this, is likely to lead to clearer understanding of the mechanism of risk for psychopathology, and that tailored approaches to prevention and intervention may be informed by considering the unique consequences of inadequate and harmful input when experienced in early childhood.",2019,https://scholar.google.com.br/,no
1772,Preclinical pharmacology of amphetamine: implications for the treatment of neuropsychiatric disorders.,"The primary mechanism by which amphetamine exerts its neurobehavioral effects is  through an enhancement of synaptic monoamine levels, which is mediated by interactions with monoamine transporters, storage, and metabolism. However, preclinical data are now emerging that support more widespread neurobiologic effects for amphetamine. This review describes preclinical evidence suggesting that direct interactions of amphetamine with monoamine systems, which results in increased synaptic monoamine availability, has downstream effects on nonmonoaminergic systems, including glutamate, endogenous opioid, endocannabinoid, and acetylcholine systems. Furthermore, evidence suggests that amphetamine can modulate synaptic plasticity through modulation of glutamatergic systems, intracellular signaling cascades, and neurotrophic factor activity. Functional activity of these systems is implicated in the regulation of neurobehavioral processes that include cognition, mood, motivated behavior/hedonic processes/addiction, and arousal. As such, the ability of amphetamine to influence the function of systems that mediate these processes suggests amphetamine-based agents may have utility in the treatment of psychiatric disorders in which these systems and processes are dysfunctional. Amphetamine-based agents are currently approved by the US Food and Drug Administration only for the treatment of attention-deficit/hyperactivity disorder and narcolepsy. Preclinical and clinical research for amphetamine-based pharmacotherapy for other psychiatric disease states is examined. This should encourage further research on the preclinical pharmacology of amphetamine and its implications for the treatment of neuropsychiatric disorders.",2019,https://scholar.google.com.br/,no
1773,Autism and pediatric practice: toward a medical home.,"The pediatrician sees a child for 11 well child visits by their third birthday. The provision of continuous primary care supports development of trust with parents, provides opportunity for screening and surveillance of autism spectrum disorders (ASD), allows monitoring the progress of children requiring therapy, and a framework to support and educate families. Families of children with ASD are less likely to report that they receive care in a Medical Home, a practice providing coordinated, accessible, continuous, culturally competent care. They report less access to specialty and family focused care compared to other children with special health care needs. It is a major challenge to identify and effect the solutions necessary to bring Medical Home care to all children with ASD.",2019,https://scholar.google.com.br/,no
1774,Automatic brain caudate nuclei segmentation and classification in diagnostic of Attention-Deficit/Hyperactivity Disorder.,"We present a fully automatic diagnostic imaging test for Attention-Deficit/Hyperactivity Disorder diagnosis assistance based on previously found evidences of caudate nucleus volumetric abnormalities. The proposed method consists of different steps: a new automatic method for external and internal segmentation of caudate based on Machine Learning methodologies, the definition of a set of new volume relation features, 3D Dissociated Dipoles, used for caudate representation and classification. We separately validate the contributions using real data from a pediatric population and show precise internal caudate segmentation and discrimination power of the diagnostic test, showing significant performance improvements in comparison to other state-of-the-art methods.",2019,https://scholar.google.com.br/,no
1775,Effects of Atomoxetine and Osmotic Release Oral System-Methylphenidate on Executive Functions in Patients with Combined Type Attention-Deficit/Hyperactivity Disorder.,"OBJECTIVE: The aim of this study was to evaluate and compare the effects of atomoxetine (ATX) and osmotic release oral system-methylphenidate (OROS-MPH) therapies on executive functions, activities, treatment response time, and adverse effects based on discernible clinical effects in children with combined type attention-deficit/hyperactivity disorder (ADHD). METHODS: The study sample consisted of 43 children 7-12 years of age, who presented to the outpatient clinic with inattention, hyperactivity, and impulsivity for the first time, and were diagnosed as having combined type ADHD according to Diagnostic and Statistical Manual of Mental Disorders, 4th ed. (DSM-IV) criteria but had not previously used any medication for ADHD. The Wisconsin Card Sorting Test (WCST), Stroop Test TBAG Form (STP), and Visual Auditory Digit Span B (VADS B) were applied to all the patients included. Neuropsychological tests were repeated in 33 patients with good clinical recovery based on the Clinical Global Impressions-Improvement (CGI-I) scale (CGI-I {\textless}/=2) at the week in which clinical recovery was observed. The time limit for treatment response was set as 20 weeks. RESULTS: It was found that there was significantly increased performance in executive functions with ATX and OROS-MPH in both groups. It was seen that although significantly increased performance was achieved in both perseveration and conceptual learning and reasoning domains by both agents, there was increased performance in more domains by the OROS-MPH group in WSCT. Mean doses were 1.31+/-0.37 mg/kg/day in the ATX group and 0.90+/-0.29 mg/kg/day in the OROS-MPH group. Comparable effectiveness (76.19{\%} for ATX vs. 77.27{\%} for OROS-MPH) and adverse effects (57.14{\%} for ATX vs. 54.54{\%} for OROS-MPH) were detected in both groups, whereas there was a significant difference in clinical response times between the groups (13 weeks for ATX vs. 7 weeks for OROS-MPH, p {\textless}0.001). CONCLUSIONS: At the end of the study, it was seen that clinical recovery achieved by ATX and OROS-MPH therapy was associated with improved cognitive processes, and that these agents do not only lead to behavioral changes but also to an improvement in cognitive processes. In addition, improvements in cognitive processes occurred simultaneously with behavioral recovery. Behavior is the result of neurocognitive processes, and further studies on the domains that these drugs affect, or the way in which these agents exert their effects, are needed.",2019,https://scholar.google.com.br/,no
1776,Diffusion based abnormality markers of pathology: toward learned diagnostic prediction of ASD.,"This paper presents a paradigm for generating a quantifiable marker of pathology  that supports diagnosis and provides a potential biomarker of neuropsychiatric disorders, such as autism spectrum disorder (ASD). This is achieved by creating high-dimensional nonlinear pattern classifiers using support vector machines (SVM), that learn the underlying pattern of pathology using numerous atlas-based regional features extracted from diffusion tensor imaging (DTI) data. These classifiers, in addition to providing insight into the group separation between patients and controls, are applicable on a single subject basis and have the potential to aid in diagnosis by assigning a probabilistic abnormality score to each subject that quantifies the degree of pathology and can be used in combination with other clinical scores to aid in diagnostic decision. They also produce a ranking of regions that contribute most to the group classification and separation, thereby providing a neurobiological insight into the pathology. As an illustrative application of the general framework for creating diffusion based abnormality classifiers we create classifiers for a dataset consisting of 45 children with ASD (mean age 10.5 +/- 2.5 yr) as compared to 30 typically developing (TD) controls (mean age 10.3 +/- 2.5 yr). Based on the abnormality scores, a distinction between the ASD population and TD controls was achieved with 80{\%} leave one out (LOO) cross-validation accuracy with high significance of p{\textless}0.001, {\~{}}84{\%} specificity and {\~{}}74{\%} sensitivity. Regions that contributed to this abnormality score involved fractional anisotropy (FA) differences mainly in right occipital regions as well as in left superior longitudinal fasciculus, external and internal capsule while mean diffusivity (MD) discriminates were observed primarily in right occipital gyrus and right temporal white matter.",2019,https://scholar.google.com.br/,no
1777,"Identification of rare causal variants in sequence-based studies: methods and applications to VPS13B, a gene involved in Cohen syndrome and autism.","Pinpointing the small number of causal variants among the abundant naturally occurring genetic variation is a difficult challenge, but a crucial one for understanding precise molecular mechanisms of disease and follow-up functional studies. We propose and investigate two complementary statistical approaches for identification of rare causal variants in sequencing studies: a backward elimination procedure based on groupwise association tests, and a hierarchical approach that can integrate sequencing data with diverse functional and evolutionary conservation annotations for individual variants. Using simulations, we show that incorporation of multiple bioinformatic predictors of deleteriousness, such as PolyPhen-2, SIFT and GERP++ scores, can improve the power to discover truly causal variants. As proof of principle, we apply the proposed methods to VPS13B, a gene mutated in the rare neurodevelopmental disorder called Cohen syndrome, and recently reported with recessive variants in autism. We identify a small set of promising candidates for causal variants, including two loss-of-function variants and a rare, homozygous probably-damaging variant that could contribute to autism risk.",2019,https://scholar.google.com.br/,no
1778,Development of an audiovisual speech perception app for children with autism spectrum disorders.,"Perception of spoken language requires attention to acoustic as well as visible phonetic information. This article reviews the known differences in audiovisual speech perception in children with autism spectrum disorders (ASD) and specifies the need for interventions that address this construct. Elements of an audiovisual training program are described. This researcher-developed program delivered via an iPad app presents natural speech in the context of increasing noise, but supported with a speaking face. Children are cued to attend to visible articulatory information to assist in perception of the spoken words. Data from four children with ASD ages 8-10 are presented showing that the children improved their performance on an untrained auditory speech-in-noise task.",2019,https://scholar.google.com.br/,no
1779,Evaluation of the usability of a serious game aiming to teach facial expressions  to schizophrenic patients.,"In some psychological disorders such as autism and schizophrenia, loss of facial  expression recognition skill may complicate patient's daily life. Information technology may help to develop facial expression recognition skill by educational software and games. We designed and developed an interactive web-based educational program with which we performed a usability study before investigating its effectiveness on the schizophrenia patients' ability of emotion perception. The purpose of this study is to describe the usability evaluation for a web-based game set that has been designed to teach facial expressions to schizophrenic patients. The usability study was done at two steps, first, we applied heuristic evaluation and the violations were rated in a scale from most to least severe and the major problems were solved. In the second step, think-aloud method was used and the web site was assessed by five schizophrenic patients. Eight experts participated in the heuristic evaluation, in which a total of 60 violations were identified with a mean severity of 2.77 (range: 0-4). All of the major problems (severity over 2.5) were listed and the usability problems were solved by the development team. After solving the problems, five users with a diagnosis of schizophrenia used the web site with the same scenario. They reported to have experienced minor, but different problems. In conclusion, we suggest that a combination of heuristic evaluation and think-aloud method may be an effective and efficient way for usability evaluations for the serious games that have been designed for special patient groups.",2019,https://scholar.google.com.br/,no
1780,Addressing dental fear in children with autism spectrum disorders: a randomized controlled pilot study using electronic screen media.,"BACKGROUND: Dental care is a significant unmet health care need for children with autism spectrum disorders (ASD). Many children with ASD do not receive dental care because of fear associated with dental procedures, oftentimes they require general anesthesia for regular dental procedures, placing them at risk of associated complications. Many children with ASD have a strong preference for visual stimuli, particularly electronic screen media. The use of visual teaching materials is a fundamental principle in designing educational programs for children with ASD. PURPOSE: To determine if an innovative strategy using 2 types of electronic screen media was feasible and beneficial in reducing fear and uncooperative behaviors in children with ASD undergoing dental visits. METHODS: We conducted a randomized controlled trial at Boston Children's Hospital dental clinic. Eighty (80) children aged 7 to 17 years with a known diagnosis of ASD and history of dental fear were enrolled in the study. Each child completed 2 preventive dental visits that were scheduled 6 months apart (visit 1 and visit 2). After visit 1, subjects were randomly assigned to 1 of 4 groups: (1) group A, control (usual care), (2) group B, treatment (video peer modeling that involved watching a DVD recording of a typically developing child undergoing a dental visit), (3) group C, treatment (video goggles that involved watching a favorite movie during the dental visit using sunglass-style video eyewear), and (4) group D, treatment (video peer modeling plus video goggles). Subjects who refused or were unable to wear the goggles watched the movie using a handheld portable DVD player. During both visits, the subject's level of anxiety and behavior were measured using the Venham Anxiety and Behavior Scales. Analyses of variance and Fisher's exact tests compared baseline characteristics across groups. Using intention to treat approach, repeated measures analyses were employed to test whether the outcomes differed significantly: (1) between visits 1 and 2 within each group and (2) between each intervention group and the control group over time (an interaction). RESULTS: Between visits 1 and 2, mean anxiety and behavior scores decreased significantly by 0.8 points (P = .03) for subjects within groups C and D. Significant changes were not observed within groups A and B. Mean anxiety and behavior scores did not differ significantly between groups over time, although group A versus C pairwise comparisons showed a trend toward significance (P = .06). CONCLUSION: These findings suggest that certain electronic screen media technologies may be useful tools for reducing fear and uncooperative behaviors among children with ASD undergoing dental visits. Further studies are needed to assess the efficacy of these strategies using larger sample sizes. Findings from future studies could be relevant for nondental providers who care for children with ASD in other medical settings.",2019,https://scholar.google.com.br/,no
1781,Altered network topologies and hub organization in adults with autism: a resting-state fMRI study.,"Recent functional magnetic resonance imaging (fMRI) studies on autism spectrum condition (ASC) have identified dysfunctions in specific brain networks involved in social and non-social cognition that persist into adulthood. Although increasing numbers of fMRI studies have revealed atypical functional connectivity in the adult ASC brain, such functional alterations at the network level have not yet been fully characterized within the recently developed graph-theoretical framework. Here, we applied a graph-theoretical analysis to resting-state fMRI data acquired from 46 adults with ASC and 46 age- and gender-matched controls, to investigate the topological properties and organization of autistic brain network. Analyses of global metrics revealed that, relative to the controls, participants with ASC exhibited significant decreases in clustering coefficient and characteristic path length, indicating a shift towards randomized organization. Furthermore, analyses of local metrics revealed a significantly altered organization of the hub nodes in ASC, as shown by analyses of hub disruption indices using multiple local metrics and by a loss of ""hubness"" in several nodes (e.g., the bilateral superior temporal sulcus, right dorsolateral prefrontal cortex, and precuneus) that are critical for social and non-social cognitive functions. In particular, local metrics of the anterior cingulate cortex consistently showed significant negative correlations with the Autism-Spectrum Quotient score. Our results demonstrate altered patterns of global and local topological properties that may underlie impaired social and non-social cognition in ASC.",2019,https://scholar.google.com.br/,no
1782,Alterations of local spontaneous brain activity and connectivity in adults with high-functioning autism spectrum disorder.,"BACKGROUND: Previous autism research has hypothesized that abnormalities of functional connectivity in autism spectrum disorder (ASD) may vary with the spatial distance between two brain regions. Although several resting-state functional magnetic resonance imaging (rsfMRI) studies have extensively examined long-range (or distant) connectivity in the adult ASD brain, short-range (or local) connectivity has been investigated in less depth. Furthermore, the possible relationship between functional connectivity and brain activity level during the resting state remains unclear. METHODS: We acquired rsfMRI data from 50 adults with high-functioning ASD and 50 matched controls to examine the properties of spontaneous brain activity using measures of local and distant connectivity together with a measure of the amplitude of brain activity, known as fractional amplitude of low-frequency fluctuation (fALFF). The two connectivity measures were calculated using a common graph-theoretic framework. We also examined the spatial overlaps between these measures and possible relationships of these disrupted functional measures with autistic traits assessed by the Autism-Spectrum Quotient (AQ). RESULTS: Compared to the controls, participants with ASD exhibited local over-connectivity in the right superior frontal gyrus and middle frontal gyrus, accompanied by local under-connectivity in the bilateral fusiform gyri (FG) and right middle temporal gyrus (MTG). On the other hand, we did not find any significant alterations in distant connectivity. Participants with ASD also exhibited reduced fALFF in the right middle occipital gyrus, lingual gyrus, and FG. Further conjunction and spatial overlap analyses confirmed that the spatial pattern of reduced fALFF substantially overlapped with that of local under-connectivity, demonstrating the co-occurrence of disrupted connectivity and spontaneous activity level in the right inferior occipital gyrus, posterior MTG (pMTG), and FG. Finally, within the ASD group, disrupted local connectivity in the right pMTG significantly correlated with the ""social interaction"" subscale score of the AQ. CONCLUSIONS: These findings revealed local functional disruptions in the occipital and temporal regions, especially the right FG and pMTG, in the form of co-occurrence of spontaneous brain activity level and local connectivity, which may underline social and communicative dysfunctions in adult ASD.",2019,https://scholar.google.com.br/,no
1783,Current and Investigational Medication Delivery Systems for Treating Attention-Deficit/Hyperactivity Disorder.,"OBJECTIVE: To review currently available formulations and emphasize unmet needs in the pharmacologic management of attention-deficit/hyperactivity disorder (ADHD). DATA SOURCES: Publications and clinical trials were identified through PubMed and ClinicalTrials.gov, respectively. A Web-based search identified prescribing information for approved agents for treating ADHD, along with relevant guidelines and diagnostic criteria. STUDY SELECTION: The following search terms were used: (1) ADHD or attention-deficit/hyperactivity disorder or ADD or attention deficit hyperactivity disorder and/or (2) amphetamine or methylphenidate or atomoxetine or guanfacine or clonidine. Additional searches were performed using product brand names, and clinical trial was applied as a filter. Relevant studies were only included if published in English-language peer-reviewed journals and if involved agents were currently available (or pursuing approval) in the United States. Reviews of literature prior to 2005 and from 2005 to 2008 have been published previously, therefore, the present search focused on studies published from January 2009 through May 2016. In addition, reference lists of review articles and relevant studies were also examined to help identify additional studies. DATA EXTRACTION: A total of 578 publications were identified from the PubMed search, from which 426 publications were initially excluded based on review of the title and abstract. Reasons for exclusion included a focus on comorbid disorders, specific subpopulations, endpoints unrelated to improving ADHD symptomatology (eg, executive function, cognition, substance use), or quality of life measures. A more thorough assessment of the remaining citations, including publications and prescribing information, produced the final 219. RESULTS: Pharmacotherapy with stimulant and nonstimulant options is the most common approach for treating ADHD in adults and children. Stimulants are mostly formulated as either tablets or capsules, however, the newer generation includes transdermal patches, oral suspensions (liquids), chewable tablets, and orally disintegrating tablets. Nonstimulants are available in oral capsule (atomoxetine) and tablet (guanfacine and clonidine) formulations. CONCLUSIONS: Despite the broad range of treatment options currently available, nonadherence remains a significant problem in ADHD. While evidence is currently lacking, the availability of new formulations may improve adherence.",2019,https://scholar.google.com.br/,no
1784,Social attention in a virtual public speaking task in higher functioning children with autism.,"Impairments in social attention play a major role in autism, but little is known  about their role in development after preschool. In this study, a public speaking task was used to study social attention, its moderators, and its association with classroom learning in elementary and secondary students with higher functioning autism spectrum disorder (HFASD). Thirty-seven students with HFASD and 54 age- and intelligence quotient (IQ)-matched peers without symptoms of ASD were assessed in a virtual classroom public speaking paradigm. This paradigm assessed the ability to attend to nine avatar peers seated at a table, while simultaneously answering self-referenced questions. Students with HFASD looked less frequently to avatar peers in the classroom while talking. However, social attention was moderated in the HFASD sample such that students with lower IQ, and/or more symptoms of social anxiety, and/or more attention deficit/hyperactivity disorder inattentive symptoms, displayed more atypical social attention. Group differences were more pronounced when the classroom contained social avatars versus nonsocial targets. Moreover, measures of social attention rather than nonsocial attention were significantly associated with parent report and objective measures of learning in the classroom. The data in this study support the hypothesis of the Social Attention Model of ASD that social attention disturbance remains part of the school-aged phenotype of autism that is related to syndrome-specific problems in social learning. More research of this kind would likely contribute to advances in the understanding of the development of the spectrum of autism and educational intervention approaches for affected school-aged children.",2019,https://scholar.google.com.br/,no
1785,Perspectives on classification of selected childhood neurodisabilities based on a review of literature.,"PURPOSE: Classifying children with heterogeneous health conditions is challenging. The purposes of this perspective are to explore the prevailing classifications in children with the three selected neurodisabilities using the underlying framework of ICF/ICF-CY, explore the utility of the identified classifications, and make recommendations aimed at improving classifications. METHODS: A literature search on six databases and Google was conducted. Articles published between the years 2000 and 2013 were included if they provided information on classification of cerebral palsy (CP), and/or developmental coordination disorder (DCD) and/or autism spectrum disorders (ASD). RESULTS: Children with DCD and ASD are classified using combinations of multiple measures. The classifications in CP meet more of the proposed criteria for utility than those in DCD and ASD. CONCLUSION: None of the existing classifications addressed all the criteria. The heterogeneity associated with the selected neurodisabilities poses major challenges. Further work is required to establish improved classifications.",2019,https://scholar.google.com.br/,no
1786,Evaluating a tablet application and differential reinforcement to increase eye contact in children with autism.,"We tested the effectiveness of a tablet application and differential reinforcement to increase eye contact in 3 children with autism. The application required the child to look at a picture of a person's face and identify the number displayed in the person's eyes. Eye contact was assessed immediately after training, 1 hr after training, and in a playroom. The tablet application was not effective, however, differential reinforcement was effective for all participants.",2019,https://scholar.google.com.br/,no
1787,Human CLOCK gene-associated attention deficit hyperactivity disorder-related features in healthy adults: quantitative association study using Wender Utah Rating Scale.,"Circadian rhythm disturbance is highly prevalent in attention deficit hyperactivity disorder (ADHD). Recently, the association between the CLOCK gene and ADHD has been demonstrated in clinical samples, and the CLOCK gene's role was thought to be mediated by rhythm dysregulation. Meanwhile, ADHD has been suggested as the extreme end of a continuously distributed trait that can be found in the general population. Therefore, we examined two possibilities: (1) an ADHD-related continuous trait may be associated with the CLOCK gene, and (2) this association may be mediated by the degree of individuals' evening preference. To explore these possibilities, we performed a quantitative trait locus association study with a sample of 1,289 healthy adults. The Wender Utah Rating Scale (WURS) and the Composite Scale of Morningness (CSM) were utilized to measure the quantitative traits. Quantitative association analysis was performed using PLINK software. We found that rs1801260 (=T3111C) was associated with WURS scores in both allele-wise (p = 0.018) and haplotype-wise analyses (range of p values: 0.0155-0.0171) in male participants only. After controlling for the CSM total score as a covariate, the strength of the association did not change at all, suggesting that the association was not mediated by evening preference. Despite the very weak association signal, our results provide evidence that the CLOCK gene's association with ADHD in clinical samples may be generalizable to traits measured in the normal population. However, as our results failed to show a mediating role of evening preference, ongoing efforts are needed to identify the mechanisms by which the CLOCK gene determines ADHD-related traits.",2019,https://scholar.google.com.br/,no
1788,An update on pharmacotherapy for autism spectrum disorder in children and adolescents.,"PURPOSE OF REVIEW: Although there is no known efficacious pharmacotherapy for core symptoms of autism spectrum disorder (ASD), psychotropic medications are commonly prescribed for behavioral/emotional symptoms associated with ASD. We reviewed current evidence-based pharmacotherapy options and updates from recent noteworthy studies. RECENT FINDINGS: Atypical antipsychotics, particularly risperidone and aripiprazole, are effective in reducing irritability, stereotypy and hyperactivity. Metabolic adverse events, including weight gain and dyslipidemia, are common. Methylphenidate is effective in reducing attention-deficit hyperactivity disorder (ADHD) symptoms. Atomoxetine and alpha-2 agonists appear effective in reducing ADHD symptoms. Selective serotonin reuptake inhibitors are not effective in improving repetitive behaviors in children with ASD, and frequently cause activating adverse events. Efficacy of antiepileptic drugs is inconclusive. Overall, efficacy and tolerability of pharmacotherapy in children with ASD are less favorable than data seen in typically developing children with similar symptoms. Newer agents, including glutamatergic agents and oxytocin, appear promising albeit with mixed results. SUMMARY: Current evidence-based pharmacotherapy options in children with ASD are very limited, and many have substantial adverse events. Clinicians should use pharmacotherapy as a part of comprehensive treatment, and judiciously weigh risks and benefits. New pharmacotherapy options for core symptoms as well as co-occurring symptoms of ASD are in urgent need.",2019,https://scholar.google.com.br/,no
1789,Pharmacotherapy for mental health problems in people with intellectual disability.,"PURPOSE OF REVIEW: Psychotropic medications are commonly prescribed to people with intellectual disability. We reviewed current evidence-based pharmacotherapy options and recent updates to guide clinicians in their medication management plans. RECENT FINDINGS: Antipsychotics, particularly risperidone, appear to be effective in reducing problem behaviors in children with intellectual disability. Evidence in adults is inconclusive. Methylphenidate appears to be effective, and alpha-agonists appear promising in reducing attention-deficit hyperactivity disorder symptoms. Lithium might be effective in reducing aggression. Evidence is limited to support the use of antiepileptic drugs, anxiolytics, and naltrexone for management of problem behaviors. Antidepressants may be poorly tolerated and might not be effective in reducing repetitive/stereotypic behaviors.In recent trials, glutamatergic and GABAergic agents for fragile X syndrome, and acetylcholinesterase inhibitors for Down's syndrome, failed to show efficacy. Growth hormone treatment might improve cognition and behavior in Prader-Willi syndrome population. Results from oxytocin trials on social behaviors are inconclusive albeit promising. Melatonin appears to improve sleep. Most trials of dietary supplements did not show benefits. SUMMARY: Evidence-based pharmacotherapy options in people with intellectual disability are limited, and many agents can cause substantial adverse events. For this reason, clinicians should consider pharmacotherapy as only a part of comprehensive treatment, and regularly assess drug effects, adverse events, and the feasibility of decreasing dose or withdrawing medications.",2019,https://scholar.google.com.br/,no
1790,Identification of infants at high-risk for autism spectrum disorder using multiparameter multiscale white matter connectivity networks.,"Autism spectrum disorder (ASD) is a wide range of disabilities that cause life-long cognitive impairment and social, communication, and behavioral challenges. Early diagnosis and medical intervention are important for improving the life quality of autistic patients. However, in the current practice, diagnosis often has to be delayed until the behavioral symptoms become evident during childhood. In this study, we demonstrate the feasibility of using machine learning techniques for identifying high-risk ASD infants at as early as six months after birth. This is based on the observation that ASD-induced abnormalities in white matter (WM) tracts and whole-brain connectivity have already started to appear within 24 months after birth. In particular, we propose a novel multikernel support vector machine classification framework by using the connectivity features gathered from WM connectivity networks, which are generated via multiscale regions of interest (ROIs) and multiple diffusion statistics such as fractional anisotropy, mean diffusivity, and average fiber length. Our proposed framework achieves an accuracy of 76{\%} and an area of 0.80 under the receiver operating characteristic curve (AUC), in comparison to the accuracy of 70{\%} and the AUC of 70{\%} provided by the best single-parameter single-scale network. The improvement in accuracy is mainly due to the complementary information provided by multiparameter multiscale networks. In addition, our framework also provides the potential imaging connectomic markers and an objective means for early ASD diagnosis.",2019,https://scholar.google.com.br/,no
1791,Identification of Infants at Risk for Autism Using Multi-parameter Hierarchical White Matter Connectomes.,"Autism spectrum disorder (ASD) is a variety of developmental disorders that cause life-long communication and social deficits. However, ASD could only be diagnosed at children as early as 2 years of age, while early signs may emerge within the first year. White matter (WM) connectivity abnormalities have been documented in the first year of lives of ASD subjects. We introduce a novel multi-kernel support vector machine (SVM) framework to identify infants at high-risk for ASD at 6 months old, by utilizing the diffusion parameters derived from a hierarchical set of WM connectomes. Experiments show that the proposed method achieves an accuracy of 76{\%}, in comparison to 70{\%} with the best single connectome. The complementary information extracted from hierarchical networks enhances the classification performance, with the top discriminative connections consistent with other studies. Our framework provides essential imaging connectomic markers and contributes to the evaluation of ASD risks as early as 6 months.",2019,https://scholar.google.com.br/,no
1792,Understanding macrographia in children with autism spectrum disorders.,"It has been consistently reported that children with autism spectrum disorders (ASD) show considerable handwriting difficulties, specifically relating to accurate and consistent letter formation, and maintaining appropriate letter size. The aim of this study was to investigate the underlying factors that contribute to these difficulties, specifically relating to motor control. We examined the integrity of fundamental handwriting movements and contributions of neuromotor noise in 26 children with ASD aged 8-13 years (IQ{\textgreater}75), and 17 typically developing controls. Children wrote a series of four cursive letter l's using a graphics tablet and stylus. Children with ASD had significantly larger stroke height and width, more variable movement trajectory, and higher movement velocities. The absolute level of neuromotor noise in the velocity profiles, as measured by power spectral density analysis, was significantly higher in children with ASD, relatively higher neuromotor noise was found in bands {\textgreater}3 Hz. Our findings suggest that significant instability of fundamental handwriting movements, in combination with atypical biomechanical strategies, contribute to larger and less consistent handwriting in children with ASD.",2019,https://scholar.google.com.br/,no
1793,Real-time three-dimensional transesophageal echocardiography in patients with secundum atrial septal defects: outcomes following transcatheter closure.,"BACKGROUND: Successful transcatheter closure of atrial septal defects (ASDs) requires the accurate assessment of defect size and morphology. Assessment of ASD anatomy may be difficult by two-dimensional (2D) echocardiography. The aim of this study was to test the hypothesis that real-time three-dimensional (3D) transesophageal echocardiography (TEE) may provide more accurate morphologic assessment of ASDs than multiplane 2D TEE. METHODS: Twenty-four patients with ASDs were imaged using 2D and real-time 3D TEE. ASD shape and size were assessed using 3D TEE retrospectively. Maximal ASD dimensions obtained by 3D TEE were compared with unstretched and balloon-stretched dimensions on 2D TEE. Planimetered defect area by 3D TEE was compared with area calculated using the ellipse formula from 2D imaging. Twenty of the 24 patients underwent transcatheter ASD closure. Closure device size was based on findings on 2D TEE. Follow-up was conducted by 2D transthoracic echocardiography. RESULTS: Of the 24 ASDs, 6 (25{\%}) were circular, 10 (42{\%}) were oval, and 8 (33{\%}) were complex in shape. The mean maximal dimension was larger by 3D TEE compared with 2D TEE (1.8 +/- 0.8 vs 1.5 +/- 0.6 cm, P {\textless} .05). There was no difference in the mean area measured by either modality, but for complex-shaped defects, area measured by 3D TEE was larger than that by 2D TEE (2.8 +/- 1.3 vs 1.7 +/- 1.4 cm(2), P {\textless} .05). Follow-up transthoracic echocardiography was available for 19 of the 20 patients undergoing transcatheter closure. Nine patients had residual right-to-left shunting 1 to 6 months after ASD closure, and the majority of these were complex in shape. In patients with residual shunting, ASD area by 3D TEE was 27{\%} larger than by 2D TEE, whereas in patients without residual shunting, there was significantly less discrepancy between 3D and 2D areas (19{\%}, P = .0027). CONCLUSIONS: Three-dimensional TEE can identify ASD shape. Maximal dimensions on 3D TEE were well correlated with balloon-stretched 2D dimensions. Two-dimensional TEE can underestimate the area of complex-shaped ASDs, which may result in residual right-to-left shunting.",2019,https://scholar.google.com.br/,no
1794,No evidence for a fundamental visual motion processing deficit in adolescents with autism spectrum disorders.,"It has been suggested that atypicalities in low-level visual processing contribute to the expression and development of the unusual cognitive and behavioral profile seen in autism spectrum disorders (ASD). However, previous investigations have yielded mixed results. In the largest study of its kind (ASD n = 89, non-ASD = 52, mean age 15 years 6 months) and testing across the spectrum of IQ (range 52-133), we investigated performance on three measures of basic visual processing: motion coherence, form-from-motion and biological motion (BM). At the group level, we found no evidence of differences between the two groups on any of the tasks, suggesting that there is no fundamental visual motion processing deficit in individuals with an ASD, at least by adolescence. However, we identified a tail of individuals with ASD (18{\%} of the sample) who had exceptionally poor BM processing abilities compared to the non-ASD group, and who were characterized by low IQ. For the entire sample of those both with and without ASD, performance on the BM task uniquely correlated with performance on the Frith-Happe animations, a higher-level task that demands the interpretation of moving, interacting agents in order to understand mental states. We hypothesize that this association reflects the shared social-cognitive characteristics of the two tasks, which have a common neural underpinning in the superior temporal sulcus.",2019,https://scholar.google.com.br/,no
1795,Harnessing innovative technologies to advance children's mental health: behavioral parent training as an example.,"Disruptive behaviors of childhood are among the most common reasons for referral  of children to mental health professionals. Behavioral parent training (BPT) is the most efficacious intervention for these problem behaviors, yet BPT is substantially underutilized beyond university research and clinic settings. With the aim of addressing this research-to-practice gap, this article highlights the considerable, but largely unrealized, potential for technology to overcome the two most pressing challenges hindering the diffusion of BPT: (1). The dearth of BPT training and supervision opportunities for therapists who work with families of children with disruptive behaviors, and (2). The failure to engage and retain families in BPT services when services are available. To this end, this review presents a theoretical framework to guide technological innovations in BPT and highlights examples of how technology is currently being harnessed to overcome these challenges. This review also discusses recommendations for using technology as a delivery vehicle to further advance the field of BPT and the potential implications of technological innovations in BPT for other areas of children's mental health are discussed.",2019,https://scholar.google.com.br/,no
1796,Effects of memory strategy training on performance and event-related brain potentials of children with ADHD in an episodic memory task.,"Evidence for memory problems in children with attention deficit hyperactivity disorder (ADHD) is accumulating. Attempting to counter such problems, in the present study children with ADHD aged 8-12 years underwent a six-week metacognitive memory strategy training (MST) or one of two other active trainings, either a metacognitive attention-perceptual-motor training (APM) or placebo training consisting of playing board games (PLA). Effects of the training on episodic memory and underlying brain processes were investigated by comparing performance and event-related brain potentials (ERPs) on pre- and post-training sessions in an old/new recognition task between the three training groups. Potential far transfer effects of the memory strategy training were investigated by measuring performance on neuropsychological attention and memory-span tasks and parent-rated ADHD symptoms. The metacognitive memory strategy training led to significantly improved memory performance and enhanced amplitude of left parietal P600 activity associated with the process of memory recollection when compared to PLA, but APM training evoked similar improvements. Memory performance gains were significantly correlated with the memory-related ERP effects. Preliminary far transfer effects of MST training were found on attention and working memory performance and on parent-rated ADHD symptoms, although these results need replication with larger and better IQ-matched groups.",2019,https://scholar.google.com.br/,no
1797,A prospective open-label trial of paliperidone monotherapy for the treatment of bipolar spectrum disorders in children and adolescents.,"RATIONALE: Treatment studies for the management of pediatric bipolar disorder are limited. OBJECTIVES: This study evaluates the safety and efficacy of paliperidone monotherapy as an acute treatment of mania and related symptoms in youth with bipolar spectrum disorders. METHODS: An 8-week, prospective, open-label paliperidone monotherapy trial to assess effectiveness and tolerability in treating pediatric bipolar spectrum and related disorders (depression, psychosis, attention-deficit/hyperactivity disorder [ADHD]). Assessments included the Young Mania Rating Scale (YMRS), Clinical Global Impression scale (CGI), Children's Depression Rating Scale-Revised (CDRS-R), and Brief Psychiatric Rating Scale (BPRS). Adverse events were assessed through spontaneous self-reports, vital signs, weight monitoring, and laboratory analysis. RESULTS: Fifteen youth with bipolar spectrum disorders (YMRS at entry: 32.8 +/- 6.1) were enrolled in the study and 11 (73 {\%}) completed the 8-week trial. The total daily dose of paliperidone at study endpoint was 3 mg in 12 subjects and 6 mg in three subjects. Treatment with paliperidone was associated with statistically significant levels of improvement in mean YMRS scores (-18.7 +/- 13.9, p {\textless} 0.001) at endpoint. Paliperidone treatment also resulted in significant improvement in the severity of ADHD and psychotic symptoms. Although treatment with paliperidone was generally well tolerated and was not associated with clinically significant change in cardiovascular or metabolic parameters, increases in body weight (4.1 +/- 5.5 lb) were substantial. CONCLUSIONS: Open-label paliperidone treatment appears to be beneficial in the treatment of bipolar spectrum disorders and associated conditions in youth. Future placebo-controlled studies are warranted to confirm these findings.",2019,https://scholar.google.com.br/,no
1798,A two-year longitudinal pilot MRI study of the brainstem in autism.,"Research has demonstrated the potential role of the brainstem in the pathobiology of autism. Previous studies have suggested reductions in brainstem volume and a relationship between this structure and sensory abnormalities. However, little is known regarding the developmental aspects of the brainstem across childhood and adolescence. The goal of this pilot study was to examine brainstem development via MRI volumetry using a longitudinal research design. Participants included 23 boys with autism and 23 matched controls (age range=8-17 years), all without intellectual disability. Participants underwent structural MRI scans once at baseline and again at two-year follow-up. Brainstem volumetric measurements were performed using the BRAINS2 software package. There were no significant group differences in age, gender, handedness, and total brain volume, however, full-scale IQ was higher in controls. Autism and control groups showed different patterns of growth in brainstem volume. While whole brainstem volume remained stable in controls over the two-year period, the autism group showed increases with age reaching volumes comparable to controls by age 15 years. This increase of whole brainstem volume was primarily driven by bilateral increases in gray matter volume. Findings from this preliminary study are suggestive of developmental brainstem abnormalities in autism primarily involving gray matter structures. These findings are consistent with autism being conceptualized as a neurodevelopmental disorder with alterations in brain-growth trajectories. More longitudinal MRI studies are needed integrating longitudinal cognitive/behavioral data to confirm and elucidate the clinical significance of these atypical growth patterns.",2019,https://scholar.google.com.br/,no
1799,Reduced central white matter volume in autism: implications for long-range connectivity.,"Cortical and central white matter (WM) volumes were measured to assess short- and long-range connectivity in autism, respectively. Subjects included 23 boys with autism and 23 matched controls, all without intellectual disability. Magnetic resonance imaging data obtained at 1.5 T were analyzed using BRAINS2 software (University of Iowa, Iowa City, IA, USA). Central WM volume was quantified by subtracting cortical from supratentorial WM volumes. Reduced central WM volume was observed in the autism group. IQ was higher in controls with no observed correlations between WM volumes and IQ. This preliminary evidence of reduced central WM volume in autism suggests abnormal long-range connectivity.",2019,https://scholar.google.com.br/,no
1800,Using an iPad-based video modelling package to teach numeracy skills to a child with an autism spectrum disorder.,"PURPOSE: To evaluate the effectiveness of a video modelling package to teach a 5  year-old boy diagnosed with an autism spectrum disorder (ASD) basic numeracy skills. The treatment package consisted of iPad-based video modelling, gradual fading of video prompts, reinforcement, in vivo prompting and forward chaining. METHODS: A single subject multiple baseline across numerals design with generalization and maintenance observational measures. RESULTS: Clear gains were evident in the participant's ability to identify and write the Arabic numerals 1-7 and comprehend the quantity each numeral represents in association with the lagged intervention. Generalization and maintenance data demonstrated the robustness of the treatment effects. CONCLUSIONS: IPad-based video modelling, when used in a package, can be an effective technique for teaching numeracy skills to children with an ASD. Systematic replication of this study with different participants is warranted.",2019,https://scholar.google.com.br/,yes
1801,Editorial to Child and Adolescence Psychopharmacology.,"The editors of Pharmacopsychiatry have decided in 2016 to prepare special issues  regularly in order provide our readers volumes of the journal with a thematic focus 1. The first such special issue is dedicated to the field of child and adolescent psychopharmacology. Many young patients are treated with psychotherapeutic, but also pharmacotherapeutic, methods worldwide. Most of our psychopharmacological agents are not approved by the federal institutions for persons under 18 years old. However, severe mental illnesses like schizophrenia, depression, anxiety, ADHD, and bipolar disorder frequently require pharmacological treatments in children and adolescents. We also see a wide range of rather unspecific emotional and behavioral disturbances up to excitation crises or suicidal acts in this young population, so that we see the necessity for standardized and valid psychopharmacological treatment regimens based on meta-analyses, randomized controlled trials, and guidelines 2. Child and adolescent psychiatry is unfortunately far away from this, industry-supported research is rare in this area, but also not all child and adolescent psychiatrists see the importance of psychopharmacological treatment and trust specific psychotherapy, psychoeducation, and educational strategies. These are all extremely important treatments, but one can/should think that psychopharmacotherapy is an important addition and often a cornerstone for the other treatments.",2019,https://scholar.google.com.br/,no
1802,Methylphenidate prevents high-fat diet (HFD)-induced learning/memory impairment in juvenile mice.,"The prevalence of childhood obesity has risen dramatically and coincident with this upsurge is a growth in adverse childhood psychological conditions including impulsivity, depression, anxiety and attention deficit/hyperactive disorder (ADHD). Due to confounds that exist when determining causality of childhood behavioral perturbations, controversy remains as to whether overnutrition and/or childhood obesity is important. Therefore, we examined juvenile mice to determine if biobehaviors were impacted by a short-term feeding (1-3wks) of a high-fat diet (HFD). After 1wk of a HFD feeding, mouse burrowing and spontaneous wheel running were increased while mouse exploration of the open quadrants of a zero maze, perfect alternations in a Y-maze and recognition of a novel object were impaired. Examination of mouse cortex, hippocampus and hypothalamus for dopamine and its metabolites demonstrated increased homovanillic acid (HVA) concentrations in the hippocampus and cortex that were associated with decreased cortical BDNF gene expression. In contrast, pro-inflammatory cytokine gene transcripts and serum IL-1alpha, IL-1beta, TNF-alpha and IL-6 were unaffected by the short-term HFD feeding. Administration to mice of the psychostimulant methylphenidate prevented HFD-dependent impairment of learning/memory. HFD learning/memory impairment was not inhibited by the anti-depressants desipramine or reboxetine nor was it blocked in IDO or IL-1R1 knockout mice. In sum, a HFD rapidly impacts dopamine metabolism in the brain appearing to trigger anxiety-like behaviors and learning/memory impairments prior to the onset of weight gain and/or pre-diabetes. Thus, overnutrition due to fats may be central to childhood psychological perturbations such as anxiety and ADHD.",2019,https://scholar.google.com.br/,no
1803,Pathological Internet use among European adolescents: psychopathology and self-destructive behaviours.,"Rising global rates of pathological Internet use (PIU) and related psychological  impairments have gained considerable attention in recent years. In an effort to acquire evidence-based knowledge of this relationship, the main objective of this study was to investigate the association between PIU, psychopathology and self-destructive behaviours among school-based adolescents in eleven European countries. This cross-sectional study was implemented within the framework of the European Union project: Saving and Empowering Young Lives in Europe. A representative sample of 11,356 school-based adolescents (M/F: 4,856/6,500, mean age: 14.9) was included in the analyses. PIU was assessed using the Young's Diagnostic Questionnaire. Psychopathology was measured using the Beck Depression Inventory-II, Zung Self-Rating Anxiety Scale and Strengths and Difficulties Questionnaire. Self-destructive behaviours were evaluated by the Deliberate Self-Harm Inventory and Paykel Suicide Scale. Results showed that suicidal behaviours (suicidal ideation and suicide attempts), depression, anxiety, conduct problems and hyperactivity/inattention were significant and independent predictors of PIU. The correlation between PIU, conduct problems and hyperactivity/inattention was stronger among females, while the link between PIU and symptoms of depression, anxiety and peer relationship problems was stronger among males. The association between PIU, psychopathology and self-destructive behaviours was stronger in countries with a higher prevalence of PIU and suicide rates. These findings ascertain that psychopathology and suicidal behaviours are strongly related to PIU. This association is significantly influenced by gender and country suggesting socio-cultural influences. At the clinical and public health levels, targeting PIU among adolescents in the early stages could potentially lead to improvements of psychological well-being and a reduction of suicidal behaviours.",2019,https://scholar.google.com.br/,no
1804,New frontiers in animal research of psychiatric illness.,"Alterations in neurodevelopment are thought to modify risk of numerous psychiatric disorders, including schizophrenia, autism, ADHD, mood and anxiety disorders, and substance abuse. However, little is known about the cellular and molecular changes that guide these neurodevelopmental changes and how they contribute to mental illness. In this review, we suggest that elucidating this process in humans requires the use of model organisms. Furthermore, we advocate that such translational work should focus on the role that genes and/or environmental factors play in the development of circuits that regulate specific physiological and behavioral outcomes in adulthood. This emphasis on circuit development, as a fundamental unit for understanding behavior, is distinct from current approaches of modeling psychiatric illnesses in animals in two important ways. First, it proposes to replace the diagnostic and statistical manual of mental disorders (DSM) diagnostic system with measurable endophenotypes as the basis for modeling human psychopathology in animals. We argue that a major difficulty in establishing valid animal models lies in their reliance on the DSM/International Classification of Diseases conceptual framework, and suggest that the Research Domain Criteria project, recently proposed by the NIMH, provides a more suitable system to model human psychopathology in animals. Second, this proposal emphasizes the developmental origin of many (though clearly not all) psychiatric illnesses, an issue that is often glossed over in current animal models of mental illness. We suggest that animal models are essential to elucidate the mechanisms by which neurodevelopmental changes program complex behavior in adulthood. A better understanding of this issue, in animals, is the key for defining human psychopathology, and the development of earlier and more effective interventions for mental illness.",2019,https://scholar.google.com.br/,no
1805,Using iPods((R)) and iPads((R)) in teaching programs for individuals with developmental disabilities: a systematic review.,"We conducted a systematic review of studies that involved iPods((R)), iPads((R)), and related devices (e.g., iPhones((R))) in teaching programs for individuals with developmental disabilities. The search yielded 15 studies covering five domains: (a) academic, (b) communication, (c) employment, (d) leisure, and (e) transitioning across school settings. The 15 studies reported outcomes for 47 participants, who ranged from 4 to 27 years of age and had a diagnosis of autism spectrum disorder (ASD) and/or intellectual disability. Most studies involved the use of iPods((R)) or iPads((R)) and aimed to either (a) deliver instructional prompts via the iPod Touch((R)) or iPad((R)), or (b) teach the person to operate an iPod Touch((R)) or iPad((R)) to access preferred stimuli. The latter also included operating an iPod Touch((R)) or an iPad((R)) as a speech-generating device (SGD) to request preferred stimuli. The results of these 15 studies were largely positive, suggesting that iPods((R)), iPod Touch((R)), iPads((R)), and related devices are viable technological aids for individuals with developmental disabilities.",2019,https://scholar.google.com.br/,no
1806,Concurrent use of stimulants and second-generation antipsychotics among children  with ADHD enrolled in Medicaid.,"OBJECTIVE: This study examined the prevalence of and factors associated with concurrent use of long-acting stimulants (LAS) and second-generation antipsychotic agents among children and adolescents with attention-deficit hyperactivity disorder (ADHD). METHODS: The study involved retrospective longitudinal analysis of 2003-2007 Medicaid data from four states for children and adolescents between the ages of six and 17 years who were diagnosed as having ADHD and initiated LAS treatment. Concurrent use of LAS and second-generation antipsychotic medications was defined as simultaneous receipt of both medications for at least 14 days. On the basis of the conceptual framework of the Andersen behavioral model, multivariable logistic regression analysis was used to examine predisposing, enabling, and need factors associated with concurrent use. RESULTS: Among the 61,793 children who initiated LAS treatment for ADHD, 11,866 (19.2{\%}) received LAS and second-generation antipsychotics concurrently for at least 14 days. Overall, the average length of concurrent use was 130+/-98 days. Multivariable logistic regression revealed that concurrent use was higher among boys, blacks, and foster care children compared with their respective counterparts. Comorbid psychiatric conditions, including disorders that are not approved indications for second-generation antipsychotic use, were associated with concurrent use of LAS and second-generation antipsychotics. CONCLUSIONS: Almost one in five children and adolescents who initiated LAS also received second-generation antipsychotics concurrently for at least 14 days. Approved and nonapproved indications of second-generation antipsychotics influenced concurrent use in pediatric ADHD.",2019,https://scholar.google.com.br/,no
1807,Virtual reality social cognition training for young adults with high-functioning  autism.,"Few evidence-based social interventions exist for young adults with high-functioning autism, many of whom encounter significant challenges during the transition into adulthood. The current study investigated the feasibility of an engaging Virtual Reality Social Cognition Training intervention focused on enhancing social skills, social cognition, and social functioning. Eight young adults diagnosed with high-functioning autism completed 10 sessions across 5 weeks. Significant increases on social cognitive measures of theory of mind and emotion recognition, as well as in real life social and occupational functioning were found post-training. These findings suggest that the virtual reality platform is a promising tool for improving social skills, cognition, and functioning in autism.",2019,https://scholar.google.com.br/,no
1808,"Assessing college-level learning difficulties and ""at riskness"" for learning disabilities and ADHD: development and validation of the learning difficulties assessment.","This article describes the development and validation of the Learning Difficulties Assessment (LDA), a normed and web-based survey that assesses perceived difficulties with reading, writing, spelling, mathematics, listening, concentration, memory, organizational skills, sense of control, and anxiety in college students. The LDA is designed to (a) map individual learning strengths and weaknesses, (b) provide users with a comparative sense of their academic skills, (c) integrate research in user-interface design to assist those with reading and learning challenges, and (d) identify individuals who may be at risk for learning disabilities and attention-deficit/hyperactivity disorder (ADHD) and who should thus be further assessed. Data from a large-scale 5-year study describing the instrument's validity as a screening tool for learning disabilities and ADHD are presented. This article also describes unique characteristics of the LDA including its user-interface design, normative characteristics, and use as a no-cost screening tool for identifying college students at risk for learning disorders and ADHD.",2019,https://scholar.google.com.br/,no
1809,Psychopharmacology of autism spectrum disorders.,"At present, no evidence-based effective pharmacologic options are available for treating the core deficits of autism spectrum disorders (ASDs), which are best addressed by behavioral and educational interventions. However, such evidence exists for several of the frequently associated/comorbid symptoms such as aggression and severe irritability, hyperactivity, and repetitive behaviors, which can become a major source of additional distress and interference in functioning. This article offers information on the psychopharmacology of ASD that is current, relevant, and organized in a user-friendly manner, to form a concise but informative reference guide for primary pediatric clinicians.",2019,https://scholar.google.com.br/,no
1810,Integrating impairments in reaction time and executive function using a diffusion model framework.,"Using Ratcliff's diffusion model and ex-Gaussian decomposition, we directly evaluate the role individual differences in reaction time (RT) distribution components play in the prediction of inhibitory control and working memory (WM) capacity in children with and without ADHD. Children with (n = 91, [Formula: see text] age = 10.2 years, 67 {\%} male) and without ADHD (n = 62, [Formula: see text] age = 10.6 years, 46 {\%} male) completed four tasks of WM and a stop signal reaction time (SSRT) task. Children with ADHD had smaller WM capacities and less efficient inhibitory control. Diffusion model analyses revealed that children with ADHD had slower drift rates (v) and faster non-decision times (Ter), but there were no group differences in boundary separations (a). Similarly, using an ex-Gaussian approach, children with ADHD had larger tau values than non-ADHD controls, but did not differ in mu or sigma distribution components. Drift rate mediated the association between ADHD status and performance on both inhibitory control and WM capacity. tau also mediated the ADHD-executive function impairment associations, however, models were a poorer fit to the data. Impaired performance on RT and executive functioning tasks has long been associated with childhood ADHD. Both are believed to be important cognitive mechanisms to the disorder. We demonstrate here that drift rate, or the speed at which information accumulates towards a decision, is able to explain both.",2019,https://scholar.google.com.br/,no
1811,Fluconazole prophylaxis in extremely low birth weight infants and neurodevelopmental outcomes and quality of life at 8 to 10 years of age.,"OBJECTIVE: To examine the long-term effects of fluconazole prophylaxis in extremely low birth weight infants. STUDY DESIGN: Neurodevelopmental status and quality of life of survivors from a randomized, placebo-controlled trial of fluconazole prophylaxis were evaluated at 8 to 10 years of life using the Vineland Adaptive Behavior Scales-II (VABS-II) and the Child Health Questionnaire Parent-Completed Form 28 (CHQ-PF28), respectively. RESULTS: VABS-II Domain Scores for the fluconazole-treated (n = 21, 9.1 +/- 0.7 years) compared with the placebo group (n = 17, 9.3 +/- 0.8 years) were similar for communication [94.6 (+/-14.8) versus 92.6 (+/-12.6), P = .65], daily living skills [87.9 (+/-10.6) versus 87.4 (+/-9.3), P = .89], socialization [97.2 (+/-9.2) versus 94.4 (+/-7.9), P = .31], and motor skills [92.1 (+/-17.8) versus 95.1 (+/-14.6), P = .57]. Internalizing and externalizing behaviors and maladaptive behavior index were also similar. The CHQ-PF28 revealed no differences between the two groups regarding quality of life. Survivors were also happy or satisfied with school (90{\%} versus 100{\%}, P = .49), friendships (90{\%} versus 88{\%}, P = 1.00), and life (95{\%} versus 100{\%}, P = 1.00). Self esteem scores were 87.3 +/- 15.7 versus 89.7 +/- 10.4 (P = .59). There were also no differences between groups regarding emotional difficulties or behavior problems. CONCLUSIONS: Fluconazole prophylaxis for the prevention of invasive Candida infections is safe in extremely low birth weight infants and does not appear to be associated with any long-term adverse effects on neurodevelopment and quality of life at 8 to 10 years of life.",2019,https://scholar.google.com.br/,no
1812,Facilitating the iterative design of informatics tools to advance the science of  autism.,"This paper describes a usability evaluation study of an innovative first generation system (Data Dig) designed to retrieve phenotypic data from the large SFARI data set of 2700 families each of which has one child affected with autism spectrum disorder. The usability methods included a cognitive walkthrough and usability testing. Although the subjects were able to learn to use the system, more than 50 usability problems of varying severity were noted. The problems with the greatest frequency resulted from users being unable to understand meanings of variables, filter categories correctly, use the Boolean filter, and correctly interpret the feedback provided by the system. Subjects had difficulty forming a mental model of the organizational system underlying the database. This precluded them from making informed navigation choices while formulating queries. Clinical research informatics is a new and immensely promising discipline. However in its nascent stage, it lacks a stable interaction paradigm to support a range of users on pertinent tasks. This presents great opportunity for researchers to further this science by harnessing the powers of user-centered iterative design.",2019,https://scholar.google.com.br/,no
1813,Promoting the Development of Adaptive Expertise: Exploring a Simulation Model for Sharing a Diagnosis of Autism With Parents.,"PURPOSE: To explore how a simulation model promoted the development of integrated competencies associated with adaptive expertise in senior health professions trainees as they learned to share a diagnosis of autism with parents. METHOD: A qualitative instrumental case study method was used at the University of Toronto in 2014 to explore what eight developmental pediatrics residents and two clinical psychology interns learned from participating in a simulation model designed to enable trainees to practice sharing a diagnosis of autism with parents. This model incorporated variability (three cases), active experimentation in a safe environment, and feedback from multiple perspectives (peers, faculty, standardized patients, and a parent). Field notes were collected, and semistructured interviews were conducted to explore what participants learned. Constant comparative analysis was used to identify themes iteratively. Team analysis continued until a stable thematic structure was developed and applied to the entire data set. RESULTS: Four themes were identified. Three themes described how participating in the simulation model changed residents' and interns' approaches to sharing a diagnosis of autism with parents from using a structured, scripted framework to share the diagnosis, to being flexible within the structured framework, and, finally, to being attentive and responsive to parents by adapting and creating new approaches for sharing the diagnosis. The fourth theme described how the multiple perspectives in the simulation model prompted learners to develop adaptive approaches. CONCLUSIONS: This simulation model helped residents and interns move beyond use of a structured, scripted communication framework toward development of adaptive expertise.",2019,https://scholar.google.com.br/,no
1814,American College of Medical Genetics recommendations for the design and performance expectations for clinical genomic copy number microarrays intended for use in the postnatal setting for detection of constitutional abnormalities.,"Genomic copy number microarrays have significantly increased the diagnostic yield over a karyotype for clinically significant imbalances in individuals with developmental delay, intellectual disability, multiple congenital anomalies, and autism, and they are now accepted as a first tier diagnostic test for these indications. As it is not feasible to validate microarray technology that targets the entire genome in the same manner as an assay that targets a specific gene or syndromic region, a new paradigm of validation and regulation is needed to regulate this important diagnostic technology. We suggest that these microarray platforms be evaluated and manufacturers regulated for the ability to accurately measure copy number gains or losses in DNA (analytical validation) and that the subsequent interpretation of the findings and assignment of clinical significance be determined by medical professionals with appropriate training and certification. To this end, the American College of Medical Genetics, as the professional organization of board-certified clinical laboratory geneticists, herein outlines recommendations for the design and performance expectations for clinical genomic copy number microarrays and associated software intended for use in the postnatal setting for detection of constitutional abnormalities.",2019,https://scholar.google.com.br/,no
1815,Revisiting the effects of Parkinson's disease and frontal lobe lesions on task switching: the role of rule reconfiguration.,"This study investigated the hypothesis that rule reconfiguration in task switching can isolate aspects of intact and impaired control at different stages of Parkinson's disease (PD) by comparing switches between concrete naming rules pertaining to stimulus selection, to switches between abstract rules which allocate categorization responses to these stimuli. Based on previous findings, it was hypothesized that attentional switches, where task set competition emerges at the stimulus but not response set level, highlights striatal dopaminergic function. Conversely, increasing the degree of task set competition to encompass reconfiguration of response set when switching between abstract rules, represents a condition which engages the prefrontal cortex (PFC) and renders this manipulation sensitive to frontal damage. To this end, we investigated task switching with concrete and abstract rules in unilaterally (Hoehn {\&} Yahr stage I) and bilaterally (Hoehn {\&} Yahr stage II) affected PD patients, as well as striatally intact frontal lesion patients. As predicted, frontal lesion patients demonstrated switching deficits only with abstract categorization rules, where switching engendered complete task set reconfiguration and a new response, as did stage II PD patients with presumed frontal cortical pathology. Replicating previous findings, stage I PD patients with relatively circumscribed striatal pathology demonstrated no such impairment. Disease severity also impacted on attentional switching indexed by naming rules, since medicated stage II but not stage I patients demonstrated switching deficits emerging from stimulus set reconfiguration, suggesting that the ameliorative efficacy of dopaminergic medication is inversely related to the severity of the striatal deficit. These findings illustrate that the nature of the rules that are switched, and its implication in terms of reconfiguring different task set elements, highlights different neural characters of cognitive flexibility. These manipulations may help decipher the differential effects of progressive neurodegeneration on parkinsonian cognition, and provide a framework in which to conceptualize the contributions of cortical and subcortical regions to cognitive control.",2019,https://scholar.google.com.br/,no
1816,Targeting impulsivity in Parkinson's disease using atomoxetine.,"Noradrenergic dysfunction may play a significant role in cognition in Parkinson's disease due to the early degeneration of the locus coeruleus. Converging evidence from patient and animal studies points to the role of noradrenaline in dopaminergically insensitive aspects of the parkinsonian dysexecutive syndrome, yet the direct effects of noradrenergic enhancement have not to date been addressed. Our aim was to directly investigate these, focusing on impulsivity during response inhibition and decision making. To this end, we administered 40 mg atomoxetine, a selective noradrenaline re-uptake inhibitor to 25 patients with Parkinson's disease (12 female /13 male, 64.4 +/- 6.9 years old) in a double blind, randomized, placebo controlled design. Patients completed an extensive battery of neuropsychological tests addressing response inhibition, decision-making, attention, planning and verbal short term memory. Atomoxetine improved stopping accuracy on the Stop Signal Task [F(1,19) = 4.51, P = 0.047] and reduced reflection impulsivity [F(1,9) = 7.86, P = 0.02] and risk taking [F(1,9) = 9.2, P = 0.01] in the context of gambling. The drug also conferred effects on performance as a function of its measured blood plasma concentration: it reduced reflection impulsivity during information sampling [adjusted R(2) = 0.23, F(1,16) = 5.83, P = 0.03] and improved problem solving on the One Touch Stockings of Cambridge [adjusted R(2) = 0.29, F(1,17) = 8.34, P = 0.01]. It also enhanced target sensitivity during sustained attention [F(1,9) = 5.33, P = 0.046]. The results of this exploratory study represent the basis of specific predictions in future investigations on the effects of atomoxetine in Parkinson's disease and support the hypothesis that targeting noradrenergic dysfunction may represent a new parallel avenue of therapy in some of the cognitive and behavioural deficits seen in the disorder.",2019,https://scholar.google.com.br/,no
1817,"[""Are you ok?"" Self-rated health of boys and girls with externalising behavior problems].","BACKGROUND: Externalising behavior problems involve a huge developmental risk potential as they can substantially interface with the parallel process of establishing and forming identity in peer groups during adolescence while simultaneously coping with expectations regarding academic achievement and behaviour. Therefore adolescents with externalising behavior constitute a potential target audience for health promotion. AIM OF THE STUDY: The purpose of this paper is to clarify in what kind of social contexts externalising behavior problems are associated with decreased subjective health in adolescence. METHOD: An analysis of secondary data from the KiGGS study (Robert Koch-Institute, 2009) was undertaken. Calculations of logistic regression models for boys and girls were performed on the basis of preceding stratifications using the indicator subjective health and including relevant social demographic factors. OUTCOME: Externalising adolescents face a higher risk of decreased subjective health than inconspicuous adolescents of the same age group, while there is a gender-specific difference (boys OR 2.76, girls OR 1.48). The gender-specific differences in subjective health appraisal found in inconspicuous adolescents cannot be verified in adolescents with externalising behaviour. Related to social demographic predictors a classic social gradient for girls is verified whereas externalising behaviour in boys is predominantly associated from high social class and decreased subjective health. In multivariate procedures a higher odds ratio for decreased subjective health becomes apparent for adolescents who ascend or descend in relation to their education level as well as for adolescents from higher social classes who had to repeat a school year. CONCLUSION: Adolescents with externalising behavior frequently rate their health situation as being bad. The fact that it is primarily boys with behavior problems and boys who are intergenerational mobile educationwise who exhibit decreased psychosocial well-being, indicates that an increased context related exclusion risk (ostracism) is an essential health risk factor. Micro-groups of adolescents facing risk of being ostracised appear to be an essential target group for prevention and health promotion which so far is not being taken into consideration on the basis of school type related recommendations.",2019,https://scholar.google.com.br/,no
1818,"Social influence on associative learning: double dissociation in high-functioning autism, early-stage behavioural variant frontotemporal dementia and Alzheimer's disease.","INTRODUCTION: Most of our learning activity takes place in a social context. I examined how social interactions influence associative learning in neurodegenerative diseases and atypical neurodevelopmental conditions primarily characterised by social cognitive and memory dysfunctions. METHODS: Participants were individuals with high-functioning autism (HFA, n = 18), early-stage behavioural variant frontotemporal dementia (bvFTD, n = 16) and Alzheimer's disease (AD, n = 20). The leading symptoms in HFA and bvFTD were social and behavioural dysfunctions, whereas AD was characterised by memory deficits. Participants received three versions of a paired associates learning task. In the game with boxes test, objects were hidden in six candy boxes placed in different locations on the computer screen. In the game with faces, each box was labelled by a photo of a person. In the real-life version of the game, participants played with real persons. RESULTS: Individuals with HFA and bvFTD performed well in the computer games, but failed on the task including real persons. In contrast, in patients with early-stage AD, social interactions boosted paired associates learning up to the level of healthy control volunteers. Worse performance in the real life game was associated with less successful recognition of complex emotions and mental states in the Reading the Mind in the Eyes Test. Spatial span did not affect the results. CONCLUSIONS: When social cognition is impaired, but memory systems are less compromised (HFA and bvFTD), real-life interactions disrupt associative learning, when disease process impairs memory systems but social cognition is relatively intact (early-stage AD), social interactions have a beneficial effect on learning and memory.",2019,https://scholar.google.com.br/,no
1819,Improving Empathic Communication Skills in Adults with Autism Spectrum Disorder.,"The literature suggests that many individuals diagnosed with Autism Spectrum Disorder (ASD) experience challenges with recognizing and describing emotions in others, which may result in difficulties with the verbal expression of empathy during communication. Thus, there is a need for intervention techniques targeting this area. Using a multiple baseline across participants design, this study examined the effectiveness of a video-feedback intervention with a visual framework component to improve verbal empathetic statements and questions during conversation for adults with ASD. Following intervention, all participants improved in verbal expression of empathetic statements and empathetic questions during conversation with generalization and maintenance of gains. Furthermore, supplemental assessments indicated that each participant improved in their general level of empathy and confidence in communication skills.",2019,https://scholar.google.com.br/,no
1820,An 8-year-old biological female who identifies herself as a boy: perspectives in  primary care and from a parent.,"CASE: An 8-year 8-month-old biological female who self-identifies as a boy, Ricardo is brought by his mother for a well-child check to his new pediatrician. Ricardo and his mother report that he is doing well, but have concerns about the upcoming changes associated with puberty. Ricardo states that he is particularly afraid of developing breasts. His mother asks about obtaining a referral to a specialist who can provide ""hormone therapy"" to delay puberty.Ricardo was adopted from Costa Rica at the age of 2 as a healthy girl named ""Angela."" From the age of 3, he displayed clear preference for male gender-associated clothes, toys, and games. At age 5, his mother sought care for hyperactivity and sleep problems. He was diagnosed with attention-deficit hyperactivity disorder and sleep onset disorder at age 6, and his symptoms have been well controlled with Adderall and melatonin.Ricardo lives with his parents who are accepting and supportive of his gender preference. He sees a therapist who has experience with gender dysphoria. For the past years, he has attended school as male, with the confidential support of administrators at his elementary school.",2019,https://scholar.google.com.br/,no
1821,"Brain oscillations and connectivity in autism spectrum disorders (ASD): new approaches to methodology, measurement and modelling.","Although atypical social behaviour remains a key characterisation of ASD, the presence of sensory and perceptual abnormalities has been given a more central role in recent classification changes. An understanding of the origins of such aberrations could thus prove a fruitful focus for ASD research. Early neurocognitive models of ASD suggested that the study of high frequency activity in the brain as a measure of cortical connectivity might provide the key to understanding the neural correlates of sensory and perceptual deviations in ASD. As our review shows, the findings from subsequent research have been inconsistent, with a lack of agreement about the nature of any high frequency disturbances in ASD brains. Based on the application of new techniques using more sophisticated measures of brain synchronisation, direction of information flow, and invoking the coupling between high and low frequency bands, we propose a framework which could reconcile apparently conflicting findings in this area and would be consistent both with emerging neurocognitive models of autism and with the heterogeneity of the condition.",2019,https://scholar.google.com.br/,no
1822,"Comparative mortality risk in adult patients with schizophrenia, depression, bipolar disorder, anxiety disorders, and attention-deficit/hyperactivity disorder participating in psychopharmacology clinical trials.","IMPORTANCE: There is concern that increased mortality risk among patients with psychiatric illness may be worsened by psychopharmacological agents. OBJECTIVES: To assess mortality risk among adult patients with a diagnosis of schizophrenia, depression, bipolar disorder, anxiety disorders, or attention-deficit/hyperactivity disorder participating in clinical trials conducted by pharmaceutical companies for US Food and Drug Administration (FDA) approval to market and to evaluate if psychopharmacological agents worsen this risk. DATA SOURCES: The FDA Summary Basis of Approval (SBA) reports of new drug applications and supplemental applications for 28 psychopharmacological agents approved between 1990 and 2011. STUDY SELECTION: The FDA SBA reports detailing exposure data from acute placebo-controlled trials and safety extension studies including 92,542 patients from 47 adult drug approval programs for treatment of schizophrenia, depression, bipolar disorder, anxiety disorders, or attention-deficit/hyperactivity disorder and SBA reports on combination and maintenance therapy programs for treatments of bipolar disorder. DATA EXTRACTION AND SYNTHESIS: We reviewed and synthesized mortality data from SBA reports that combined mortality rates across the clinical trials, including information on patient exposure years (PEY) for active treatments and placebo for individual indications. MAIN OUTCOMES AND MEASURES: Overall mortality rate per 100,000 PEY in relation to the psychiatric diagnosis of the patients participating in psychopharmacology clinical trials. Also, the overall mortality rates using PEY technique among patients assigned to psychopharmacological agents or placebo were evaluated. RESULTS: Overall, mortality risk was high and significantly associated with psychiatric diagnosis (chi(2)(4) = 1760, P {\textless} .001). Compared with the general adult population, patients with schizophrenia had the highest mortality risk (3.8-fold increase), followed by patients with depression (3.15-fold increase) and bipolar disorder (3.0-fold increase). The mortality risk was not increased when patients were assigned to psychotropic agents rather than placebo except for heterocyclic antidepressants. Suicide accounted for 109 of all 265 deaths (41.1{\%}). CONCLUSIONS AND RELEVANCE: These data suggest that increased mortality rates reported in population studies are detectable among adult patients with psychiatric illnesses participating in psychopharmacological trials. Furthermore, 3- to 4-month exposure to modern psychotropic agents, such as atypical antipsychotic agents, selective serotonin reuptake inhibitors, and selective serotonin-norepinephrine reuptake inhibitors does not worsen this risk. Given the inherent limitations of the FDA SBA reports, further research is needed to support firm conclusions.",2019,https://scholar.google.com.br/,no
1823,"Somatosensory cortex functional connectivity abnormalities in autism show opposite trends, depending on direction and spatial scale.","Functional connectivity is abnormal in autism, but the nature of these abnormalities remains elusive. Different studies, mostly using functional magnetic resonance imaging, have found increased, decreased, or even mixed pattern functional connectivity abnormalities in autism, but no unifying framework has emerged to date. We measured functional connectivity in individuals with autism and in controls using magnetoencephalography, which allowed us to resolve both the directionality (feedforward versus feedback) and spatial scale (local or long-range) of functional connectivity. Specifically, we measured the cortical response and functional connectivity during a passive 25-Hz vibrotactile stimulation in the somatosensory cortex of 20 typically developing individuals and 15 individuals with autism, all males and right-handed, aged 8-18, and the mu-rhythm during resting state in a subset of these participants (12 per group, same age range). Two major significant group differences emerged in the response to the vibrotactile stimulus. First, the 50-Hz phase locking component of the cortical response, generated locally in the primary (S1) and secondary (S2) somatosensory cortex, was reduced in the autism group (P {\textless} 0.003, corrected). Second, feedforward functional connectivity between S1 and S2 was increased in the autism group (P {\textless} 0.004, corrected). During resting state, there was no group difference in the mu-alpha rhythm. In contrast, the mu-beta rhythm, which has been associated with feedback connectivity, was significantly reduced in the autism group (P {\textless} 0.04, corrected). Furthermore, the strength of the mu-beta was correlated to the relative strength of 50 Hz component of the response to the vibrotactile stimulus (r = 0.78, P {\textless} 0.00005), indicating a shared aetiology for these seemingly unrelated abnormalities. These magnetoencephalography-derived measures were correlated with two different behavioural sensory processing scores (P {\textless} 0.01 and P {\textless} 0.02 for the autism group, P {\textless} 0.01 and P {\textless} 0.0001 for the typical group), with autism severity (P {\textless} 0.03), and with diagnosis (89{\%} accuracy). A biophysically realistic computational model using data driven feedforward and feedback parameters replicated the magnetoencephalography data faithfully. The direct observation of both abnormally increased and abnormally decreased functional connectivity in autism occurring simultaneously in different functional connectivity streams, offers a potential unifying framework for the unexplained discrepancies in current findings. Given that cortical feedback, whether local or long-range, is intrinsically non-linear, while cortical feedforward is generally linear relative to the stimulus, the present results suggest decreased non-linearity alongside an increased veridical component of the cortical response in autism.",2019,https://scholar.google.com.br/,no
1824,Awareness and knowledge of autism among pharmacists.,"BACKGROUND: In the past few decades, the prevalence of autism has increased tremendously in the United States. The prevalence of autism is now higher than the combined prevalence of juvenile diabetes, pediatric cancer, and pediatric AIDS. As health care professionals with a high visibility in a community, pharmacists are likely to encounter more and more families having a child affected by this disorder. OBJECTIVES: The purpose of this study was to assess pharmacists' awareness and knowledge of autism. The study aimed to assess pharmacists' familiarity with autism symptoms, treatment medications, and community resources devoted to this disorder. Further, pharmacists' knowledge of common myths associated with autism, etiology, prognosis, and treatment were assessed. METHODS: Using a cross-sectional design, an online survey of pharmacists registered in the state of Mississippi (MS) was conducted, using the Qualtrics software program. Descriptive analysis of study items was conducted. RESULTS: A total of 147 usable responses (5.8{\%}) were received. The results indicated gaps in pharmacists' awareness and knowledge of autism. Approximately, 23{\%} of pharmacists did not know that autism is a developmental disorder, and 32{\%} did not believe that genetics has a major role in autism etiology. More than 18{\%} believed that vaccines can cause autism. Most ({\textgreater}90{\%}) felt that they could benefit from autism continuing education (CE). CONCLUSION: Policy makers and autism agencies should consider providing educational interventions or CE programs to increase pharmacists' awareness and knowledge of autism.",2019,https://scholar.google.com.br/,no
1825,Feasibility and validity of ecological momentary assessment in adolescents with high-functioning autism and Asperger's disorder.,"Ecological Momentary Assessment (EMA) may increase accuracy of data compared with retrospective questionnaires by assessing behaviours as they occur, hence decreasing recall biases and increasing ecological validity. This study examined the feasibility and concurrent validity of an EMA tool for adolescents with High-Functioning Autism Spectrum Disorders (HFASD). Thirty-one adolescents with HFASD completed a mobile phone EMA application that assessed stressors and coping for two weeks. Parents and adolescents also completed retrospective measures of the adolescent's coping/stressors. Moderate compliance with the EMA tool was achieved and some concurrent validity was established with the retrospective measure of coping. Concordance was found between the types of stressors reported by parents and adolescents but not the quantity. The results suggest adolescents with HFASD are capable of reporting on their stressors and coping via EMA. EMA has the potential to be a valuable research tool in this population.",2019,https://scholar.google.com.br/,no
1826,"Coping, daily hassles and behavior and emotional problems in adolescents with high-functioning autism/Asperger's Disorder.","Although daily hassles and coping are associated with behavior and emotional problems in non-clinical populations, few studies have investigated these relationships in individuals with high-functioning autism/Asperger's Disorder (HFASD). This study examined the relationships between daily hassles, coping and behavior and emotional problems in adolescents with HFASD. Thirty-one adolescents with HFASD completed questionnaires assessing their coping and behavior and emotional problems, and completed an Ecological Momentary Assessment run via a mobile phone application on their coping and daily hassles. Parents completed questionnaires of the adolescents' daily hassles, coping, and behavior and emotional problems. The disengagement coping style was associated with significantly higher levels of behavior and emotional problems regardless of respondent or methodology, suggesting it may be a valuable target for intervention.",2019,https://scholar.google.com.br/,no
1827,Heuristics to Evaluate Interactive Systems for Children with Autism Spectrum Disorder (ASD).,"In this paper, we adapted and expanded a set of guidelines, also known as heuristics, to evaluate the usability of software to now be appropriate for software aimed at children with autism spectrum disorder (ASD). We started from the heuristics developed by Nielsen in 1990 and developed a modified set of 15 heuristics. The first 5 heuristics of this set are the same as those of the original Nielsen set, the next 5 heuristics are improved versions of Nielsen's, whereas the last 5 heuristics are new. We present two evaluation studies of our new heuristics. In the first, two groups compared Nielsen's set with the modified set of heuristics, with each group evaluating two interactive systems. The Nielsen's heuristics were assigned to the control group while the experimental group was given the modified set of heuristics, and a statistical analysis was conducted to determine the effectiveness of the modified set, the contribution of 5 new heuristics and the impact of 5 improved heuristics. The results show that the modified set is significantly more effective than the original, and we found a significant difference between the five improved heuristics and their corresponding heuristics in the original set. The five new heuristics are effective in problem identification using the modified set. The second study was conducted using a system which was developed to ascertain if the modified set was effective at identifying usability problems that could be fixed before the release of software. The post-study analysis revealed that the majority of the usability problems identified by the experts were fixed in the updated version of the system.",2019,https://scholar.google.com.br/,no
1828,A Virtual Joy-Stick Study of Emotional Responses and Social Motivation in Children with Autism Spectrum Disorder.,"A new virtual reality task was employed which uses preference for interpersonal distance to social stimuli to examine social motivation and emotion perception in children with Autism Spectrum Disorders. Nineteen high function children with higher functioning Autism Spectrum Disorder (HFASD) and 23 age, gender, and IQ matched children with typical development (TD) used a joy stick to position themselves closer or further from virtual avatars while attempting to identify six emotions expressed by the avatars, happiness, fear, anger, disgust, sadness, and surprise that were expressed at different levels of intensity. The results indicated that children with HFASD displayed significantly less approach behavior to the positive happy expression than did children with TD, who displayed increases in approach behavior to higher intensities of happy expressions. Alternatively, all groups tended to withdraw from negative emotions to the same extent and there were no diagnostic group differences in accuracy of recognition of any of the six emotions. This pattern of results is consistent with theory that suggests that some children with HFASD display atypical social-approach motivation, or sensitivity to the positive reward value of positive social-emotional events. Conversely, there was little evidence that a tendency to withdraw from social-emotional stimuli, or a failure to process social emotional stimuli, was a component of social behavior task performance in this sample of children with HFASD.",2019,https://scholar.google.com.br/,no
1829,Using tablet assisted Social Stories to improve classroom behavior for adolescents with intellectual disabilities.,"The present study examined the use of tablet assisted Social Stories intervention for three high school students with severe intellectual disabilities whose problem behavior interfered with their learning and caused classroom disruptions. A multiple probe design across participants was employed to test the impact of the tablet assisted SS on the participants' target behaviors. During intervention, the participants read the Social Stories that were created on Prezi and accessed via Quick Response (QR) codes using a Galaxy Tap smart tablet before participating in an academic period. Data indicated that the SS intervention decreased disruptive behavior and increased academic engagement in all three participants. All three demonstrated generalization of behaviors to a nontargeted academic period and maintenance of improved behaviors at the 2-week follow-up.",2019,https://scholar.google.com.br/,yes
1830,HyDRA: gene prioritization via hybrid distance-score rank aggregation.,"Gene prioritization refers to a family of computational techniques for inferring  disease genes through a set of training genes and carefully chosen similarity criteria. Test genes are scored based on their average similarity to the training set, and the rankings of genes under various similarity criteria are aggregated via statistical methods. The contributions of our work are threefold: (i) first, based on the realization that there is no unique way to define an optimal aggregate for rankings, we investigate the predictive quality of a number of new aggregation methods and known fusion techniques from machine learning and social choice theory. Within this context, we quantify the influence of the number of training genes and similarity criteria on the diagnostic quality of the aggregate and perform in-depth cross-validation studies, (ii) second, we propose a new approach to genomic data aggregation, termed HyDRA (Hybrid Distance-score Rank Aggregation), which combines the advantages of score-based and combinatorial aggregation techniques. We also propose incorporating a new top-versus-bottom (TvB) weighting feature into the hybrid schemes. The TvB feature ensures that aggregates are more reliable at the top of the list, rather than at the bottom, since only top candidates are tested experimentally, (iii) third, we propose an iterative procedure for gene discovery that operates via successful augmentation of the set of training genes by genes discovered in previous rounds, checked for consistency. MOTIVATION: Fundamental results from social choice theory, political and computer sciences, and statistics have shown that there exists no consistent, fair and unique way to aggregate rankings. Instead, one has to decide on an aggregation approach using predefined set of desirable properties for the aggregate. The aggregation methods fall into two categories, score- and distance-based approaches, each of which has its own drawbacks and advantages. This work is motivated by the observation that merging these two techniques in a computationally efficient manner, and by incorporating additional constraints, one can ensure that the predictive quality of the resulting aggregation algorithm is very high. RESULTS: We tested HyDRA on a number of gene sets, including autism, breast cancer, colorectal cancer, endometriosis, ischaemic stroke, leukemia, lymphoma and osteoarthritis. Furthermore, we performed iterative gene discovery for glioblastoma, meningioma and breast cancer, using a sequentially augmented list of training genes related to the Turcot syndrome, Li-Fraumeni condition and other diseases. The methods outperform state-of-the-art software tools such as ToppGene and Endeavour. Despite this finding, we recommend as best practice to take the union of top-ranked items produced by different methods for the final aggregated list. AVAILABILITY AND IMPLEMENTATION: The HyDRA software may be downloaded from: http://web.engr.illinois.edu/ approximately mkim158/HyDRA.zip. SUPPLEMENTARY INFORMATION: Supplementary data are available at Bioinformatics online.",2019,https://scholar.google.com.br/,no
1831,Euthanasia and Assisted Suicide of Patients With Psychiatric Disorders in the Netherlands 2011 to 2014.,"IMPORTANCE: Euthanasia or assisted suicide (EAS) of psychiatric patients is increasing in some jurisdictions such as Belgium and the Netherlands. However, little is known about the practice, and it remains controversial. OBJECTIVES: To describe the characteristics of patients receiving EAS for psychiatric conditions and how the practice is regulated in the Netherlands. DESIGN, SETTING, AND PARTICIPANTS: This investigation reviewed psychiatric EAS case summaries made available online by the Dutch regional euthanasia review committees as of June 1, 2015. Two senior psychiatrists used directed content analysis to review and code the reports. In total, 66 cases from 2011 to 2014 were reviewed. MAIN OUTCOMES AND MEASURES: Clinical and social characteristics of patients, physician review process of the patients' requests, and the euthanasia review committees' assessments of the physicians' actions. RESULTS: Of the 66 cases reviewed, 70{\%} (n = 46) were women. In total, 32{\%} (n = 21) were 70 years or older, 44{\%} (n = 29) were 50 to 70 years old, and 24{\%} (n = 16) were 30 to 50 years old. Most had chronic, severe conditions, with histories of attempted suicides and psychiatric hospitalizations. Most had personality disorders and were described as socially isolated or lonely. Depressive disorders were the primary psychiatric issue in 55{\%} (n = 36) of cases. Other conditions represented were psychotic, posttraumatic stress or anxiety, somatoform, neurocognitive, and eating disorders, as well as prolonged grief and autism. Comorbidities with functional impairments were common. Forty-one percent (n = 27) of physicians performing EAS were psychiatrists. Twenty-seven percent (n = 18) of patients received the procedure from physicians new to them, 14 of whom were physicians from the End-of-Life Clinic, a mobile euthanasia clinic. Consultation with other physicians was extensive, but 11{\%} (n = 7) of cases had no independent psychiatric input, and 24{\%} (n = 16) of cases involved disagreement among consultants. The euthanasia review committees found that one case failed to meet legal due care criteria. CONCLUSIONS AND RELEVANCE: Persons receiving EAS for psychiatric disorders in the Netherlands are mostly women and of diverse ages, with complex and chronic psychiatric, medical, and psychosocial histories. The granting of their EAS requests appears to involve considerable physician judgment, usually involving multiple physicians who do not always agree (sometimes without independent psychiatric input), but the euthanasia review committees generally defer to the judgments of the physicians performing the EAS.",2019,https://scholar.google.com.br/,no
1832,Efficacy and safety of aripiprazole in child and adolescent patients.,"Aripiprazole (APZ) has a unique pharmacological profile, as a partial agonist at  the dopamine D2 and serotonin 5HT1A receptors and an antagonist at the serotonin 5HT2A receptor, this drug has few side effects (such as extrapyramidal syndrome, hyperprolactinemia, weight gain, metabolic disorders, and sedation) which are typical problems with other antipsychotic drugs. Due to its high tolerability, it is possible to safely administer it to children and adolescents. Efficacy and tolerability of APZ in children and adolescents have been well demonstrated in many clinical studies, which supported approvals granted by the US Food and Drug Administration (FDA) for schizophrenia, bipolar diseases, and irritability associated with autistic disorder in children and adolescents. APZ is expected to exert sedative, anti-depressive, and anti-anxiety effects, and stabilize emotion. APZ is an antipsychotic drug which could be useful for a wider spectrum of psychiatric disorders in children and adolescents. There is little risk of deterioration (such as disinhibition and acting out) and rapid stabilization is easy to achieve in children and adolescents without definitive diagnoses or with a combination of more than one spectrum of disorders. The effectiveness of APZ in children and adolescents is reviewed and discussed, given its pharmacological profile and the outcomes of various clinical studies. However, randomized or blind studies are still limited, and the majority of reports referenced here are open-label studies and case reports. Conclusions drawn from such studies must be evaluated with caution, and a further accumulation of controlled studies is thus needed.",2019,https://scholar.google.com.br/,no
1833,Efficacy and tolerability of pharmacotherapy options for the treatment of irritability in autistic children.,"Children with autism have a high rate of irritability and aggressive symptoms. Irritability or self-injurious behavior can result in significant harm to those affected, as well as to marked distress for their families. This paper provides a literature review regarding the efficacy and tolerability of pharmacotherapy for the treatment of irritability in autistic children. Although antipsychotics have not yet been approved for the treatment of autistic children by many countries, they are often used to reduce symptoms of behavioral problems, including irritability, aggression, hyperactivity, and panic. However, among antipsychotics, the Food and Drug Administration has approved only risperidone and aripiprazole to treat irritability in autism. Among atypical antipsychotics, olanzapine and quetiapine are limited in their use for autism spectrum disorders in children because of high incidences of weight gain and sedation. In comparison, aripiprazole and ziprasidone cause less weight gain and sedation. However, potential QTc interval prolongation with ziprasidone has been reported. Contrary to ziprasidone, no changes were evident in the QT interval in any of the trials for aripiprazole. However, head-to-head comparison studies are needed to support that aripiprazole may be a promising drug that can be used to treat irritability in autistic children. On the other hand, risperidone has the greatest amount of evidence supporting it, including randomized controlled trials, thus, its efficacy and tolerability has been established in comparison with other agents. Further studies with risperidone as a control drug are needed.",2019,https://scholar.google.com.br/,no
1834,The control of automatic imitation based on bottom-up and top-down cues to animacy: insights from brain and behavior.,"Humans automatically imitate other people's actions during social interactions, building rapport and social closeness in the process. Although the behavioral consequences and neural correlates of imitation have been studied extensively, little is known about the neural mechanisms that control imitative tendencies. For example, the degree to which an agent is perceived as human-like influences automatic imitation, but it is not known how perception of animacy influences brain circuits that control imitation. In the current fMRI study, we examined how the perception and belief of animacy influence the control of automatic imitation. Using an imitation-inhibition paradigm that involves suppressing the tendency to imitate an observed action, we manipulated both bottom-up (visual input) and top-down (belief) cues to animacy. Results show divergent patterns of behavioral and neural responses. Behavioral analyses show that automatic imitation is equivalent when one or both cues to animacy are present but reduces when both are absent. By contrast, right TPJ showed sensitivity to the presence of both animacy cues. Thus, we demonstrate that right TPJ is biologically tuned to control imitative tendencies when the observed agent both looks like and is believed to be human. The results suggest that right TPJ may be involved in a specialized capacity to control automatic imitation of human agents, rather than a universal process of conflict management, which would be more consistent with generalist theories of imitative control. Evidence for specialized neural circuitry that ""controls"" imitation offers new insight into developmental disorders that involve atypical processing of social information, such as autism spectrum disorders.",2019,https://scholar.google.com.br/,no
1835,Social visual engagement in infants and toddlers with autism: early developmental transitions and a model of pathogenesis.,"Efforts to determine and understand the causes of autism are currently hampered by a large disconnect between recent molecular genetics findings that are associated with the condition and the core behavioral symptoms that define the condition. In this perspective piece, we propose a systems biology framework to bridge that gap between genes and symptoms. The framework focuses on basic mechanisms of socialization that are highly-conserved in evolution and are early-emerging in development. By conceiving of these basic mechanisms of socialization as quantitative endophenotypes, we hope to connect genes and behavior in autism through integrative studies of neurodevelopmental, behavioral, and epigenetic changes. These changes both lead to and are led by the accomplishment of specific social adaptive tasks in a typical infant's life. However, based on recent research that indicates that infants later diagnosed with autism fail to accomplish at least some of these tasks, we suggest that a narrow developmental period, spanning critical transitions from reflexive, subcortically-controlled visual behavior to interactional, cortically-controlled and social visual behavior be prioritized for future study. Mapping epigenetic, neural, and behavioral changes that both drive and are driven by these early transitions may shed a bright light on the pathogenesis of autism.",2019,https://scholar.google.com.br/,no
1836,"Risk of autistic disorder after exposure to general anaesthesia and surgery: a nationwide, retrospective matched cohort study.","BACKGROUND: Deficits of learning, memory and cognition have been observed in newborn animals exposed to general anaesthetics. However, conclusions from clinical studies conducted in humans to investigate the relationship between anaesthesia and neurodevelopmental disorders have been inconsistent. Autistic disorder is typically recognised earlier than other neurobehavioural disorders. Although certain genes apparently contribute to autistic disorder susceptibility, other factors such as perinatal insults and exposure to neurotoxic agents may play a crucial role in gene-environmental interaction. OBJECTIVE: This study was designed to investigate the association of exposure to general anaesthesia/surgery with autistic disorder. We hypothesised that exposure to general anaesthesia and surgery before 2 years of age is associated with an increased risk of developing autistic disorder. DESIGN: A retrospective matched-cohort study. SETTING: A medical university. Data from the National Health Insurance Research Database of Taiwan from 2001 to 2010 were analysed. PATIENTS: The birth cohort included 114,435 children, among whom 5197 were exposed to general anaesthesia and surgery before the age of 2 years. The 1 : 4 matched controls comprised 20,788 children. MAIN OUTCOME MEASURES: The primary endpoint was the diagnosis of autistic disorder after the first exposure to general anaesthesia and surgery. RESULTS: No differences were found in the incidence of autistic disorder between the exposed group (0.96{\%}) and the unexposed controls (0.89{\%}) (P = 0.62). Cox proportional regression showed that the hazard ratio of exposure to general anaesthesia and surgery was 0.93 [95{\%} confidence interval (95{\%} CI) 0.57 to 1.53] after adjusting for potential confounders. Age at first exposure did not influence the risk of autistic disorder. No relationship was found between the total number of exposures and the risk of autistic disorder. CONCLUSION: Exposure to general anaesthesia and surgery before the age of 2 years age at first exposure and number of exposures were not associated with the development of autistic disorder.",2019,https://scholar.google.com.br/,no
1837,The latent classes of subclinical ADHD symptoms: convergences of multiple informant reports.,"The purpose of the present study was to conduct latent class analysis on the Hyperactivity scale of the Strengths and Difficulties Questionnaire in order to identify distinct subgroups of subclinical ADHD in a multi-informant framework. We hypothesized a similar structure between teachers and parents, and differences in symptom severity across latent classes. Data was collected from a non-referred sample of children aged 8-13 years. We performed latent class analyses on parent (n = 383) and teacher (n = 391) ratings of the Hyperactivity scale items from both versions of the questionnaire. Those children who had ratings from both informants (n = 272) were included in the cross-informant analyses, in which the similar or equivalent classes across raters were determined. A three-class solution for parent report and a five-class solution for teacher report emerged in the subsample of boys. For girls, a three-class structure for parents and a four-class structure for teachers were optimal. Besides non-symptomatic groups, mild and severe combined classes, mild inattentive-impulsive classes, and among boys, a mild hyperactive-impulsive class was obtained. The cross-informant analyses demonstrated that quite similar subgroups were detached regardless of informant, however, the teacher classes were somewhat more elaborated. The results are in line with the previous latent class analytic studies, and support the combination of dimensional and categorical approaches. The importance of milder symptoms and sub-threshold ADHD categories are emphasized for the fields of neuropsychology, neuroscience, and education, as well as for diagnosis and personalized treatment.",2019,https://scholar.google.com.br/,no
1838,(Positive) power to the child: The role of children's willing stance toward parents in developmental cascades from toddler age to early preadolescence.,"In a change from the once-dominant view of children as passive in the parent-led  process of socialization, children are now seen as active agents who can considerably influence that process. However, these newer perspectives typically focus on the child's antagonistic influence, due either to a difficult temperament or aversive, resistant, negative behaviors that elicit adversarial responses from the parent and lead to future coercive cascades in the relationship. Children's capacity to act as receptive, willing, even enthusiastic, active socialization agents is largely overlooked. Informed by attachment theory and other relational perspectives, we depict children as able to adopt an active willing stance and to exert robust positive influence in the mutually cooperative socialization enterprise. A longitudinal study of 100 community families (mothers, fathers, and children) demonstrates that willing stance (a) is a latent construct, observable in diverse parent-child contexts, parallel at 38, 52, and 67 months and longitudinally stable, (b) originates within an early secure parent-child relationship at 25 months, and (c) promotes a positive future cascade toward adaptive outcomes at age 10. The outcomes include the parent's observed and child-reported positive, responsive behavior, as well as child-reported internal obligation to obey the parent and parent-reported low level of child behavior problems. The construct of willing stance has implications for basic research in typical socialization and in developmental psychopathology as well as for prevention and intervention.",2019,https://scholar.google.com.br/,no
1839,Origins of children's externalizing behavior problems in low-income families: toddlers' willing stance toward their mothers as the missing link.,"Although children's active role in socialization has been long acknowledged, relevant research has typically focused on children's difficult temperament or negative behaviors that elicit coercive and adversarial processes, largely overlooking their capacity to act as positive, willing, even enthusiastic, active socialization agents. We studied the willing, receptive stance toward their mothers in a low-income sample of 186 children who were 24 to 44 months old. Confirmatory factor analysis supported a latent construct of willing stance, manifested as children's responsiveness to mothers in naturalistic interactions, responsive imitation in teaching contexts, and committed compliance with maternal prohibitions, all observed in the laboratory. Structural equation modeling analyses confirmed that ecological adversity undermined maternal responsiveness, and responsiveness, in turn, was linked to children's willing stance. A compromised willing stance predicted externalizing behavior problems, assessed 10 months later, and fully mediated the links between maternal responsiveness and those outcomes. Ecological adversity had a direct, unmediated effect on internalizing behavior problems. Considering children's active role as willing, receptive agents capable of embracing parental influence can lead to a more complete understanding of detrimental mechanisms that link ecological adversity with antisocial developmental pathways. It can also inform research on the normative socialization process, consistent with the objectives of developmental psychopathology.",2019,https://scholar.google.com.br/,no
1840,Lack of evidence for neonatal misoprostol neurodevelopmental toxicity in C57BL6/J mice.,"Misoprostol is a synthetic analogue of prostaglandin E1 that is administered to women at high doses to induce uterine contractions for early pregnancy termination and at low doses to aid in cervical priming during labor. Because of the known teratogenic effects of misoprostol when given during gestation and its effects on axonal growth in vitro, we examined misoprostol for its potential as a neurodevelopmental toxicant when administered to neonatal C57BL6/J mice. Mice were injected subcutaneously (s.c.) with 0.4, 4 or 40 microg/kg misoprostol on postnatal day 7, the approximate developmental stage in mice of human birth, after which neonatal somatic growth, and sensory and motor system development were assessed. These doses were selected to span the range of human exposure used to induce labor. In addition, adult mice underwent a battery of behavioral tests relevant to neurodevelopmental disorders such as autism including tests for anxiety, stereotyped behaviors, social communication and interactions, and learning and memory. No significant effects of exposure were found for any measure of development or behavioral endpoints. In conclusion, the results of the present study in C57BL/6J mice do not provide support for neurodevelopmental toxicity after misoprostol administration approximating human doses and timed to coincide with the developmental stage of human birth.",2019,https://scholar.google.com.br/,no
1841,Social 'wanting' dysfunction in autism: neurobiological underpinnings and treatment implications.,"Most behavioral training regimens in autism spectrum disorders (ASD) rely on reward-based reinforcement strategies. Although proven to significantly increase both cognitive and social outcomes and successfully reduce aberrant behaviors, this approach fails to benefit a substantial number of affected individuals. Given the enormous amount of clinical and financial resources devoted to behavioral interventions, there is a surprisingly large gap in our knowledge of the basic reward mechanisms of learning in ASD. Understanding the mechanisms for reward responsiveness and reinforcement-based learning is urgently needed to better inform modifications that might improve current treatments. The fundamental goal of this review is to present a fine-grained literature analysis of reward function in ASD with reference to a validated neurobiological model of reward: the 'wanting'/'liking' framework. Despite some inconsistencies within the available literature, the evaluation across three converging sets of neurobiological data (neuroimaging, electrophysiological recordings, and neurochemical measures) reveals good evidence for disrupted reward-seeking tendencies in ASD, particularly in social contexts. This is most likely caused by dysfunction of the dopaminergic-oxytocinergic 'wanting' circuitry, including the ventral striatum, amygdala, and ventromedial prefrontal cortex. Such a conclusion is consistent with predictions derived from diagnostic criteria concerning the core social phenotype of ASD, which emphasize difficulties with spontaneous self-initiated seeking of social encounters (that is, social motivation). Existing studies suggest that social 'wanting' tendencies vary considerably between individuals with ASD, and that the degree of social motivation is both malleable and predictive of intervention response. Although the topic of reward responsiveness in ASD is very new, with much research still needed, the current data clearly point towards problems with incentive-based motivation and learning, with clear and important implications for treatment. Given the reliance of behavioral interventions on reinforcement-based learning principles, we believe that a systematic focus on the integrity of the reward system in ASD promises to yield many important clues, both to the underlying mechanisms causing ASD and to enhancing the efficacy of existing and new interventions.",2019,https://scholar.google.com.br/,no
1842,Clinician uptake of obesity-related drug information: a qualitative assessment using continuing medical education activities.,"BACKGROUND: Medications necessary for disease management can simultaneously contribute to weight gain, especially in children. Patients with preexisting obesity are more susceptible to medication-related weight gain. How equipped are primary care practitioners at identifying and potentially reducing medication-related weight gain? To inform this question germane to public health we sought to identify potential gaps in clinician knowledge related to metabolic adverse drug effects of weight gain. METHODS: The study analyzed practitioner responses to the pre-activity questions of six continuing medical education (CME) activities from May 2009 through August 2010. RESULTS: The 20,705 consecutive, self-selected respondents indicated varied levels of familiarity with adverse metabolic effects and psychiatric indications of atypical antipsychotics. Correct responses were lower than predicted for drug indications pertaining to autism (-17{\%} predicted), drug effects on insulin resistance (-62{\%} predicted), chronic disease risk in mental illness (-34{\%} predicted), and drug safety research (-40{\%} predicted). Pediatrician knowledge scores were similar to other primary care practitioners. CONCLUSIONS: Clinicians' knowledge of medication-related weight gain may lead them to overestimate the benefits of a drug in relation to its metabolic risks. The knowledge base of pediatricians appears comparable to their counterparts in adult medicine, even though metabolic drug effects in children have only become prevalent recently.",2019,https://scholar.google.com.br/,no
1843,Searching for a minimal set of behaviors for autism detection through feature selection-based machine learning.,"Although the prevalence of autism spectrum disorder (ASD) has risen sharply in the last few years reaching 1 in 68, the average age of diagnosis in the United States remains close to 4--well past the developmental window when early intervention has the largest gains. This emphasizes the importance of developing accurate methods to detect risk faster than the current standards of care. In the present study, we used machine learning to evaluate one of the best and most widely used instruments for clinical assessment of ASD, the Autism Diagnostic Observation Schedule (ADOS) to test whether only a subset of behaviors can differentiate between children on and off the autism spectrum. ADOS relies on behavioral observation in a clinical setting and consists of four modules, with module 2 reserved for individuals with some vocabulary and module 3 for higher levels of cognitive functioning. We ran eight machine learning algorithms using stepwise backward feature selection on score sheets from modules 2 and 3 from 4540 individuals. We found that 9 of the 28 behaviors captured by items from module 2, and 12 of the 28 behaviors captured by module 3 are sufficient to detect ASD risk with 98.27{\%} and 97.66{\%} accuracy, respectively. A greater than 55{\%} reduction in the number of behaviorals with negligible loss of accuracy across both modules suggests a role for computational and statistical methods to streamline ASD risk detection and screening. These results may help enable development of mobile and parent-directed methods for preliminary risk evaluation and/or clinical triage that reach a larger percentage of the population and help to lower the average age of detection and diagnosis.",2019,https://scholar.google.com.br/,no
1844,Sleep in children with autism spectrum disorder.,"Children with autism spectrum disorder demonstrate an increased prevalence of difficulties with sleep initiation and maintenance. The consequences may include alterations in daytime behavior, memory, and learning in patients, and significant stress in caretakers. The dysregulation of melatonin synthesis, sensitization to environmental stimuli, behavioral insomnia syndromes, delayed sleep phase syndrome, rapid eye movement sleep behavior disorder, and comorbid anxiety, depression, and epilepsy comprise common etiologic factors. The clinical assessment of sleep problems in this population and a management algorithm are presented.",2019,https://scholar.google.com.br/,no
1845,Adjunctive pregnenolone ameliorates the cognitive deficits in recent-onset schizophrenia.,"PURPOSE: This study aimed to examine the effect of add-on treatment with the neurosteroid pregnenolone (PREG) on neurocognitive dysfunctions of patients with recent-onset schizophrenia (SZ) and schizoaffective disorder (SA). METHOD: Sixty out-and inpatients that met DSM-IV criteria for SZ/SA were randomized an 8-week, double-blind, randomized, placebo-controlled, 2-center trial. Participants received either pregnenolone (50 mg/d) or placebo added on to antipsychotic medications. Computerized Cambridge Automated Neuropsychological Test Battery measures were administered at baseline and after 4 and 8 weeks of treatment. ANOVA and paired t or z-tests were applied to examine between- and within-group differences over time.RESULTS: Compared to placebo, adjunctive PREG significantly reduced the deficits in visual attention measured with the Matching to Sample Visual Search task (p=0.002) with moderate effect sizes (d= 0.42). In addition, a significant improvement was observed from baseline to end-of-study with respect to the visual (p= 0.008) and sustained attention (Rapid Visual Information Processing, p=0.038) deficits, and executive functions (Stockings of Cambridge, p=0.049, Spatial Working Memory, p{\textless}0.001) among patients receiving PREG, but not among those receiving placebo (all p's {\textgreater}0.05). This beneficial effect of PREG was independent of the type of the antipsychotic agents, gender, age, education, and illness duration.CONCLUSIONS: Pregnenolone augmentation demonstrated significant amelioration of the visual attention deficit in recent-onset SZ/SA. Long-term, large-scale studies are required to obtain greater statistical significance and more confident clinical generalization.",2019,https://scholar.google.com.br/,no
1846,Developmental Screening of Refugees: A Qualitative Study.,"BACKGROUND AND OBJECTIVES: Refugee children are at high developmental risk due to dislocation and deprivation. Standardized developmental screening in this diverse population is challenging. We used the Health Belief Model to guide key-informant interviews and focus groups with medical interpreters, health care providers, community collaborators, and refugee parents to explore key elements needed for developmental screening. Cultural and community-specific values and practices related to child development and barriers and facilitators to screening were examined. METHODS: We conducted 19 interviews and 2 focus groups involving 16 Bhutanese-Nepali, Burmese, Iraqi, and Somali participants, 7 community collaborators, and 6 providers from the Center for Refugee Health in Rochester, New York. Subjects were identified through purposive sampling until data saturation. Interviews were recorded, coded, and analyzed using a qualitative framework technique. RESULTS: Twenty-one themes in 4 domains were identified: values/beliefs about development/disability, practices around development/disability, the refugee experience, and feedback specific to the Parents' Evaluation of Developmental Status screen. Most participants denied a word for ""development"" in their primary language and reported limited awareness of developmental milestones. Concern was unlikely unless speech or behavior problems were present. Physical disabilities were recognized but not seen as problematic. Perceived barriers to identification of delays included limited education, poor healthcare knowledge, language, and traditional healing practices. Facilitators included community navigators, trust in health care providers, in-person interpretation, visual supports, and education about child development. CONCLUSIONS: Refugee perspectives on child development may influence a parent's recognition of and response to developmental concerns. Despite challenges, standardized screening was supported.",2019,https://scholar.google.com.br/,no
1847,[Functional biomarkers in the diagnostics of mental disorders: cognitive event-related potentials].,"The article is devoted to recent researches in the field of fundamental knowledge about the mechanisms of information processing in human brain for the diagnosis of mental disorders performed in the laboratory of neurobiology for action programming of the Bechtereva Institute of Human Brain, RAS. These researches were connected with analysis of functional components for cognitive ERPs obtained in diverse behavioral conditions. The main goal of this fundamental approach is the decomposition of multi-channel ERPs into functionally different components. These components are generated in various cortical areas have different temporal dynamics and reflect a variety of mental operations. The main methodology we used is the independent component analysis, applied to a large set of ERPs (from hundreds of people) obtained by varying of functional conditions in one psychological test. In particular, components related to psychological processes such as the comparison of sensory signals with the trace in working memory, inhibition of current activity, monitoring of the conflict were identified in the GO/NOGO test. In the framework of European project normative database was constructed for the components described above and this allowed comparing the data obtained from large groups of patients (including patients with attention deficit disorder, schizophrenia, obsessive disorders, depression, autism, dyslexia, brain trauma and dementia) with the healthy subjects. This article presents data from patients with a diagnosis of attention deficit disorder and schizophrenia.",2019,https://scholar.google.com.br/,no
1848,Copy number variation detection and genotyping from exome sequence data.,"While exome sequencing is readily amenable to single-nucleotide variant discovery, the sparse and nonuniform nature of the exome capture reaction has hindered exome-based detection and characterization of genic copy number variation. We developed a novel method using singular value decomposition (SVD) normalization to discover rare genic copy number variants (CNVs) as well as genotype copy number polymorphic (CNP) loci with high sensitivity and specificity from exome sequencing data. We estimate the precision of our algorithm using 122 trios (366 exomes) and show that this method can be used to reliably predict (94{\%} overall precision) both de novo and inherited rare CNVs involving three or more consecutive exons. We demonstrate that exome-based genotyping of CNPs strongly correlates with whole-genome data (median r(2) = 0.91), especially for loci with fewer than eight copies, and can estimate the absolute copy number of multi-allelic genes with high accuracy (78{\%} call level). The resulting user-friendly computational pipeline, CoNIFER (copy number inference from exome reads), can reliably be used to discover disruptive genic CNVs missed by standard approaches and should have broad application in human genetic studies of disease.",2019,https://scholar.google.com.br/,no
1849,[Clinical and neurophysiological data of neurofeedback therapy in children with ADHD].,"INTRODUCTION: ADHD occurs in 3{\%} of school-age children (and in 70{\%} of them in adulthood) and represents an important medical and social problem. It is characterized by attention deficits, hyperactivity and impulsiveness. Neurofeedback therapy (EEG biofeedback, NF) is carried out based on the analysis of EEG. OBJECTIVE: To investigate the effect of NF therapy on clinical status and parameters of the EEG in ADHD. MATERIALS AND METHODS: In the years 2007-2014, 287 children (191 boys), aged 6-17 years were included into the study. Some children with ADHD had other coexisting disorders like: tics, dyslexia, emotional or behavior disorders. Visual analysis of EEG was made and 7 selected parameters of bioelectrical activity were assessed. EEG tracing before and after NF therapy were compared. NF therapy lasted from 9 months to 3 years (mean 1.5 years). 60-240 NF training sessions were performed with the use of NF device, video-games and 16-channel Elmiko devices. Statistical analysis of the results was made. RESULTS: Children with ADHD additionally presented low self-esteem, anxiety and sleep disorders. The baseline theta/beta ratio in children with ADHD and ADHD with cooccurring dyslexia was {\textgreater}4.0 and in children with ADHD and coexisting tics 3.0-3.8, with coexisting behavioral disorders 3.7-4.0 and emotional disorders 3.3-3.7. After therapy, this ratio decreased significantly in all groups, but most significantly in ADHD and ADHD with dyslexia group. In the group with dyslexia theta and alpha activity in the left fronto-temporo-parietal region (the speech centers) has been increased. In children with ADHD and behavior disorders right-sided paroxysmal changes in the form of slow and sharp waves in the temporo-centro-parietal regions were found. In emotionally disturbed children increased fast beta activity in the right hemisphere (anxiety, fear) was observed. Initially NF therapy reduced hyperactivity and impulsivity of children, subsequently improvement of attention was observed and eventually reduction of emotional and behavior disturbances was noticed. Noticeable improvement in the self-esteem was observed as well. The therapy had a positive impact on the spatial organization of EEG in each group. It proved to be particularly useful in children with ADHD and dyslexia. CONCLUSIONS: Neurofeedback therapy is a valuable tool with beneficial impact on children with ADHD and accompanying disorders. Characteristics of brain bioelectric activity provides a reliable basis to establish individual EEG bio-feedback protocols of therapy in children and monitor the effectiveness of treatment. In the last 4 years the number of children with ADHD and cooccurring tics who applied for neurofeedback therapy has increased significantly.",2019,https://scholar.google.com.br/,no
1850,Significant differences in pediatric psychotropic side effects: Implications for  school performance.,"Some side effects (SEs) of increasingly prescribed psychotropic medications can impact student performance in school. SE risk varies, even among drugs from the same class (e.g., antidepressants). Knowing which SEs occur significantly more often than others may enable school psychologists to enhance collaborative risk-benefit analysis, medication monitoring, data-based decision-making, and inform mitigation efforts. SE data from Full Prescribing Information (PI) on the FDA website for ADHD drugs, atypical antipsychotics, and antidepressants with pediatric indications were analyzed. Risk ratios (RR) are reported for each drug within a category compared with placebo. RR tables and graphs inform the reader about SE incidence differences for each drug and provide clear evidence of the wide variability in SE incidence in the FDA data. Breslow-Day and Cochran Mantel-Haenszel methods were used to test for drug-placebo SE differences and to test for significance across drugs within each category based on odds ratios (ORs). Significant drug-placebo differences were found for each drug compared with placebo, when odds were pooled across all drugs in a category compared with placebo, and between some drugs within categories. Unexpectedly, many large RR differences did not reach significance. Potential explanations are offered, including limitations of the FDA data sets and statistical and methodological issues. Future research directions are offered. The potential impact of certain SEs on school performance, mitigation strategies, and the potential role of the school psychologist is discussed, with consideration for ethical and legal limitations.",2019,https://scholar.google.com.br/,no
1851,Divergent opinions of proper Lyme disease diagnosis and implications for children co-morbid with autism spectrum disorder.,"This paper proposes that some children with an autism spectrum disorder (ASD) in  the United States have undiagnosed Lyme disease and different testing criteria used by commercial laboratories may be producing false negative results. Two testing protocols will be evaluated, first, the Centers for Disease Control (CDC) and Infectious Disease Society of America (IDSA) approved two-tiered Enzyme Immunoassay (EIA) or Immunofluorescence Assay (IFA) followed by an IgM and/or IgG Western Blot test. Second, a clinical diagnosis (flu like symptoms, joint pain, fatigue, neurological symptoms, etc.) possibly followed by a Western Blot with a broader criteria for positive bands [1]. The hypothesis proposes that the former criteria may be producing false negative results for some individuals diagnosed with an ASD. Through an online survey parents of 48 children who have a diagnosis of an ASD and have been diagnosed with Lyme disease were asked to fill out the Autism Treatment Evaluation Checklist (ATEC) before they started antibiotic therapy and after treatment. Of the 48 parents surveyed 45 of them (94{\%}) indicated their child initially tested negative using the two-tiered CDC/IDSA approved test. The parents sought a second physician who diagnosed their child with Lyme disease using the wider range of Western Blot bands. The children were treated with antibiotics and their scores on the ATEC improved. Anecdotal data indicated that some of the children achieved previously unattained developmental milestones after antibiotic therapy began. Protein bands OSP-A and/or OSP-B (Western Blot band 31) and (Western Blot band 34) were found in 44 of 48 patients. These two bands are so specific to Borrelia burgdorferi that they were targeted for use in vaccine trials, yet are not included in the IDSA interpretation of the Western Blot.",2019,https://scholar.google.com.br/,no
1852,Drug therapy in autism: a present and future perspective.,"Autism is a neurodevelopmental disorder, with a multifactorial etiology, characterized by severe abnormalities in communications, social awareness and skills, and the presence of restrictive and stereotyped patterns of behaviors. It is traditionally considered a ""static"" encephalopathic disorder without any specific cure and few effective biomedical interventions. There are various factors which are involved in the etiopathogenesis of autism or autism spectrum disorder (ASD) such as impaired immune responses, neuroinflammation, abnormal neurotransmission, oxidative stress, mitochondrial dysfunction, environmental toxins and stressors. The autism is often associated with a number of genetic disorders such as fragile X syndrome, tuberous sclerosis, epilepsy and Down syndrome. The recent approaches to autism treatment included various non-pharmacological and pharmacological therapy such as food supplementation, detoxification, treatment of neuroinflammation, immunologic treatments and psychotropic medications, which are found to be effective in treating various behavioral symptoms of autism. In current practice, there is no curative treatment for autism but the recommended treatment for autism involves educational therapies: speech therapy, sensory integration therapy, auditory therapy. There are classes of different pharmacological agents which are found to be effective in improving behavioral symptoms of ASD such as neurotransmitter reuptake inhibitors (fluoxetine), tricyclic antidepressants (imipramine), anticonvulsants (lamotrigine), atypical antipsychotics (clozapine), acetylcholinesterase inhibitors (rivastigmine), etc. New classes of drugs with novel mechanisms of action should be there so that this disorder will become less prevalent in the future.",2019,https://scholar.google.com.br/,no
1853,"Benefits of agomelatine in behavioral, neurochemical and blood brain barrier alterations in prenatal valproic acid induced autism spectrum disorder.","Valproic acid administration during gestational period causes behavior and biochemical deficits similar to those observed in humans with autism spectrum disorder. Although worldwide prevalence of autism spectrum disorder has been increased continuously, therapeutic agents to ameliorate the social impairment are very limited. The present study has been structured to investigate the therapeutic potential of melatonin receptor agonist, agomelatine in prenatal valproic acid (Pre-VPA) induced autism spectrum disorder in animals. Pre-VPA has produced reduction in social interaction (three chamber social behavior apparatus), spontaneous alteration (Y-Maze), exploratory activity (Hole board test), intestinal motility, serotonin levels (prefrontal cortex and ileum) and prefrontal cortex mitochondrial complex activity (complex I, II, IV). Furthermore, Pre-VPA has increased locomotor activity (actophotometer), anxiety, brain oxidative stress (thiobarbituric acid reactive species, glutathione, and catalase), nitrosative stress (nitrite/nitrate), inflammation (brain and ileum myeloperoxidase activity), calcium levels and blood brain barrier leakage in animals. Treatment with agomelatine has significantly attenuated Pre-VPA induced reduction in social interaction, spontaneous alteration, exploratory activity intestinal motility, serotonin levels and prefrontal cortex mitochondrial complex activity. Furthermore, agomelatine also attenuated Pre-VPA induced increase in locomotion, anxiety, brain oxidative stress, nitrosative stress, inflammation, calcium levels and blood brain barrier leakage. It is concluded that, Pre-VPA has induced autism spectrum disorder, which was attenuated by agomelatine. Agomelatine has shown ameliorative effect on behavioral, neurochemical and blood brain barrier alteration in Pre-VPA exposed animals. Thus melatonin receptor agonists may provide beneficial therapeutic strategy for managing autism spectrum disorder.",2019,https://scholar.google.com.br/,no
1854,"Minocycline ameliorates prenatal valproic acid induced autistic behaviour, biochemistry and blood brain barrier impairments in rats.","Autism is a neurodevelopment disorder. One percent worldwide population suffers with autism and males suffer more than females. Microglia plays an important role in neurodevelopment, neuropsychiatric and neurodegenerative disorders. The present study has been designed to investigate the role of minocycline in prenatal valproic acid induced autism in rats. Animals with prenatal valproic acid have reduced social interaction (three chamber social behaviour apparatus), spontaneous alteration (Y-Maze), exploratory activity (Hole board test), intestinal motility, serotonin levels (both in prefrontal cortex and ileum) and prefrontal cortex mitochondrial complex activity (complexes I, II, IV). Furthermore, prenatal valproic acid treated animals have shown an increase in locomotion (actophotometer), anxiety (elevated plus maze), brain oxidative stress (thiobarbituric acid reactive species, glutathione, catalase), nitrosative stress (nitrite/nitrate), inflammation (both in brain and ileum myeloperoxidase activity), calcium and blood brain barrier permeability. Treatment with minocycline significantly attenuated prenatal valproic acid induced reduction in social interaction, spontaneous alteration, exploratory activity intestinal motility, serotonin levels and prefrontal cortex mitochondrial complex activity. Furthermore, minocycline has also attenuated prenatal valproic acid induced increase in locomotion, anxiety, brain oxidative and nitrosative stress, inflammation, calcium and blood brain barrier permeability. Thus, it may be concluded that prenatal valproic acid has induced autistic behaviour, biochemistry and blood brain barrier impairment in animals, which were significantly attenuated by minocycline. Minocycline should be explored further for its therapeutic benefits in autism.",2019,https://scholar.google.com.br/,no
1855,Thinking in Pictures as a cognitive account of autism.,"We analyze the hypothesis that some individuals on the autism spectrum may use visual mental representations and processes to perform certain tasks that typically developing individuals perform verbally. We present a framework for interpreting empirical evidence related to this ""Thinking in Pictures"" hypothesis and then provide comprehensive reviews of data from several different cognitive tasks, including the n-back task, serial recall, dual task studies, Raven's Progressive Matrices, semantic processing, false belief tasks, visual search, spatial recall, and visual recall. We also discuss the relationships between the Thinking in Pictures hypothesis and other cognitive theories of autism including Mindblindness, Executive Dysfunction, Weak Central Coherence, and Enhanced Perceptual Functioning.",2019,https://scholar.google.com.br/,no
1856,Understanding the Psycho-Physiological Implications of Interaction With a Virtual Reality-Based System in Adolescents With Autism: A Feasibility Study.,"Individuals with Autism are characterized by deficits in socialization and communication. In recent years several assistive technologies, e.g., Virtual Reality (VR), have been investigated to address the socialization deficits in these individuals. Presently available VR-based systems address various aspects of social communication in an isolated manner and without monitoring one's affective state such as, anxiety. However, in conventional observation-based therapy, a therapist adjusts the intervention paradigm by monitoring one's anxiety level. But, often these individuals have an inherent inability to explicitly express their anxiety thereby inducing limitations on conventional techniques. Physiological signals being continuously available and not directly impacted by these communication difficulties can be alternatively used as markers of one's anxiety level. In our research we aim at designing a Virtual-reality bAsed Social-communication Task (VAST) system that can address the various aspects of social communication, e.g., social context, subtle social cues, emotional expression, etc., in a cumulative and structured way. In addition, we augment this with a capability to use one's physiological signals as markers of one's anxiety level. In our preliminary feasibility study we investigate the potential of VAST to cause variations in one's performance and anxiety level that can be mapped from one's physiological indices.",2019,https://scholar.google.com.br/,no
1857,Similar impressions of humanness for human and artificial singing voices in autism spectrum disorders.,"People with autism spectrum disorder (ASD) exhibit impairments in the perception  of and orientation to social information related to humans, and some people with ASD show higher preference toward human-like robots than other humans. We speculated that this behavioural bias in people with ASD is caused by a weakness in their perception of humanness. To address this issue, we investigated whether people with ASD detect a subtle difference between the same song sung by human and artificial voices even when the lyrics, melody and rhythm are identical. People without ASD answered that the songs sung by a human voice evoked more impressions of humanness (human-likeness, animateness, naturalness, emotion) and more positive feelings (warmth, familiarity, comfort) than those sung by an artificial voice. In contrast, people with ASD had similar impressions of humanness and positive feelings for the songs sung by the human and artificial voices. The evaluations of musical characteristics (complexity, regularity, brightness) did not differ between people with and without ASD. These results suggest that people with ASD are weak in their ability to perceive psychological attributes of humanness.",2019,https://scholar.google.com.br/,no
1858,A Kalman filtering framework for physiological detection of anxiety-related arousal in children with autism spectrum disorder.,"OBJECTIVE: Anxiety is associated with physiological changes that can be noninvasively measured using inexpensive and wearable sensors. These changes provide an objective and language-free measure of arousal associated with anxiety, which can complement treatment programs for clinical populations who have difficulty with introspection, communication, and emotion recognition. This motivates the development of automatic methods for detection of anxiety-related arousal using physiology signals. While several supervised learning methods have been proposed for this purpose, these methods require regular collection and updating of training data and are, therefore, not suitable for clinical populations, where obtaining labelled data may be challenging due to impairments in communication and introspection. In this context, the objective of this paper is to develop an unsupervised and real-time arousal detection algorithm. METHODS: We propose a learning framework based on the Kalman filtering theory for detection of physiological arousal based on cardiac activity. The performance of the system was evaluated on data obtained from a sample of children with autism spectrum disorder. RESULTS: The results indicate that the system can detect anxiety-related arousal in these children with sensitivity and specificity of 99{\%} and 92{\%}, respectively. CONCLUSION AND SIGNIFICANCE: Our results show that the proposed method can detect physiological arousal associated with anxiety with high accuracy, providing support for technical feasibility of augmenting anxiety treatments with automatic detection techniques. This approach can ultimately lead to more effective anxiety treatment for a larger and more diverse population.",2019,https://scholar.google.com.br/,no
1859,"A field guide to real-time culture change: just ""rolling out"" a training program  won't cut it.","Presented as a representative case of how to handle the disruptive behaviors of professionals in healthcare, this article describes the strategies of a systems approach with a five-phase model for culture change. The ""large-scale, real-time"" culture change process, based on our own evidence-based research on toxic behaviors and the research of others, has been demonstrated to be more effective than one-on-one feedback to change these behaviors. The real-time approach has been applied to other organizational situations--strategy formulation, change management, or service improvement--with more sustainable effects than simply training alone. This article will help your organization with four outcomes: understanding the rationale for a five-phase model for cultural change, describing the advantages of a real-time versus nonreal-time approach to change, identifying the how-to's for application within a systems approach, and articulating a clear evaluation process to sustain successful organizational culture change.",2019,https://scholar.google.com.br/,no
1860,"Positive parenting for positive parents: HIV/AIDS, poverty, caregiver depression, child behavior, and parenting in South Africa.","Families affected by HIV/AIDS in the developing world experience higher risks of  psychosocial problems than nonaffected families. Positive parenting behavior may buffer against the negative impact of child AIDS-orphanhood and caregiver AIDS-sickness on child well-being. Although there is substantial literature regarding the predictors of parenting behavior in Western populations, there is insufficient evidence on HIV/AIDS as a risk factor for poor parenting in low- and middle-income countries. This paper examines the relationship between HIV/AIDS and positive parenting by comparing HIV/AIDS-affected and nonaffected caregiver-child dyads (n=2477) from a cross-sectional survey in KwaZulu-Natal, South Africa (27.7{\%} AIDS-ill caregivers, 7.4{\%} child AIDS-orphanhood). Multiple mediation analyses tested an ecological model with poverty, caregiver depression, perceived social support, and child behavior problems as potential mediators of the association of HIV/AIDS with positive parenting. Results indicate that familial HIV/AIDS's association to reduced positive parenting was consistent with mediation by poverty, caregiver depression, and child behavior problems. Parenting interventions that situate positive parenting within a wider ecological framework by improving child behavior problems and caregiver depression may buffer against risks for poor child mental and physical health outcomes in families affected by HIV/AIDS and poverty.",2019,https://scholar.google.com.br/,no
1861,Autism as early neurodevelopmental disorder: evidence for an sAPPalpha-mediated anabolic pathway.,"Autism is a neurodevelopmental disorder marked by social skills and communication deficits and interfering repetitive behavior. Intellectual disability often accompanies autism. In addition to behavioral deficits, autism is characterized by neuropathology and brain overgrowth. Increased intracranial volume often accompanies this brain growth. We have found that the Alzheimer's disease (AD) associated amyloid-beta precursor protein (APP), especially its neuroprotective processing product, secreted APP alpha, is elevated in persons with autism. This has led to the ""anabolic hypothesis"" of autism etiology, in which neuronal overgrowth in the brain results in interneuronal misconnections that may underlie multiple autism symptoms. We review the contribution of research in brain volume and of APP to the anabolic hypothesis, and relate APP to other proteins and pathways that have already been directly associated with autism, such as fragile X mental retardation protein, Ras small GTPase/extracellular signal-regulated kinase, and phosphoinositide 3 kinase/protein kinase B/mammalian target of rapamycin. We also present additional evidence of magnetic resonance imaging intracranial measurements in favor of the anabolic hypothesis. Finally, since it appears that APP's involvement in autism is part of a multi-partner network, we extend this concept into the inherently interactive realm of epigenetics. We speculate that the underlying molecular abnormalities that influence APP's contribution to autism are epigenetic markers overlaid onto potentially vulnerable gene sequences due to environmental influence.",2019,https://scholar.google.com.br/,no
1862,Design of a virtual reality based adaptive response technology for children with  autism.,"Children with autism spectrum disorder (ASD) demonstrate potent impairments in social communication skills including atypical viewing patterns during social interactions. Recently, several assistive technologies, particularly virtual reality (VR), have been investigated to address specific social deficits in this population. Some studies have coupled eye-gaze monitoring mechanisms to design intervention strategies. However, presently available systems are designed to primarily chain learning via aspects of one's performance only which affords restricted range of individualization. The presented work seeks to bridge this gap by developing a novel VR-based interactive system with Gaze-sensitive adaptive response technology that can seamlessly integrate VR-based tasks with eye-tracking techniques to intelligently facilitate engagement in tasks relevant to advancing social communication skills. Specifically, such a system is capable of objectively identifying and quantifying one's engagement level by measuring real-time viewing patterns, subtle changes in eye physiological responses, as well as performance metrics in order to adaptively respond in an individualized manner to foster improved social communication skills among the participants. The developed system was tested through a usability study with eight adolescents with ASD. The results indicate the potential of the system to promote improved social task performance along with socially-appropriate mechanisms during VR-based social conversation tasks.",2019,https://scholar.google.com.br/,no
1863,Design of a gaze-sensitive virtual social interactive system for children with autism.,"Impairments in social communication skills are thought to be core deficits in children with autism spectrum disorder (ASD). In recent years, several assistive technologies, particularly Virtual Reality (VR), have been investigated to promote social interactions in this population. It is well known that children with ASD demonstrate atypical viewing patterns during social interactions and thus monitoring eye-gaze can be valuable to design intervention strategies. While several studies have used eye-tracking technology to monitor eye-gaze for offline analysis, there exists no real-time system that can monitor eye-gaze dynamically and provide individualized feedback. Given the promise of VR-based social interaction and the usefulness of monitoring eye-gaze in real-time, a novel VR-based dynamic eye-tracking system is developed in this work. This system, called Virtual Interactive system with Gaze-sensitive Adaptive Response Technology (VIGART), is capable of delivering individualized feedback based on a child's dynamic gaze patterns during VR-based interaction. Results from a usability study with six adolescents with ASD are presented that examines the acceptability and usefulness of VIGART. The results in terms of improvement in behavioral viewing and changes in relevant eye physiological indexes of participants while interacting with VIGART indicate the potential of this novel technology.",2019,https://scholar.google.com.br/,no
1864,Sex/gender differences and autism: setting the scene for future research.,"OBJECTIVE: The relationship between sex/gender differences and autism has attracted a variety of research ranging from clinical and neurobiological to etiological, stimulated by the male bias in autism prevalence. Findings are complex and do not always relate to each other in a straightforward manner. Distinct but interlinked questions on the relationship between sex/gender differences and autism remain underaddressed. To better understand the implications from existing research and to help design future studies, we propose a 4-level conceptual framework to clarify the embedded themes. METHOD: We searched PubMed for publications before September 2014 using search terms ""'sex OR gender OR females' AND autism."" A total of 1,906 articles were screened for relevance, along with publications identified via additional literature reviews, resulting in 329 articles that were reviewed. RESULTS: Level 1, ""Nosological and diagnostic challenges,"" concerns the question, ""How should autism be defined and diagnosed in males and females?"" Level 2, ""Sex/gender-independent and sex/gender-dependent characteristics,"" addresses the question, ""What are the similarities and differences between males and females with autism?"" Level 3, ""General models of etiology: liability and threshold,"" asks the question, ""How is the liability for developing autism linked to sex/gender?"" Level 4, ""Specific etiological-developmental mechanisms,"" focuses on the question, ""What etiological-developmental mechanisms of autism are implicated by sex/gender and/or sexual/gender differentiation?"" CONCLUSIONS: Using this conceptual framework, findings can be more clearly summarized, and the implications of the links between findings from different levels can become clearer. Based on this 4-level framework, we suggest future research directions, methodology, and specific topics in sex/gender differences and autism.",2019,https://scholar.google.com.br/,no
1865,High maternal choline consumption during pregnancy and nursing alleviates deficits in social interaction and improves anxiety-like behaviors in the BTBR T+Itpr3tf/J mouse model of autism.,"Autism is a neurodevelopmental disorder with multiple genetic and environmental risk factors. Choline is a fundamental nutrient for brain development and high choline intake during prenatal and/or early postnatal periods is neuroprotective. We examined the effects of perinatal choline supplementation on social behavior, anxiety, and repetitive behaviors in the BTBR T+Itpr3tf/J (BTBR) mouse model of autism. The BTBR or the more ""sociable"" C57BL/6J (B6) strain females were fed a control or choline-supplemented diet from mating, throughout pregnancy and lactation. After weaning to a control diet, all offspring were evaluated at one or two ages [postnatal days 33-36 and 89-91] using open field (OF), elevated plus maze (EPM), marble burying (MB), and three-chamber social interaction tests. As expected, control-diet BTBR mice displayed higher OF locomotor activity, impaired social preference, and increased digging behavior during the MB test compared to control-diet B6 mice. Choline supplementation significantly decreased digging behavior, elevated the percentage of open arm entries and time spent in open arms in the EPM by BTBR mice, but had no effect on locomotion. Choline supplementation did not alter social interaction in B6 mice but remarkably improved impairments in social interaction in BTBR mice at both ages, indicating that the benefits of supplementation persist long after dietary choline returns to control levels. In conclusion, our results suggest that high choline intake during early development can prevent or dramatically reduce deficits in social behavior and anxiety in an autistic mouse model, revealing a novel strategy for the treatment/prevention of autism spectrum disorders.",2019,https://scholar.google.com.br/,no
1866,Deficits in morphofunctional maturation of hippocampal mossy fiber synapses in a  mouse model of intellectual disability.,"The grik2 gene, coding for the kainate receptor subunit GluK2 (formerly GluR6), is associated with autism spectrum disorders and intellectual disability. Here, we tested the hypothesis that GluK2 could play a role in the appropriate maturation of synaptic circuits involved in learning and memory. We show that both the functional and morphological maturation of hippocampal mossy fiber to CA3 pyramidal cell (mf-CA3) synapses is delayed in mice deficient for the GluK2 subunit (GluK2(-)/(-)). In GluK2(-)/(-) mice this deficit is manifested by a transient reduction in the amplitude of AMPA-EPSCs at a critical time point of postnatal development, whereas the NMDA component is spared. By combining multiple probability peak fluctuation analysis and immunohistochemistry, we have provided evidence that the decreased amplitude reflects a decrease in the quantal size per mf-CA3 synapse and in the number of active synaptic sites. Furthermore, we analyzed the time course of structural maturation of CA3 synapses by confocal imaging of YFP-expressing cells followed by tridimensional (3D) anatomical reconstruction of thorny excrescences and presynaptic boutons. We show that major changes in synaptic structures occur subsequently to the sharp increase in synaptic transmission, and more importantly that the course of structural maturation of synaptic elements is impaired in GluK2(-)/(-) mice. This study highlights how a mutation in a gene linked to intellectual disability in the human may lead to a transient reduction of synaptic strength during postnatal development, impacting on the proper formation of neural circuits linked to memory.",2019,https://scholar.google.com.br/,no
1867,Preliminary effects of parent-implemented behavioural interventions for stereotypy.,"OBJECTIVE: The purpose of our study was to replicate and extend previous research on using multicomponent behavioural interventions designed to reduce engagement in stereotypy by examining their effects when implemented by parents over several months. METHODS: We used an alternating treatment design to examine the effects of the parent-implemented interventions on engagement in stereotypy and appropriate behaviour in three children with autism and other developmental disabilities. RESULTS: The parent-implemented multicomponent treatments reduced vocal stereotypy in all three participants and increased engagement in appropriate behaviour in two participants. These effects persisted up to 24 weeks following the parent training sessions. CONCLUSIONS: Altogether, our preliminary results support (a) the involvement of parents as behaviour change agents to reduce engagement in stereotypy and (b) the scheduling of regular, but infrequent (i.e. weekly to monthly), follow-up meetings to monitor the effects of behavioural interventions in outpatient and home-based service delivery models.",2019,https://scholar.google.com.br/,no
1868,Neurobiological effects of the green tea constituent theanine and its potential role in the treatment of psychiatric and neurodegenerative disorders.,"Theanine (n-ethylglutamic acid), a non-proteinaceous amino acid component of green and black teas, has received growing attention in recent years due to its reported effects on the central nervous system. It readily crosses the blood-brain barrier where it exerts a variety of neurophysiological and pharmacological effects. Its most well-documented effect has been its apparent anxiolytic and calming effect due to its up-regulation of inhibitory neurotransmitters and possible modulation of serotonin and dopamine in selected areas. It has also recently been shown to increase levels of brain-derived neurotrophic factor. An increasing number of studies demonstrate a neuroprotective effects following cerebral infarct and injury, although the exact molecular mechanisms remain to be fully elucidated. Theanine also elicits improvements in cognitive function including learning and memory, in human and animal studies, possibly via a decrease in NMDA-dependent CA1 long-term potentiation (LTP) and increase in NMDA-independent CA1-LTP. Furthermore, theanine administration elicits selective changes in alpha brain wave activity with concomitant increases in selective attention during the execution of mental tasks. Emerging studies also demonstrate a promising role for theanine in augmentation therapy for schizophrenia, while animal models of depression report positive improvements following theanine administration. A handful of studies are beginning to examine a putative role in attention deficit hyperactivity disorder, and theoretical extrapolations to a therapeutic role for theanine in other psychiatric disorders such as anxiety disorders, panic disorder, obsessive compulsive disorder (OCD), and bipolar disorder are discussed.",2019,https://scholar.google.com.br/,no
1869,A genomic point-of-view on environmental factors influencing the human brain methylome.,"The etiologic paradigm of complex human disorders such as autism is that genetic  and environmental risk factors are independent and additive, but the interactive effects at the epigenetic interface are largely ignored. Genomic technologies have radically changed perspective on the human genome and how the epigenetic interface may impact complex human disorders. Here, I review recent genomic, environmental, and epigenetic findings that suggest a new paradigm of ""integrative genomics"" in which genetic variation in genomic size may be impacted by dietary and environmental factors that influence the genomic saturation of DNA methylation. Human genomes are highly repetitive, but the interface of large-scale genomic differences with environmental factors that alter the DNA methylome such as dietary folate is under-explored. In addition to obvious direct effects of some environmental toxins on the genome by causing chromosomal breaks, non-mutagenic toxin exposures correlate with DNA hypomethylation that can lead to rearrangements between repeats or increased retrotransposition. Since human neurodevelopment appears to be particularly sensitive to alterations in epigenetic pathways, a further focus will be on how developing neurons may be particularly impacted by even subtle alterations to DNA methylation and proposing new directions towards understanding the quixotic etiology of autism by integrative genomic approaches.",2019,https://scholar.google.com.br/,no
1870,ADHD in context: Young adults' reports of the impact of occupational environment  on the manifestation of ADHD.,"Does changing context play a role in the decline in ADHD symptoms in adulthood? Insufficient research has explored the functioning of adults with ADHD. As adults, individuals with ADHD have significantly more latitude to control aspects of their day-to-day environments. Do the new contexts young adults find themselves in alter their experience of ADHD? Are there particular occupational or educational contexts in which young adults report functioning better than others? To examine this issue, we conducted semi-structured interviews at four North American sites in 2010-11 with 125 young adults, originally diagnosed with ADHD as children, regarding their work and post-secondary educational environments. Many subjects describe their symptoms as context-dependent. In some contexts, participants report feeling better able to focus, in others, their symptoms-such as high energy levels-become strengths rather than liabilities. Modal descriptions included tasks that were stressful and challenging, novel and required multitasking, busy and fast-paced, physically demanding or hands-on, and/or intrinsically interesting. Consistent with a developmental psychopathology framework, ADHD is experienced as arising from an interaction between our subjects and their environments. These findings demonstrate the need to account for the role of context in our understanding of ADHD as a psychiatric disorder, especially as it manifests in young adulthood.",2019,https://scholar.google.com.br/,no
1871,What animals can teach clinicians about the hippocampus.,"Abnormalities in hippocampal structure and function have been reported in a number of human neuropathological and neurodevelopmental disorders, including Alzheimer's disease, autism spectrum disorders, Down syndrome, epilepsy, and schizophrenia. Given the complexity of these disorders, animal studies are invaluable and remain to date irreplaceable, providing fundamental knowledge regarding the basic mechanisms underlying normal and pathological human brain structure and function. However, there is a prominent ill-conceived view in current research that scientists should be restricted to using animal models of human diseases that can lead to results applicable to humans within a few years. Although there is no doubt that translational studies of this kind are important and necessary, limiting animal studies to applicable questions is counterproductive and will ultimately lead to a lack of knowledge and an inability to address human health problems. Here, we discuss findings regarding the normal postnatal development of the monkey hippocampal formation, which provide an essential framework to consider the etiologies of different neuropathological disorders affecting human hippocampal structure and function. We focus on studies of gene expression in distinct hippocampal regions that shed light on some basic mechanisms that might contribute to the etiology of schizophrenia. We argue that researchers, as well as clinicians, should not consider the use of animals in research only as 'animal models' of human diseases, as they will continue to need and benefit from a better understanding of the normal structure and functions of the hippocampus in 'model animals'.",2019,https://scholar.google.com.br/,no
1872,Computer-assisted management of attention-deficit/hyperactivity disorder.,"OBJECTIVES: Medication management of attention-deficit/hyperactivity disorder (ADHD) is often suboptimal. We examined whether (1) brief physician training plus computer-assisted medication management led to greater reduction in ADHD symptoms and (2) adherence to the recommended titration protocol produced greater symptomatic improvement. METHODS: A randomized medication trial was conducted that included 24 pediatric practices. Children who met criteria for ADHD were randomly assigned by practice to treatment-as-usual or a specialized care group in which physicians received 2 hours of didactic training on medication management of ADHD plus training on a software program to assist in monitoring improvement. Parent and teacher reports were obtained before treatment and 4, 9, and 12 months after starting medication. RESULTS: Children in both specialized care and treatment-as-usual groups improved on the ADHD Rating Scales and SNAP-IV, but there were no group differences in improvement rates. Brief physician training alone did not produce improvements. When recommended titration procedures were followed, however, outcomes were better for total and inattentive ADHD symptoms on both the ADHD Rating Scales and SNAP-IV parent and teacher scales. Results were not attributable to discontinuation because of adverse effects or failure to find an effective medication dose. CONCLUSIONS: Brief physician training alone did not lead to reductions in ADHD symptoms, but adherence to a protocol that involved titration until the child's symptoms were in the average range and had shown a reliable change led to better symptom reduction. Computer-assisted medication management can contribute to better treatment outcomes in primary care medication treatment of ADHD.",2019,https://scholar.google.com.br/,no
1873,Pharmacokinetics of methylphenidate after oral administration of immediate and sustained-release preparations in Beagle dogs.,"Methylphenidate (MPH) is a drug administered either as an immediate- or sustained-release preparation for the treatment of attention deficit hyperactivity disorder in humans. The aim of this study was to determine the pharmacokinetics of two different MPH formulations in the dog. Eight dogs were randomly assigned to two treatment groups using a two-part randomised, cross-over experimental design. Each subject received a single dose of 20 mg d,l-MPH as an immediate- (IR) or sustained-release (SR) tablet. Blood was collected at specific times, and the plasma concentrations of d,l-MPH were evaluated using high performance liquid chromatography. There were no adverse effects following the oral administration of d,l-MPH in either the IR or SR groups, apart from mild hyperkinesia which was observed in some of the IR group. The plasma concentration data of d,l-MPH were best described by a one-compartment model. There were significant differences in the maximum concentration (C(max)), time to C(max) (T(max)), area under the curve (AUC) and clearance (Cl) between the two formulations. The relative bioavailability of the SR formulation was 30.58+/-13.73{\%} and, despite low drug plasma concentrations, the SR formulation resulted in uniform plasma concentrations of d,l-MPH. However, the dose rate of the SR formulation used in this study resulted in plasma concentrations that were below effective levels for clinical efficacy, so further studies are required to confirm the suitability of higher dose rates for clinical use.",2019,https://scholar.google.com.br/,no
1874,Drosophila modifier screens to identify novel neuropsychiatric drugs including aminergic agents for the possible treatment of Parkinson's disease and depression.,"Small molecules that increase the presynaptic function of aminergic cells may provide neuroprotection in Parkinson's disease (PD) as well as treatments for attention deficit hyperactivity disorder (ADHD) and depression. Model genetic organisms such as Drosophila melanogaster may enhance the detection of new drugs via modifier or 'enhancer/suppressor' screens, but this technique has not been applied to processes relevant to psychiatry. To identify new aminergic drugs in vivo, we used a mutation in the Drosophila vesicular monoamine transporter (dVMAT) as a sensitized genetic background and performed a suppressor screen. We fed dVMAT mutant larvae approximately 1000 known drugs and quantitated rescue (suppression) of an amine-dependent locomotor deficit in the larva. To determine which drugs might specifically potentiate neurotransmitter release, we performed an additional secondary screen for drugs that require presynaptic amine storage to rescue larval locomotion. Using additional larval locomotion and adult fertility assays, we validated that at least one compound previously used clinically as an antineoplastic agent potentiates the presynaptic function of aminergic circuits. We suggest that structurally similar agents might be used to development treatments for PD, depression and ADHD, and that modifier screens in Drosophila provide a new strategy to screen for neuropsychiatric drugs. More generally, our findings demonstrate the power of physiologically based screens for identifying bioactive agents for select neurotransmitter systems.",2019,https://scholar.google.com.br/,no
1875,Father involvement and maternal depressive symptoms in families of children with  disabilities or delays.,"This study examined the longitudinal association between fathers' early involvement in routine caregiving, literacy, play, and responsive caregiving activities at 9 months and maternal depressive symptoms at 4 years. Data for 3,550 children and their biological parents were drawn from the Early Childhood Longitudinal Study-Birth Cohort data set. Analyses in a structural equation modeling framework examined whether the association between father involvement and maternal depressive symptoms differed for families of children with autism spectrum disorder (ASD) and for families of children with other disabilities or delays from families of children who were typically developing. Results indicated that father literacy and responsive caregiving involvement were associated with lower levels of depressive symptoms for mothers of children with ASD. These findings indicate that greater father involvement may benefit families of children with ASD and highlight the need to support and encourage service providers to work with fathers.",2019,https://scholar.google.com.br/,no
1876,The Effects of the Cool Versus Not Cool Procedure to Teach Social Game Play to Individuals Diagnosed with Autism Spectrum Disorder.,"This study evaluated the utility of the cool versus not cool procedure for teaching three structured indoor games to eight children diagnosed with autism spectrum disorder (ASD). The study took place as part of a social skills group for individuals diagnosed with ASD, and this study was one component of that group. The cool versus not cool procedure consisted of the teacher demonstrating each game the cool (i.e., appropriate) and not cool (i.e., inappropriate) way and having the participants provide a rationale as to why the demonstration was either cool or not cool. This was followed by giving the participants the opportunity to role-play the game in front of the group. The teachers utilized unprompted performance probes with no programmed reinforcement to create opportunities for the participants to display the targeted behavior (s). A multiple baseline design across behaviors and replicated across participants was utilized. The results indicated that seven of the eight participants mastered each of the games taught.",2019,https://scholar.google.com.br/,no
1877,Applied Cliplets-based half-dynamic videos as intervention learning materials to  attract the attention of adolescents with autism spectrum disorder to improve their perceptions and judgments of the facial expressions and emotions of others.,"BACKGROUND: Autism spectrum disorders (ASD) are characterized by a reduced ability to understand the emotional expressions on other people's faces. Increasing evidence indicates that children with ASD might not recognize or understand crucial nonverbal behaviors, which likely causes them to ignore nonverbal gestures and social cues, like facial expressions, that usually aid social interaction. OBJECTIVE: In this study, we used software technology to create half-static and dynamic video materials to teach adolescents with ASD how to become aware of six basic facial expressions observed in real situations. METHODS: This intervention system provides a half-way point via a dynamic video of a specific element within a static-surrounding frame to strengthen the ability of the six adolescents with ASD to attract their attention on the relevant dynamic facial expressions and ignore irrelevant ones. RESULTS: Using a multiple baseline design across participants, we found that the intervention learning system provided a simple yet effective way for adolescents with ASD to attract their attention on the nonverbal facial cues, the intervention helped them better understand and judge others' facial emotions. CONCLUSION: We conclude that the limited amount of information with structured and specific close-up visual social cues helped the participants improve judgments of the emotional meaning of the facial expressions of others.",2019,https://scholar.google.com.br/,no
1878,Association of comorbid anxiety with social functioning in school-age children with and without attention-deficit/hyperactivity disorder (ADHD).,"Although attention-deficit/hyperactivity disorder (ADHD) is frequently comorbid with disruptive behavior disorders, less is known about ADHD and comorbid anxiety. To improve understanding about the association of anxiety and social functioning, we studied 223 6 to 9 year-old ethnically diverse boys and girls (M=7.4 years) with and without ADHD. According to parents, children with ADHD and anxiety (n=46) and ADHD only (n=71) were consistently less socially competent than comparison children (i.e., no anxiety and ADHD: n=80) and children with anxiety only (n=26), who did not differ from one another. A similar pattern emerged for teacher ratings where youth with ADHD only and ADHD with anxiety exhibited the most social problems, but they did not differ from each other. These data suggest that comorbid anxiety does not exacerbate social dysfunction among 6 to 9 year-old children with ADHD. We consider findings within a developmental psychopathology framework to further understand social development in children with ADHD and anxiety.",2019,https://scholar.google.com.br/,no
1879,Interactive association of dopamine receptor (DRD4) genotype and ADHD on alcohol  expectancies in children.,"Positive and negative alcohol expectancies (AEs) are beliefs about the consequences of alcohol use (e.g., happy, sad, lazy) and they predict patterns of adolescent and adult alcohol engagement in clinical and nonclinical samples. However, significantly less is known about predictors of AE in children, despite significant variability in AE early in and across development. To identify temporally ordered risk factors that precede AE, we evaluated the independent and interactive association of the functional 7-repeat polymorphism of the dopamine D4 receptor (DRD4) genotype and attention-deficit/hyperactivity disorder (ADHD) with respect to individual differences in positive-social, negative-arousal, sedated/impaired, and wild/crazy AE in school-age children (N = 149) prospectively followed from 6-9 to 8-13 years of age. Controlling for age, sex, and wave, DRD4 7+ carriers reported more wild/crazy AE, but DRD4 was unrelated to the remaining AE domains. ADHD symptoms independently predicted higher negative-arousal, sedated/impaired, and wild/crazy AE, but not positive-social. We also observed a significant interaction in which ADHD symptoms positively predicted wild/crazy AE only in youth with the 7-repeat DRD4 genotype, the same interaction marginally predicted sedated/impaired AE. No interactive effects were observed for the remaining AE domains. These preliminary results suggest that, among DRD4 youth, early ADHD symptoms predict that children will expect alcohol to have wild/crazy effects. We consider these results within a developmental framework to better understand pathways to and from youth alcohol problems.",2019,https://scholar.google.com.br/,no
1880,A brain-computer interface based cognitive training system for healthy elderly: a randomized control pilot study for usability and preliminary efficacy.,"Cognitive decline in aging is a pressing issue associated with significant healthcare costs and deterioration in quality of life. Previously, we reported the successful use of a novel brain-computer interface (BCI) training system in improving symptoms of attention deficit hyperactivity disorder. Here, we examine the feasibility of the BCI system with a new game that incorporates memory training in improving memory and attention in a pilot sample of healthy elderly. This study investigates the safety, usability and acceptability of our BCI system to elderly, and obtains an efficacy estimate to warrant a phase III trial. Thirty-one healthy elderly were randomized into intervention (n = 15) and waitlist control arms (n = 16). Intervention consisted of an 8-week training comprising 24 half-hour sessions. A usability and acceptability questionnaire was administered at the end of training. Safety was investigated by querying users about adverse events after every session. Efficacy of the system was measured by the change of total score from the Repeatable Battery for the Assessment of Neuropsychological Status (RBANS) before and after training. Feedback on the usability and acceptability questionnaire was positive. No adverse events were reported for all participants across all sessions. Though the median difference in the RBANS change scores between arms was not statistically significant, an effect size of 0.6SD was obtained, which reflects potential clinical utility according to Simon's randomized phase II trial design. Pooled data from both arms also showed that the median change in total scores pre and post-training was statistically significant (Mdn = 4.0, p{\textless}0.001). Specifically, there were significant improvements in immediate memory (p = 0.038), visuospatial/constructional (p = 0.014), attention (p = 0.039), and delayed memory (p{\textless}0.001) scores. Our BCI-based system shows promise in improving memory and attention in healthy elderly, and appears to be safe, user-friendly and acceptable to senior users. Given the efficacy signal, a phase III trial is warranted. TRIAL REGISTRATION: ClinicalTrials.gov NCT01661894.",2019,https://scholar.google.com.br/,no
1881,Advanced pharmacotherapy evidenced by pathogenesis of autism spectrum disorder.,"In clinical practice, pharmacological treatment is mostly focused on behavioral symptoms in everyday life. Nevertheless, persistent effort continues to develop medication for causal treatment. Recent changes in diagnostic criteria from Diagnostic and Statistical Manual of Mental Disorders, 4th edition, text revision (DSM-IV-TR) to DSM-5 would affect not only diagnosing approaches, but also therapeutic approaches. Because previous pervasive developmental disorders have been integrated into a single entity, the autism spectrum disorder (ASD), we have to prepare for what medications are valuable for the ASD. In this article, we reviewed the following etiological treatment: acetylcholine and glutamate related medicine, amino acid medicine such as secretin, endogenous opioid, and oxytocin, complementary and alternative medicine such as chelating agents, vitamins, and omega-3, promising drugs related to the scope of pharmacogenetics currently under study.",2019,https://scholar.google.com.br/,no
1882,"The Integration of the Neurosciences, Child Public Health, and Education Practice: Hemisphere-Specific Remediation Strategies as a Discipline Partnered Rehabilitation Tool in ADD/ADHD.","ADD/ADHD is the most common and most studied neurodevelopmental problem. Recent statistics from the U.S. Center for Disease Control state that 11{\%} or approximately one out of every nine children in the US and one in five high school boys are diagnosed with ADD/ADHD. This number is thought to be increasing at around 15-20{\%} per year. The US National Institute of Mental Health's Multi-modal Treatment Study has shown that medication has no long-term benefit for those with ADHD. To effectively address ADD/ADHD from within the framework of child public health, an interdisciplinary strategy is necessary that is based on a neuroeducational model that can be readily implemented on a large-scale within the educational system. This study is based on previous findings that ADD/ADHD children possess underactivity between sub-cortical and cortical regions. An imbalance of activity or arousal in one area can result in functional disconnections similar to that seen in split-brain patients. Since ADD/ADHD children exhibit deficient performance on tests developed to measure perceptual laterality, evidence of weak laterality or failure to develop laterality has been found across various modalities (auditory, visual, tactile). This has reportedly resulted in abnormal cerebral organization and ineffective cortical specialization necessary for the development of language and non-language function. This pilot study examines groups of ADD/ADHD and control elementary school children all of whom were administered all of the subtests of the Wechsler Individual Achievement Tests, the Brown Parent Questionnaire, and given objective performance measures on tests of motor and sensory coordinative abilities. Results measured after a 12-week remediation program aimed at increasing the activity of the hypothesized underactive right hemisphere function, yielded significant improvement of greater than 2 years in grade level in all domains except in mathematical reasoning. The treated group also displayed a significant improvement in behavior with a reduction in Brown scale behavioral scores. Non-treated control participants did not exhibit significant differences during the same 12 week period in academic measurements. Controls were significantly different from treatment participants in all domains after a 12-week period. The non-treatment group also demonstrated an increase in behavioral scores and increased symptoms of ADD/ADHD over the same time period when compared to the treated group. Results are discussed in the context of the concept of functional disconnectivity in ADD/ADHD children.",2019,https://scholar.google.com.br/,no
1883,Risperidone use in autism spectrum disorders: a retrospective review of a clinic-referred patient population.,"Risperidone is widely used in children with autism spectrum disorders for behavioral modification. In this study, the authors aimed to (1) describe a clinic-referred sample of patients with an autism spectrum disorder on risperidone, (2) identify differences between the success and nonsuccess groups, and (3) describe our experience with young children ({\textless} age 5 years) on risperidone. Eighty patients were initiated on risperidone. Indications included aggression (66{\%}), impulsivity (14{\%}), and stereotypies (4{\%}). Sixty-six percent met criteria for success at 6 months and 53{\%} at 1 year. Sixty-seven percent of the nonsuccess group reported side effects, compared to 47{\%} of the success group. Weight gain was the most common side effect in both groups, followed by somnolence. Somnolence was the most robust predictor of nonsuccess. In our clinic-referred sample, the short-term success rate of risperidone was more than 50{\%}, and side effects limited its use. Although weight gain was common, somnolence more significantly influenced treatment discontinuation.",2019,https://scholar.google.com.br/,no
1884,Sex-dependent behavioral effects of Mthfr deficiency and neonatal GABA potentiation in mice.,"The methylenetetrahydrofolate reductase (Mthfr) gene and/or abnormal homocysteine-folate metabolism are associated with increased risk for birth defects and neuropsychiatric diseases. In addition, disturbances of the GABAergic system in the brain as well as Mthfr polymorphism are associated with neurodevelopmental disorders such as schizophrenia and autism. In the present study we performed behavioral phenotyping of male and female Mthfr mice (wild type and their heterozygous littermates). The present study addresses two main questions: (1) genetic susceptibility, as examined by effects of Mthfr deficiency on behavior (Experiment 1) and (2) possible gene-drug interactions as expressed by behavioral phenotyping of Mthfr-deficient mice neonatally exposed to the GABA potentiating drug GVG (Experiment 2). Newborn development was slightly influenced by Mthfr genotype per se (Experiment 1), however the gene-drug interaction similarly affected reflex development in both male and female offspring (Experiment 2). Hyperactivity was demonstrated in Mthfr heterozygous male mice (Experiment 1) and due to GVG treatment in both Wt and Mthfr+/- male and female mice (Experiment 2). The gene-environment interaction did not affect anxiety-related behavior of male mice (Experiment 2). In female mice, gene-treatment interactions abolished the reduced anxiety observed due to GVG treatment and Mthfr genotype (Experiment 2). Finally, recognition memory of adult mice was impaired due to genotype, treatment and the gene-treatment combination in a sex-independent manner (Experiment 2). Overall, Mthfr deficiency and/or GABA potentiation differentially affect a spectrum of behaviors in male and female mice. This study is the first to describe behavioral phenotypes due to Mthfr genotype, GVG treatment and the interaction between these two factors. The behavioral outcomes suggest that Mthfr deficiency modulates the effects of GABA potentiating drugs. These findings suggest that future treatment strategies should consider a combination of genotyping with drug regimens.",2019,https://scholar.google.com.br/,no
1885,Initial severity and efficacy of risperidone in autism: Results from the RUPP trial.,"BACKGROUND: Risperidone is a common psychopharmacological treatment for irritability in autism spectrum disorder (ASD). It is not well-established how effective risperidone is across the initial symptom severity range. This study aims to examine the influence of baseline severity on the efficacy of risperidone in the treatment of ASD. METHODS: Participants were from the NIMH funded RUPP multisite, randomized, double-blind trial that compared risperidone to placebo to treat autistic disorder with severe tantrums, aggression, or self-injury. Participants were aged 5 to 17, and randomly assigned to risperidone (n=49) or placebo (n=52). Baseline and change scores were computed with the Aberrant Behavior Checklist (ABC) parent assessed scales with irritability as the primary outcome, as well as the clinician assessed ABC Irritability subscale, and Clinical Global Impression Scale. RESULTS: The relationship between baseline severity and change scores for the risperdone and placebo groups was examined with eight competing three-level mixed-effects models for repeated measure models. Significant (P{\textless}0.01) interactions between treatment and baseline severity were observed for parent ABC ratings of irritability and lethargy only. Greater magnitudes of the differences between risperidone and placebo were observed from moderate to very severe baseline severity on irritability and lethargy. Initial severity values over approximately 30 had a strong effect on symptom change [irritability: effect size (ES)=1.9, number needed to treat (NNT)=2, lethargy ES=0.9, NNT=5]. CONCLUSIONS: Parents may expect benefits of risperidone on irritability and lethargy with moderate to severe symptoms of ASD. TRIAL REGISTRATION: Registry name: ClinicalTrials.gov, trial identifier: NCT00005014, URL: http://www.clinicaltrials.gov/ct2/show/NCT00005014?term=NCT00005014{\&}rank=1, registered on March 31, 2000.",2019,https://scholar.google.com.br/,no
1886,Identification of Human Neuronal Protein Complexes Reveals Biochemical Activities and Convergent Mechanisms of Action in Autism Spectrum Disorders.,"The prevalence of autism spectrum disorders (ASDs) is rapidly growing, yet its molecular basis is poorly understood. We used a systems approach in which ASD candidate genes were mapped onto the ubiquitous human protein complexes and the resulting complexes were characterized. The studies revealed the role of histone deacetylases (HDAC1/2) in regulating the expression of ASD orthologs in the embryonic mouse brain. Proteome-wide screens for the co-complexed subunits with HDAC1 and six other key ASD proteins in neuronal cells revealed a protein interaction network, which displayed preferential expression in fetal brain development, exhibited increased deleterious mutations in ASD cases, and were strongly regulated by FMRP and MECP2 causal for Fragile X and Rett syndromes, respectively. Overall, our study reveals molecular components in ASD, suggests a shared mechanism between the syndromic and idiopathic forms of ASDs, and provides a systems framework for analyzing complex human diseases.",2019,https://scholar.google.com.br/,no
1887,Integrated systems analysis reveals a molecular network underlying autism spectrum disorders.,"Autism is a complex disease whose etiology remains elusive. We integrated previously and newly generated data and developed a systems framework involving the interactome, gene expression and genome sequencing to identify a protein interaction module with members strongly enriched for autism candidate genes. Sequencing of 25 patients confirmed the involvement of this module in autism, which was subsequently validated using an independent cohort of over 500 patients. Expression of this module was dichotomized with a ubiquitously expressed subcomponent and another subcomponent preferentially expressed in the corpus callosum, which was significantly affected by our identified mutations in the network center. RNA-sequencing of the corpus callosum from patients with autism exhibited extensive gene mis-expression in this module, and our immunochemical analysis showed that the human corpus callosum is predominantly populated by oligodendrocyte cells. Analysis of functional genomic data further revealed a significant involvement of this module in the development of oligodendrocyte cells in mouse brain. Our analysis delineates a natural network involved in autism, helps uncover novel candidate genes for this disease and improves our understanding of its molecular pathology.",2019,https://scholar.google.com.br/,no
1888,Abnormal surface morphology of the central sulcus in children with attention-deficit/hyperactivity disorder.,"The central sulcus (CS) divides the primary motor and somatosensory areas, and its three-dimensional (3D) anatomy reveals the structural changes of the sensorimotor regions. Attention-deficit/hyperactivity disorder (ADHD) is a neurodevelopmental disorder that is associated with sensorimotor and executive function deficits. However, it is largely unknown whether the morphology of the CS alters due to inappropriate development in the ADHD brain. Here, we employed the sulcus-based morphometry approach to investigate the 3D morphology of the CS in 42 children whose ages spanned from 8.8 to 13.5 years (21 with ADHD and 21 controls). After automatic labeling of each CS, we computed seven regional shape metrics for each CS, including the global average length, average depth, maximum depth, average span, surface area, average cortical thickness, and local sulcal profile. We found that the average depth and maximum depth of the left CS as well as the average cortical thickness of bilateral CS in the ADHD group were significantly larger than those in the healthy children. Moreover, significant between-group differences in the sulcal profile had been found in middle sections of the CSs bilaterally, and these changes were positively correlated with the hyperactivity-impulsivity scores in the children with ADHD. Altogether, our results provide evidence for the abnormity of the CS anatomical morphology in children with ADHD due to the structural changes in the motor cortex, which significantly contribute to the clinical symptomatology of the disorder.",2019,https://scholar.google.com.br/,no
1889,Control of Transmembrane Protein Diffusion within the Postsynaptic Density Assessed by Simultaneous Single-Molecule Tracking and Localization Microscopy.,"Postsynaptic transmembrane proteins are critical elements of synapses, mediating  trans-cellular contact, sensitivity to neurotransmitters and other signaling molecules, and flux of Ca and other ions. Positioning and mobility of each member of this large class of proteins is critical to their individual function at the synapse. One critical example is that the position of glutamate receptors within the postsynaptic density (PSD) strongly modulates their function by aligning or misaligning them with sites of presynaptic vesicle fusion. In addition, the regulated ability of receptors to move in or out of the synapse is critical for activity-dependent plasticity. However, factors that control receptor mobility within the boundaries of the synapse are not well understood. Notably, PSD scaffold molecules accumulate in domains much smaller than the synapse. Within these nanodomains, the density of proteins is considerably higher than that of the synapse as a whole, so high that steric hindrance is expected to reduce receptor mobility substantially. However, while numerical modeling has demonstrated several features of how the varying protein density across the face of a single PSD may modulate receptor motion, there is little experimental information about the extent of this influence. To address this critical aspect of synaptic organizational dynamics, we performed single-molecule tracking of transmembrane proteins using universal point accumulation-for-imaging-in-nanoscale-topography (uPAINT) over PSDs whose internal structure was simultaneously resolved using photoactivated localization microscopy (PALM). The results provide important experimental confirmation that PSD scaffold protein density strongly influences the mobility of transmembrane proteins. A protein with a cytosolic domain that does not bind PSD-95 was still slowed in regions of high PSD-95 density, suggesting that crowding by scaffold molecules and perhaps other proteins is sufficient to stabilize receptors even in the absence of binding. Because numerous proteins thought to be involved in establishing PSD structure are linked to disorders including autism and depression, this motivates further exploration of how PSD nanostructure is created. The combined application PALM and uPAINT should be invaluable for distinguishing the interactions of mobile proteins with their nano-environment both in synapses and other cellular compartments.",2019,https://scholar.google.com.br/,no
1890,The role of mirroring and mentalizing networks in mediating action intentions in  autism.,"BACKGROUND: The ability to interpret agents' intent from their actions is a vital skill in successful social interaction. However, individuals with autism spectrum disorders (ASD) have been found to have difficulty in attributing intentions to others. The present study investigated the neural mechanisms of inferring intentions from actions in individuals with ASD. METHODS: Functional magnetic resonance imaging (fMRI) data were acquired from 21 high-functioning young adults with ASD and 22 typically developing (TD) control participants, while making judgments about the means (how an action is performed) and intention (why an action is performed) of a model's actions. RESULTS: Across both groups of participants, the middle and superior temporal cortex, extending to temporoparietal junction, and posterior cingulate cortex, responded significantly to inferring the intent of an action, while inferior parietal lobule and occipital cortices were active for judgments about the means of an action. Participants with ASD had significantly reduced activation in calcarine sulcus and significantly increased activation in left inferior frontal gyrus, compared to TD peers, while attending to the intentions of actions. Also, ASD participants had weaker functional connectivity between frontal and posterior temporal regions while processing intentions. CONCLUSIONS: These results suggest that processing actions and intentions may not be mutually exclusive, with reliance on mirroring and mentalizing mechanisms mediating action understanding. Overall, inferring information about others' actions involves activation of the mirror neuron system and theory-of-mind regions, and this activation (and the synchrony between activated brain regions) appears altered in young adults with ASD.",2019,https://scholar.google.com.br/,no
1891,Ornithine Transcarbamylase Deficiency,"Ornithine transcarbamylase (OTC) deficiency can occur as a severe neonatal-onset  disease in males (but rarely in females) and as a post-neonatal-onset (partial deficiency) disease in males and females. Males with severe neonatal-onset OTC deficiency are typically normal at birth but become symptomatic from hyperammonemia on day two to three of life and are usually catastrophically ill by the time they come to medical attention. After successful treatment of neonatal hyperammonemic coma these infants can easily become hyperammonemic again despite appropriate treatment, they typically require liver transplant by age six months to improve quality of life. Males and heterozygous females with post-neonatal-onset (partial) OTC deficiency can present from infancy to later childhood, adolescence, or adulthood. No matter how mild the disease, a hyperammonemic crisis can be precipitated by stressors and become a life-threatening event at any age and in any situation in life. For all individuals with OTC deficiency, typical neuropsychological complications include developmental delay, learning disabilities, intellectual disability, attention deficit hyperactivity disorder (ADHD), and executive function deficits. The diagnosis of OTC deficiency is established in a male proband with suggestive clinical and laboratory findings and/or at least ONE of the following: A hemizygous pathogenic variant in OTC by molecular genetic testing. A markedly abnormal increase of orotic acid excretion after an allopurinol challenge test. Decreased OTC enzyme activity in liver. The diagnosis of OTC deficiency is usually established in a female proband with the suggestive clinical and laboratory findings and/or with at least ONE of the following: A heterozygous pathogenic variant in OTC by molecular genetic testing. A markedly abnormal increase of orotic acid excretion after an allopurinol challenge test. Measurement of OTC enzyme activity in liver is not a reliable means of diagnosis in females. Treatment of manifestations: Treatment is best provided by a clinical geneticist and a nutritionist experienced in the treatment of metabolic disease, treatment of hyperammonemic coma should be provided by a team coordinated by a metabolic specialist in a tertiary care center experienced in the management of OTC deficiency. The mainstays of treatment of the acute phase are rapid lowering of the plasma ammonia level to {\textless}/=200 mumol/L (if necessary, with renal replacement therapy), use of ammonia scavenger treatment to allow excretion of excess nitrogen via alternative pathways, reversal of catabolism, and reducing the risk of neurologic damage. The goals of long-term treatment are to promote growth and development and to prevent hyperammonemic episodes. In severe, neonatal-onset urea cycle disorders, liver transplantation is typically performed by age six months to prevent further hyperammonemic crises and neurodevelopmental deterioration. In females and males with partial OTC deficiency liver transplant is typically considered in those who have frequent hyperammonemic episodes. Complications of OTC deficiency, including ADHD and learning disability/intellectual disability, are treated according to the standard of care for these conditions while monitoring for signs of liver disease. Prevention of primary manifestations: If neonatal-onset OTC deficiency is diagnosed prenatally, intravenous (IV) treatment with ammonia scavengers within a few hours of birth (before the ammonia level rises) can prevent a hyperammonemic crisis and coma. For preventive measures after the neonatal period see Treatment of manifestations. Prevention of secondary complications: Avoid over-restriction of protein/amino acids, use gastrostomy tube feedings as needed to help avoid malnutrition, practice careful hand hygiene among all who have contact with the affected individual to minimize risk of infection, give immunizations on the usual schedule, including annual flu vaccine, provide multivitamin and vitamin D supplementation, and use antipyretics appropriately (e.g., ibuprofen is preferred over acetaminophen because of the potential for liver toxicity). Surveillance: At the start of therapy, routine measurement of plasma ammonia and plasma amino acids. Assess liver function (depending on symptoms) every three to six months or more often when previously abnormal. Perform neuropsychological testing at the time of expected significant developmental milestones. Agents/circumstances to avoid: Valproate, haloperidol, systemic corticosteroids, fasting, and physical and psychological stress. Evaluation of relatives at risk: If the pathogenic variant in the family is known and if prenatal testing has not been performed, it is appropriate to perform biochemical and molecular genetic testing on at-risk newborns (males and females) as soon after birth as possible so that the appropriate treatment or surveillance (for those with the family-specific pathogenic variant) can be promptly established. If the pathogenic variant in the family is NOT known, biochemical analysis (plasma amino acid analysis, ammonia level), an allopurinol challenge test (in older individuals), and/or OTC enzyme activity measurement in liver (males only) can be performed. Preventive measures at birth should be instituted until such a time as the diagnosis can be ruled out. Pregnancy management: Heterozygous females are at risk of becoming catabolic during pregnancy and especially in the postpartum period. Those who are symptomatic need to be treated throughout pregnancy as necessary, those who are asymptomatic need to avoid catabolism in the peripartum and postpartum periods and should be treated as needed. OTC deficiency is inherited in an X-linked manner. If an affected male reproduces, none of his sons will be affected and all of his daughters will inherit the pathogenic variant and may or may not develop clinical symptoms related to the disorder. Heterozygous females have a 50{\%} chance of transmitting the pathogenic variant with each pregnancy: males who inherit the pathogenic variant will be affected, females who inherit the pathogenic variant may or may not develop clinical findings related to the disorder. Carrier testing for females at risk of being heterozygous and prenatal testing for pregnancies at increased risk are possible if the OTC pathogenic variant has been identified in an affected family member.",2019,https://scholar.google.com.br/,no
1892,Task-related default mode network modulation and inhibitory control in ADHD: effects of motivation and methylphenidate.,"BACKGROUND: Deficits characteristic of attention deficit/hyperactivity disorder (ADHD), including poor attention and inhibitory control, are at least partially alleviated by factors that increase engagement of attention, suggesting a hypodopaminergic reward deficit. Lapses of attention are associated with attenuated deactivation of the default mode network (DMN), a distributed brain system normally deactivated during tasks requiring attention to the external world. Task-related DMN deactivation has been shown to be attenuated in ADHD relative to controls. We hypothesised that motivational incentives to balance speed against restraint would increase task engagement during an inhibitory control task, enhancing DMN deactivation in ADHD. We also hypothesised that methylphenidate, an indirect dopamine agonist, would tend to normalise abnormal patterns of DMN deactivation. METHOD: We obtained functional magnetic resonance images from 18 methylphenidate-responsive children with ADHD (DSM-IV combined subtype) and 18 pairwise-matched typically developing children aged 9-15 years while they performed a paced Go/No-go task. We manipulated motivational incentive to balance response speed against inhibitory control, and tested children with ADHD both on and off methylphenidate. RESULTS: When children with ADHD were off-methylphenidate and task incentive was low, event-related DMN deactivation was significantly attenuated compared to controls, but the two groups did not differ under high motivational incentives. The modulation of DMN deactivation by incentive in the children with ADHD, off-methylphenidate, was statistically significant, and significantly greater than in typically developing children. When children with ADHD were on-methylphenidate, motivational modulation of event-related DMN deactivation was abolished, and no attenuation relative to their typically developing peers was apparent in either motivational condition. CONCLUSIONS: During an inhibitory control task, children with ADHD exhibit a raised motivational threshold at which task-relevant stimuli become sufficiently salient to deactivate the DMN. Treatment with methylphenidate normalises this threshold, rendering their pattern of task-related DMN deactivation indistinguishable from that of typically developing children.",2019,https://scholar.google.com.br/,no
1893,Designing AAC Research and Intervention to Improve Outcomes for Individuals with  Complex Communication Needs.,"There is a rapidly growing body of research that demonstrates the positive effects of augmentative and alternative communication (AAC) intervention on the communication of children and adults with complex communication needs. Despite the positive impact of many AAC interventions, however, many individuals with complex communication needs continue to experience serious challenges participating in educational, vocational, healthcare, and community environments. In this paper, we apply the framework proposed by the International Classification of Functioning, Disability and Health (ICF) to illustrate the need to re-think AAC intervention to improve outcomes for individuals with complex communication needs, and to foster a new generation of intervention research that will provide a solid foundation for improved services. Specifically, the paper emphasizes the need to take a more holistic view of communication intervention and highlights the following key principles to guide AAC intervention and research: (a) build on the individual's strengths and focus on the integration of skills to maximize communication, (b) focus on the individual's participation in real-world contexts,",2019,https://scholar.google.com.br/,no
1894,"Pharmacological rescue of Ras signaling, GluA1-dependent synaptic plasticity, and learning deficits in a fragile X model.","Fragile X syndrome, caused by the loss of Fmr1 gene function, is the most common  form of inherited mental retardation, with no effective treatment. Using a tractable animal model, we investigated mechanisms of action of a few FDA-approved psychoactive drugs that modestly benefit the cognitive performance in fragile X patients. Here we report that compounds activating serotonin (5HT) subtype 2B receptors (5HT2B-Rs) or dopamine (DA) subtype 1-like receptors (D1-Rs) and/or those inhibiting 5HT2A-Rs or D2-Rs moderately enhance Ras-PI3K/PKB signaling input, GluA1-dependent synaptic plasticity, and learning in Fmr1 knockout mice. Unexpectedly, combinations of these 5HT and DA compounds at low doses synergistically stimulate Ras-PI3K/PKB signal transduction and GluA1-dependent synaptic plasticity and remarkably restore normal learning in Fmr1 knockout mice without causing anxiety-related side effects. These findings suggest that properly dosed and combined FDA-approved psychoactive drugs may effectively treat the cognitive impairment associated with fragile X syndrome.",2019,https://scholar.google.com.br/,no
1895,A brain-computer interface based attention training program for treating attention deficit hyperactivity disorder.,"Attention deficit hyperactivity disorder (ADHD) symptoms can be difficult to treat. We previously reported that a 20-session brain-computer interface (BCI) attention training programme improved ADHD symptoms. Here, we investigated a new more intensive BCI-based attention training game system on 20 unmedicated ADHD children (16 males, 4 females) with significant inattentive symptoms (combined and inattentive ADHD subtypes). This new system monitored attention through a head band with dry EEG sensors, which was used to drive a feed forward game. The system was calibrated for each user by measuring the EEG parameters during a Stroop task. Treatment consisted of an 8-week training comprising 24 sessions followed by 3 once-monthly booster training sessions. Following intervention, both parent-rated inattentive and hyperactive-impulsive symptoms on the ADHD Rating Scale showed significant improvement. At week 8, the mean improvement was -4.6 (5.9) and -4.7 (5.6) respectively for inattentive symptoms and hyperactive-impulsive symptoms (both p{\textless}0.01). Cohen's d effect size for inattentive symptoms was large at 0.78 at week 8 and 0.84 at week 24 (post-boosters). Further analysis showed that the change in the EEG based BCI ADHD severity measure correlated with the change ADHD Rating Scale scores. The BCI-based attention training game system is a potential new treatment for ADHD. TRIAL REGISTRATION: ClinicalTrials.gov NCT01344044.",2019,https://scholar.google.com.br/,no
1896,The development of a multimedia online language assessment tool for young children with autism.,"This study aimed to provide early childhood special education professionals with  a standardized and comprehensive language assessment tool for the early identification of language learning characteristics (e.g., hyperlexia) of young children with autism. In this study, we used computer technology to develop a multi-media online language assessment tool that presents auditory or visual stimuli. This online comprehensive language assessment consists of six subtests: decoding, homographs, auditory vocabulary comprehension, visual vocabulary comprehension, auditory sentence comprehension, and visual sentence comprehension. Three hundred typically developing children and 35 children with autism from Tao-Yuan County in Taiwan aged 4-6 participated in this study. The Cronbach alpha values of the six subtests ranged from .64 to .97. The variance explained by the six subtests ranged from 14{\%} to 56{\%}, the current validity of each subtest with the Peabody Picture Vocabulary Test-Revised ranged from .21 to .45, and the predictive validity of each subtest with WISC-III ranged from .47 to .75. This assessment tool was also found to be able to accurately differentiate children with autism up to 92{\%}. These results indicate that this assessment tool has both adequate reliability and validity. Additionally, 35 children with autism have completed the entire assessment in this study without exhibiting any extremely troubling behaviors. However, future research is needed to increase the sample size of both typically developing children and young children with autism and to overcome the technical challenges associated with internet issues.",2019,https://scholar.google.com.br/,no
1897,Stimulant and atypical antipsychotic medications for children placed in foster homes.,"OBJECTIVES: The purpose of this study is to examine the use of prescribed psychoactive medications in a prospective cohort of children shortly after they entered foster homes, and to identify demographics, maltreatment history, psychiatric diagnoses including ADHD comorbidity, and level of aggression that contribute to prescribed use of stimulant and atypical antipsychotic medication over time. METHODS: The sample included N = 252 children (nested in 95 sibling groups) followed for three years up to 4 yearly waves. RESULTS: Nearly all (89{\%}) met criteria for at least one of eight psychiatric diagnoses and 31{\%} (75/252) used one or more prescribed psychoactive medications. Over half (55{\%}) were diagnosed with Attention Deficit Hyperactivity Disorder (ADHD), of these 38{\%} used stimulants and 36{\%} used atypical antipsychotics. Of the 75 medicated children, 19{\%} received {\textgreater}/=3 different classes of drugs over the course of the study. Stimulants (69{\%}) and atypical antipsychotics (65{\%}) were the most frequently used drugs among medicated children. Adjusted odds ratios (AOR) showed that male gender (AOR = 3.2, 95{\%} CI = 1.5-9.3), African American vs Latino ethnicity (AOR = 5.4, 95{\%} CI = 2.1-14.2), ADHD regardless of Oppositional Defiant (ODD) or Conduct (CD) comorbidity (AOR = 6.0, 95{\%} CI = 1.3-27.5), ODD or CD (AOR = 11.1, 95{\%} CI = 2.1-58.6), and Separation Anxiety (AOR = 2.0, 95{\%} CI = 1.0-4.0) psychiatric disorders were associated with the use of prescribed stimulants, while male gender (AOR = 3.8, 95{\%} CI = 1.5-9.3), African American vs Latino (AOR = 5.1, 95{\%} CI = 1.2-9.2) or Mixed/Other ethnicity (AOR = 3.3, 95{\%} CI = 1.9-13.7), ADHD regardless of ODD or CD comorbidity (AOR = 5.8, 95{\%} CI = 1.2-28.7), ODD or CD (AOR = 13.9, 95{\%} CI = 3.3-58.5), Major Depression/Dysthymia (AOR = 2.8, 95{\%} CI = 1.1-6.7) psychiatric disorders, and history of sexual abuse (AOR = 4.6, 95{\%} CI = 1.3-18.4) were associated with the use of prescribed atypical antipsychotics. CONCLUSION: The aggressive use of atypical antipsychotics, which has unknown metabolic risks, suggests that the efficacy and safety of such treatment strategies for psychiatrically ill children in foster care should be monitored.",2019,https://scholar.google.com.br/,no
1898,Adapting a robotics program to enhance participation and interest in STEM among children with disabilities: a pilot study.,"PURPOSE: Youth with disabilities are under-represented in science, technology, engineering, and math (STEM) in school and in the workforce. One encouraging approach to engage youth's interest in STEM is through robotics, however, such programs are mostly for typically developing youth. The purpose of this study was to understand the development and implementation of an adapted robotics program for children and youth with disabilities and their experiences within it. METHOD: Our mixed methods pilot study (pre- and post-workshop surveys, observations, and interviews) involved 41 participants including: 18 youth (aged 6-13), 12 parents and 11 key informants. The robotics program involved 6, two-hour workshops held at a paediatric hospital. RESULTS: Our findings showed that several adaptations made to the robotics program helped to enhance the participation of children with disabilities. Adaptations addressed the educational/curriculum, cognitive and learning, physical and social needs of the children. In regards to experiences within the adapted hospital program, our findings highlight that children enjoyed the program and learned about computer programming and building robots. CONCLUSIONS: Clinicians and educators should consider engaging youth with disabilities in robotics to enhance learning and interest in STEM. Implications for Rehabilitation Clinicians and educators should consider adapting curriculum content and mode of delivery of LEGO(R) robotics programs to include youth with disabilities. Appropriate staffing including clinicians and educators who are knowledgeable about youth with disabilities and LEGO(R) robotics are needed. Clinicians should consider engaging youth with disabilities in LEGO(R) to enhance learning and interest in STEM.",2019,https://scholar.google.com.br/,no
1899,[Association between mothers' body mass index before pregnancy or weight gain during pregnancy and autism in children].,"OBJECTIVE: To explore the relationship between mothers' body mass index (BMI) before pregnancy or weight gain during pregnancy and autism in children. METHODS: From 2013 to 2014, the 181 children with autism and 181 healthy children matched by sex and age from same area were included in this study. According to mothers' BMI before pregnancy, the selected cases were divided into 3 groups: low, normal and high group. Then 3 groups were divided into 3 subgroups based on mother' s weight gain during pregnancy: low, normal and high group, according to the recommendations of Institute of Medicine. Logistic regression analysis and chi(2) test were conducted with SPSS 18.0 software to analysis the relationship between mothers' BMI before pregnancy or weight gain during pregnancy and autism in children. RESULTS: The age and sex distributions of case group and control group were consistent (chi(2)=0.434, P{\textgreater}0.05). The mothers' BMI before pregnancy of case group was higher than that of control group (chi(2)=9.580, P{\textless}0.05) ,which was (21.28+/-3.80) kg/m(2) for case group and (19.87+/-2.83) kg/m(2) for control group. The proportion of cases in high BMI group (10.5{\%}) was much higher than that in control group (2.8{\%}) . The risk of children with autism in high BMI group was 3.7 times higher than that in normal BMI group (OR=3.71, 95{\%} CI: 1.34-10.24). In normal BMI group, the proportion of mothers who had excessive weight gain during pregnancy was higher in case group (44.1{\%}) than in control group (33.9{\%}). In high BMI group, the proportion of mothers who had excessive weight gain was higher in case group (52.6{\%}) than in control group (20.0{\%}) . In normal BMI group (chi(2) =8.690, P{\textless}0.05) and high BMI group (chi(2)=4.775, P{\textless}0.05), the weight gain during pregnancy was associated with autism in children. Logistic regression analysis showed that mothers' BMI before pregnancy (unadjusted OR=1.89, 95{\%} CI: 1.26-2.85, adjusted OR=1.52, 95{\%} CI: 1.19-2.27) and weight gain during pregnancy were the risk factors for autism in children (unadjusted OR=1.63, 95{\%} CI: 1.08-1.25, adjusted OR=1.64, 95{\%} CI: 1.21-2.21). CONCLUSION: Overweight or obesity before pregnancy and excessive weight gain during pregnancy were associated with autism in children, suggesting that women who plan to be pregnant should pay attention to body weight control.",2019,https://scholar.google.com.br/,no
1900,Factors associated with attention deficit/hyperactivity disorder among US children: results from a national survey.,"BACKGROUND: The purpose of this study was to investigate the association between  Attention Deficit/Hyperactivity Disorder (ADHD) and various factors using a representative sample of US children in a comprehensive manner. This includes variables that have not been previously studied such as watching TV/playing video games, computer usage, family member's smoking, and participation in sports. METHODS: This was a cross-sectional study of 68,634 children, 5-17 years old, from the National Survey of Children's Health (NSCH, 2007-2008). We performed bivariate and multivariate logistic regression analyses with ADHD classification as the response variable and the following explanatory variables: sex, race, depression, anxiety, body mass index, healthcare coverage, family structure, socio-economic status, family members' smoking status, education, computer usage, watching television (TV)/playing video games, participation in sports, and participation in clubs/organizations. RESULTS: Approximately 10{\%} of the sample was classified as having ADHD. We found depression, anxiety, healthcare coverage, and male sex of child to have increased odds of being diagnosed with ADHD. One of the salient features of this study was observing a significant association between ADHD and variables such as TV usage, participation in sports, two-parent family structure, and family members' smoking status. Obesity was not found to be significantly associated with ADHD, contrary to some previous studies. CONCLUSIONS: The current study uncovered several factors associated with ADHD at the national level, including some that have not been studied earlier in such a setting. However, we caution that due to the cross-sectional and observational nature of the data, a cause and effect relationship between ADHD and the associated factors can not be deduced from this study. Future research on ADHD should take into consideration these factors, preferably through a longitudinal study design.",2019,https://scholar.google.com.br/,no
1901,Cognitive effects of methylphenidate in healthy volunteers: a review of single dose studies.,"Methylphenidate (MPH), a stimulant drug with dopamine and noradrenaline reuptake  inhibition properties, is mainly prescribed in attention deficit hyperactivity disorder, is increasingly used by the general population, intending to enhance their cognitive function. In this literature review, we aim to answer whether this is effective. We present a novel way to determine the extent to which MPH enhances cognitive performance in a certain domain. Namely, we quantify this by a percentage that reflects the number of studies showing performance enhancing effects of MPH. To evaluate whether the dose-response relationship follows an inverted-U-shaped curve, MPH effects on cognition are also quantified for low, medium and high doses, respectively. The studies reviewed here show that single doses of MPH improve cognitive performance in the healthy population in the domains of working memory (65{\%} of included studies) and speed of processing (48{\%}), and to a lesser extent may also improve verbal learning and memory (31{\%}), attention and vigilance (29{\%}) and reasoning and problem solving (18{\%}), but does not have an effect on visual learning and memory. MPH effects are dose-dependent and the dose-response relationship differs between cognitive domains. MPH use is associated with side effects and other adverse consequences, such as potential abuse. Future studies should focus on MPH specifically to adequately asses its benefits in relation to the risks specific to this drug.",2019,https://scholar.google.com.br/,no
1902,[A longitudinal (3 years) study of the development of four children with autism without mental retardation after 90 sessions of social skills training].,"INTRODUCTION: Few studies on social skills training essentially based on ABA techniques are dedicated to children with autism aged 5 to 10 years whereas autistic disorders can be diagnosed in very early childhood. Generally, the main criticisms about these social skills training are: shortness of programs (around 20 sessions), no manual with precise descriptions of sessions and used techniques, and a lack of generalization of the learned skills in everyday life. OBJECTIVES: To describe the evolution (before/after) of symptoms and sociocommunicative skills of 7 children with autism and no mental retardation (mean age=7.08) who participated in 90 sessions (during 3 years) in a learning group of communication and socialization (or LGCS). METHOD: To develop these sessions, we referred to intellectual and verbal levels obtained by the children on The Wechsler Intelligence Scales. We proposed activities such as open discussion, telling about events or vacations, learning of and communicative social rules, social games, outdoor exercises at home or in parks/shops/supermarkets/restaurants with known/unknown children/adults/sellers. To target the social and communicative skills, we also referred to their intellectual level and to Assessment of basic language and learning skills (ABBLS). To practice these sessions, we referred to: (1) TEACCH cognitive ergonomics principles (Treatment and education of autistic and related communication handicapped children developed by Schopler), and especially (2) ABA techniques (Applied behavior analysis) which are rarely mentioned as such. In particular, we used techniques such as: (a) concrete reinforcements which were frequently evaluated, (b) precise levels of verbal incentives and (c) error corrections. To measure the changes, we assessed children with psychometric tests before and after 90 sessions (ADOS and VABS). RESULTS: The scores show significant improvements in autistic symptoms related to communication (ADOS, P=0.03) and significant improvements in both socialization and communication domains (VABS, P=0.00). From a symptomatic point of view (ADOS), we clinically observe better conversation skills and more social initiatives. About socialization and communication behaviors, parents reported (VABS): better listening, better verbal expression, more social relationships and a start of friendship for most of the children. CONCLUSION: This three-year longitudinal follow-up is the first known study about the evolution of children with autistic disorders after a great number of sessions of social skills training. It shows that it is possible to adapt social skills training to young children. In addition, our program and our results (VABS) show clear examples of generalization which is targeted as a weakness in the specialized studies. However, the absence of a control group and of a base line strongly limit our results in terms of effectiveness.",2019,https://scholar.google.com.br/,no
1903,Striatal volumes in pediatric bipolar patients with and without comorbid ADHD.,"The most prevalent comorbid disorder in pediatric bipolar disorder (BD) is attention-deficit/hyperactivity disorder (ADHD). As caudate volume abnormalities have been demonstrated in both BD and ADHD, this study sought to determine whether these findings could be attributed to separable effects from either diagnosis. High resolution anatomical magnetic resonance (MRI) images were obtained from youth in 4 groups: BD with comorbid ADHD (n=17), BD without comorbid ADHD (n=12), youth with ADHD alone (n=11), and healthy control subjects (n=24). Caudate, putamen, and globus pallidus volumes were manually traced for each subject using BrainImageJava software by a reliable rater blinded to diagnosis. There was a significant effect of diagnosis on striatal volumes, with ADHD associated with decreased caudate and putamen volumes, and BD associated with increased caudate, putamen, and globus pallidus volumes. Thus, the presence or absence of comorbid ADHD in patients with BD was associated with distinct alterations in caudate volumes, suggesting that these groups have different, but related, mechanisms of neuropathology.",2019,https://scholar.google.com.br/,no
1904,Neurological and Epigenetic Implications of Nutritional Deficiencies on Psychopathology: Conceptualization and Review of Evidence.,"In recent years, a role for epigenetic modifications in the pathophysiology of disease has received significant attention. Many studies are now beginning to explore the gene-environment interactions, which may mediate early-life exposure to risk factors, such as nutritional deficiencies and later development of behavioral problems in children and adults. In this paper, we review the current literature on the role of epigenetics in the development of psychopathology, with a specific focus on the potential for epigenetic modifications to link nutrition and brain development. We propose a conceptual framework whereby epigenetic modifications (e.g., DNA methylation) mediate the link between micro- and macro-nutrient deficiency early in life and brain dysfunction (e.g., structural aberration, neurotransmitter perturbation), which has been linked to development of behavior problems later on in life.",2019,https://scholar.google.com.br/,no
1905,"Evaluating the efficacy of different smoking policies in restaurants and bars in  Beijing, China: a four-year follow-up study.","INTRODUCTION: In 2006, the World Health Organization Framework Convention on Tobacco Control became effective in mainland China. In 2007, advocacy on voluntary smoking bans in restaurants was initiated in Beijing, and in 2008 the Beijing government implemented a smoking regulation, requiring big restaurants to prohibit or restrict smoking. OBJECTIVES: To evaluate the efficacy of different smoking policies adopted by Beijing restaurants and bars from 2006 to 2010. METHODS: The study conducted field observations of patron smoking behavior and monitored fine particulate matter from secondhand smoke (SHS PM) from 91, 85, 94 and 79 Beijing restaurants and bars in 2006, 2007, 2008 and 2010, respectively, during peak-patronage times, with overlaps of venues during each two years. Area nicotine sampling during peak patronage times and servers' personal nicotine sampling during their working shifts were also conducted in 2010. RESULTS: Smoking was nominally prohibited or restricted in 18{\%} of restaurants and bars monitored in 2006, in 11{\%} of venues in 2007, in 83{\%} of venues in 2008, and in 69{\%} of venues in 2010. However, smoking was observed in more than 40{\%} of the nominal nonsmoking venues/sections in 2008 and 2010. The median of observed patron active smoker density (ASD) was 0.24, 0.27, 0.00 and 0.10 active smokers per 100 m3 in 2006, 2007, 2008 and 2010, respectively. The median of SHS PM concentrations was 53, 83, 18 and 27 mug/m3, respectively. In 2010, both the median SHS PM and air nicotine concentrations in designated nonsmoking sections were about 40{\%} of those in designated smoking sections, according to simultaneous sampling in both sections. Servers' personal exposure to air nicotine was quite similar in venues with different nominal smoking policies. In the 15 venues followed from 2006 to 2010, SHS PM concentrations changed randomly from 2006 to 2007, decreased in most venues in 2008, and then increased to some extent in 2010. CONCLUSION: Voluntary smoking policy is rarely adopted and cannot protect people from SHS exposure in restaurants and bars. The 2008 Beijing governmental smoking regulation failed to significantly reduce SHS exposure shortly or two years after its implementation. Restricting smoking to designated sections cannot eliminate SHS exposure.",2019,https://scholar.google.com.br/,no
1906,Identifying children with autism spectrum disorder based on their face processing abnormality: A machine learning framework.,"The atypical face scanning patterns in individuals with Autism Spectrum Disorder  (ASD) has been repeatedly discovered by previous research. The present study examined whether their face scanning patterns could be potentially useful to identify children with ASD by adopting the machine learning algorithm for the classification purpose. Particularly, we applied the machine learning method to analyze an eye movement dataset from a face recognition task [Yi et al., 2016], to classify children with and without ASD. We evaluated the performance of our model in terms of its accuracy, sensitivity, and specificity of classifying ASD. Results indicated promising evidence for applying the machine learning algorithm based on the face scanning patterns to identify children with ASD, with a maximum classification accuracy of 88.51{\%}. Nevertheless, our study is still preliminary with some constraints that may apply in the clinical practice. Future research should shed light on further valuation of our method and contribute to the development of a multitask and multimodel approach to aid the process of early detection and diagnosis of ASD. Autism Res 2016, 9: 888-898. (c) 2016 International Society for Autism Research, Wiley Periodicals, Inc.",2019,https://scholar.google.com.br/,no
1907,Methylphenidate delivery mechanisms for the treatment of children with attention  deficit hyperactivity disorder: heterogeneity in parent preferences.,"OBJECTIVES: Extended-release therapies avoid the need for children with attention-deficit/hyperactivity disorder (ADHD) to take medication at school. Recently a transdermal delivery system has been developed which can allow symptom control all day long but with greater dosing flexibility. This study explored the parents' preferences regarding oral and transdermal therapy. METHODS: A nonsystematic and qualitative literature review and in-depth interviews with parents and physicians helped identify salient treatment attributes for a discrete choice experiment. Treatment attributes included mode of administration (tablet or transdermal), speed of onset (30-90 min), duration (lasts until 3-9 pm) and ability to tailor the drug to different needs (no flexibility, limited flexibility, easy to adjust to different days). A convenience sample of parents of children treated for ADHD (n = 200) were recruited using a recruitment agency. Data were analyzed using generalized estimating equations (GEE). RESULTS: Parents' preferred once-a-day oral therapy (odds ratio [OR] = 1.76 [95 percent confidence interval {\{}CI{\}}, 1.43 - 2.18]), rapid speed of onset (OR = 1.22 [95 percent CI, 1.07 - 1.39]), and symptom control until 9 pm (OR = 3.79 [95 percent CI, 2.98 - 4.82]). Analyses identified that 30 percent of parents preferred transdermal treatment and this subgroup preferred treatments with a fast onset of action. CONCLUSIONS: This survey demonstrates that parents of ADHD children have different preferences for the ADHD treatments prescribed for their children. A distinct subgroup of parents prefer the transdermal therapy. These parents were less likely to be working and so monitoring compliance and doing after school activities may have been easier.",2019,https://scholar.google.com.br/,no
1908,"Adaptations to the coping power program's structure, delivery settings, and clinician training.","This article describes the conceptual framework for the Coping Power program that has focused on proximal risk factors that can actively alter preadolescent children's aggressive behavior. The results of initial controlled efficacy trials are summarized. However, consistent with the theme of this special section, some clinicians and workshop participants have indicated barriers to the implementation of the Coping Power program in their service settings. In response to these types of concerns, three key areas of programmatic adaptation of the program that serve to address these concerns are then described in the article. First, existing and in-process studies of variations in how the program can be delivered are presented. Existing findings indicate how the child component fares when delivered by itself without the parent component, how simple monthly boosters affect intervention effects, and whether the program can be reduced by a third of its length and still be effective. Research planned or in progress on program variations examines whether group versus individual delivery of the program affects outcomes, whether the program can be adapted for early adolescents, whether the program can be delivered in an adaptive manner with the use of the Family Check Up, and whether a brief, efficient version of the program in conjunction with Internet programming can be developed and be effective. Second, the program has been and is being developed for use in different settings, other than the school-based delivery in the efficacy trials. Research has examined its use with aggressive deaf youth in a residential setting, with Oppositional Defiant Disorder and Conduct Disorder children in outpatient clinics, and in after-school programs. Third, the article reports how variations in training clinicians affect their ability to effectively use the program.",2019,https://scholar.google.com.br/,no
1909,A mixed methods study of individual and organizational factors that affect implementation of interventions for children with autism in public schools.,"BACKGROUND: The significant lifelong impairments associated with autism spectrum  disorder (ASD), combined with the growing number of children diagnosed with ASD, have created urgency in improving school-based quality of care. Although many interventions have shown efficacy in university-based research, few have been effectively implemented and sustained in schools, the primary setting in which children with ASD receive services. Individual- and organizational-level factors have been shown to predict the implementation of evidence-based interventions (EBIs) for the prevention and treatment of other mental disorders in schools, and may be potential targets for implementation strategies in the successful use of autism EBIs in schools. The purpose of this study is to examine the individual- and organizational-level factors associated with the implementation of EBIs for children with ASD in public schools. METHODS: We will apply the Domitrovich and colleagues (2008) framework that examines the influence of contextual factors (i.e., individual- and organizational-level factors) on intervention implementation in schools. We utilize mixed methods to quantitatively test whether the factors identified in the Domitrovich and colleagues (2008) framework are associated with the implementation of autism EBIs, and use qualitative methods to provide a more comprehensive understanding of the factors associated with successful implementation and sustainment of these interventions with the goal of tailoring implementation strategies. DISCUSSION: The results of this study will provide an in-depth understanding of individual- and organizational-level factors that influence the successful implementation of EBIs for children with ASD in public schools. These data will inform potential implementation targets and tailoring of strategies that will help schools overcome barriers to implementation and ultimately improve the services and outcomes for children with ASD.",2019,https://scholar.google.com.br/,no
1910,Reduced object related negativity response indicates impaired auditory scene analysis in adults with autistic spectrum disorder.,"Auditory Scene Analysis provides a useful framework for understanding atypical auditory perception in autism. Specifically, a failure to segregate the incoming acoustic energy into distinct auditory objects might explain the aversive reaction autistic individuals have to certain auditory stimuli or environments. Previous research with non-autistic participants has demonstrated the presence of an Object Related Negativity (ORN) in the auditory event related potential that indexes pre-attentive processes associated with auditory scene analysis. Also evident is a later P400 component that is attention dependent and thought to be related to decision-making about auditory objects. We sought to determine whether there are differences between individuals with and without autism in the levels of processing indexed by these components. Electroencephalography (EEG) was used to measure brain responses from a group of 16 autistic adults, and 16 age- and verbal-IQ-matched typically-developing adults. Auditory responses were elicited using lateralized dichotic pitch stimuli in which inter-aural timing differences create the illusory perception of a pitch that is spatially separated from a carrier noise stimulus. As in previous studies, control participants produced an ORN in response to the pitch stimuli. However, this component was significantly reduced in the participants with autism. In contrast, processing differences were not observed between the groups at the attention-dependent level (P400). These findings suggest that autistic individuals have difficulty segregating auditory stimuli into distinct auditory objects, and that this difficulty arises at an early pre-attentive level of processing.",2019,https://scholar.google.com.br/,no
1911,Aberrant Behaviors and Co-occurring Conditions as Predictors of Psychotropic Polypharmacy among Children with Autism Spectrum Disorders.,"OBJECTIVES: The purpose of this study was to identify rates and predictors of psychotropic medication polypharmacy among Medicaid-eligible children in South Carolina with autism spectrum disorder (ASD) from 2000 to 2008. METHODS: Population-based surveillance data were linked with state Medicaid records to obtain a detailed demographic, behavioral, educational, clinical, and diagnostic data set for all Medicaid-eligible 8-year-old children (n=629) who were identified and diagnosed with ASD using standardized criteria. Polypharmacy was defined as having interclass psychotropic medication claims overlapping for {\textgreater}/=30 consecutive days at any time during the 2-year study period. Multivariable logistic regression was used to model predictors of any polypharmacy, and for the three most common combinations. RESULTS: Overall, 60{\%} (n=377) used any psychotropic medication, and 41{\%} (n=153) of those had interclass polypharmacy. Common combinations were attention-deficit/hyperactivity disorder (ADHD) medications with an antidepressant (A/AD), antipsychotic (A/AP) or a mood stabilizer (A/MS). Black children had lower odds of any polypharmacy, as did those eligible for Medicaid because of income or being foster care versus those eligible because of disability. There were no significant associations between polypharmacy and social deficits in ASD for any combination, although children with communication deficits diagnostic of ASD had lower odds of any polypharmacy and A/AP polypharmacy. Children with argumentative, aggressive, hyperactive/impulsive, or self-injurious aberrant behaviors had higher odds of polypharmacy, as did children with diagnosed co-occurring ADHD, anxiety or mood disorders, or conduct/oppositional defiant disorder (ODD) in Medicaid records. CONCLUSIONS: Future research is warranted to investigate how child-level factors impact combination psychotropic medication prescribing practices and outcomes in ASD.",2019,https://scholar.google.com.br/,no
1912,A Systematic Review of Tablet Computers and Portable Media Players as Speech Generating Devices for Individuals with Autism Spectrum Disorder.,"Powerful, portable, off-the-shelf handheld devices, such as tablet based computers (i.e., iPad((R)), Galaxy((R))) or portable multimedia players (i.e., iPod((R))), can be adapted to function as speech generating devices for individuals with autism spectrum disorders or related developmental disabilities. This paper reviews the research in this new and rapidly growing area and delineates an agenda for future investigations. In general, participants using these devices acquired verbal repertoires quickly. Studies comparing these devices to picture exchange or manual sign language found that acquisition was often quicker when using a tablet computer and that the vast majority of participants preferred using the device to picture exchange or manual sign language. Future research in interface design, user experience, and extended verbal repertoires is recommended.",2019,https://scholar.google.com.br/,no
1913,Effects of embryonic exposure to polychlorinated biphenyls (PCBs) on larval zebrafish behavior.,"Developmental disorders such as anxiety, autism, and attention deficit hyperactivity disorders have been linked to exposure to polychlorinated biphenyls (PCBs), a ubiquitous anthropogenic pollutant. The zebrafish is widely recognized as an excellent model system for assessing the effects of toxicant exposure on behavior and neurodevelopment. In the present study, we examined the effect of sub-chronic embryonic exposure to the PCB mixture, Aroclor (A) 1254 on anxiety-related behaviors in zebrafish larvae at 7 days post-fertilization (dpf). We found that exposure to low concentrations of A1254, from 2 to 26 h post-fertilization (hpf) induced specific behavioral defects in two assays. In one assay with intermittent presentations of a moving visual stimulus, 5 ppm and 10 ppm PCB-exposed larvae displayed decreased avoidance behavior but no significant differences in thigmotaxis or freezing relative to controls. In the other assay with intermittent presentations of a moving visual stimulus and a stationary visual stimulus, 5 ppm and 10 ppm PCB-exposed larvae had elevated baseline levels of thigmotaxis but no significant differences in avoidance behavior relative to controls. The 5 ppm larvae also displayed higher terminal levels of freezing relative to controls. Collectively, our results show that exposure to ecologically valid PCB concentrations during embryonic development can induce functional deficits and alter behavioral responses to a visual threat.",2019,https://scholar.google.com.br/,no
1914,"Identification of a RAI1-associated disease network through integration of exome  sequencing, transcriptomics, and 3D genomics.","BACKGROUND: Smith-Magenis syndrome (SMS) is a developmental disability/multiple congenital anomaly disorder resulting from haploinsufficiency of RAI1. It is characterized by distinctive facial features, brachydactyly, sleep disturbances, and stereotypic behaviors. METHODS: We investigated a cohort of 15 individuals with a clinical suspicion of SMS who showed neither deletion in the SMS critical region nor damaging variants in RAI1 using whole exome sequencing. A combination of network analysis (co-expression and biomedical text mining), transcriptomics, and circularized chromatin conformation capture (4C-seq) was applied to verify whether modified genes are part of the same disease network as known SMS-causing genes. RESULTS: Potentially deleterious variants were identified in nine of these individuals using whole-exome sequencing. Eight of these changes affect KMT2D, ZEB2, MAP2K2, GLDC, CASK, MECP2, KDM5C, and POGZ, known to be associated with Kabuki syndrome 1, Mowat-Wilson syndrome, cardiofaciocutaneous syndrome, glycine encephalopathy, mental retardation and microcephaly with pontine and cerebellar hypoplasia, X-linked mental retardation 13, X-linked mental retardation Claes-Jensen type, and White-Sutton syndrome, respectively. The ninth individual carries a de novo variant in JAKMIP1, a regulator of neuronal translation that was recently found deleted in a patient with autism spectrum disorder. Analyses of co-expression and biomedical text mining suggest that these pathologies and SMS are part of the same disease network. Further support for this hypothesis was obtained from transcriptome profiling that showed that the expression levels of both Zeb2 and Map2k2 are perturbed in Rai1 -/- mice. As an orthogonal approach to potentially contributory disease gene variants, we used chromatin conformation capture to reveal chromatin contacts between RAI1 and the loci flanking ZEB2 and GLDC, as well as between RAI1 and human orthologs of the genes that show perturbed expression in our Rai1 -/- mouse model. CONCLUSIONS: These holistic studies of RAI1 and its interactions allow insights into SMS and other disorders associated with intellectual disability and behavioral abnormalities. Our findings support a pan-genomic approach to the molecular diagnosis of a distinctive disorder.",2019,https://scholar.google.com.br/,no
1915,Support for calcium channel gene defects in autism spectrum disorders.,"BACKGROUND: Alternation of synaptic homeostasis is a biological process whose disruption might predispose children to autism spectrum disorders (ASD). Calcium channel genes (CCG) contribute to modulating neuronal function and evidence implicating CCG in ASD has been accumulating. We conducted a targeted association analysis of CCG using existing genome-wide association study (GWAS) data and imputation methods in a combined sample of parent/affected child trios from two ASD family collections to explore this hypothesis. METHODS: A total of 2,176 single-nucleotide polymorphisms (SNP) (703 genotyped and 1,473 imputed) covering the genes that encode the alpha1 subunit proteins of 10 calcium channels were tested for association with ASD in a combined sample of 2,781 parent/affected child trios from 543 multiplex Caucasian ASD families from the Autism Genetics Resource Exchange (AGRE) and 1,651 multiplex and simplex Caucasian ASD families from the Autism Genome Project (AGP). SNP imputation using IMPUTE2 and a combined reference panel from the HapMap3 and the 1,000 Genomes Project increased coverage density of the CCG. Family-based association was tested using the FBAT software which controls for population stratification and accounts for the non-independence of siblings within multiplex families. The level of significance for association was set at 2.3E-05, providing a Bonferroni correction for this targeted 10-gene panel. RESULTS: Four SNPs in three CCGs were associated with ASD. One, rs10848653, is located in CACNA1C, a gene in which rare de novo mutations are responsible for Timothy syndrome, a Mendelian disorder that features ASD. Two others, rs198538 and rs198545, located in CACN1G, and a fourth, rs5750860, located in CACNA1I, are in CCGs that encode T-type calcium channels, genes with previous ASD associations. CONCLUSIONS: These associations support a role for common CCG SNPs in ASD.",2019,https://scholar.google.com.br/,no
1916,Automatic 3D liver location and segmentation via convolutional neural network and graph cut.,"PURPOSE: Segmentation of the liver from abdominal computed tomography (CT) images is an essential step in some computer-assisted clinical interventions, such as surgery planning for living donor liver transplant, radiotherapy and volume measurement. In this work, we develop a deep learning algorithm with graph cut refinement to automatically segment the liver in CT scans. METHODS: The proposed method consists of two main steps: (i) simultaneously liver detection and probabilistic segmentation using 3D convolutional neural network, (ii) accuracy refinement of the initial segmentation with graph cut and the previously learned probability map. RESULTS: The proposed approach was validated on forty CT volumes taken from two public databases MICCAI-Sliver07 and 3Dircadb1. For the MICCAI-Sliver07 test dataset, the calculated mean ratios of volumetric overlap error (VOE), relative volume difference (RVD), average symmetric surface distance (ASD), root-mean-square symmetric surface distance (RMSD) and maximum symmetric surface distance (MSD) are 5.9, 2.7 {\%}, 0.91, 1.88 and 18.94 mm, respectively. For the 3Dircadb1 dataset, the calculated mean ratios of VOE, RVD, ASD, RMSD and MSD are 9.36, 0.97 {\%}, 1.89, 4.15 and 33.14 mm, respectively. CONCLUSIONS: The proposed method is fully automatic without any user interaction. Quantitative results reveal that the proposed approach is efficient and accurate for hepatic volume estimation in a clinical setup. The high correlation between the automatic and manual references shows that the proposed method can be good enough to replace the time-consuming and nonreproducible manual segmentation method.",2019,https://scholar.google.com.br/,no
1917,Exogenous visual orienting is associated with specific neurotransmitter genetic markers: a population-based genetic association study.,"BACKGROUND: Currently, there is a sense that the spatial orienting of attention is related to genotypic variations in cholinergic genes but not to variations in dopaminergic genes. However, reexamination of associations with both cholinergic and dopaminergic genes is warranted because previous studies used endogenous rather than exogenous cues and costs and benefits were not analyzed separately. Examining costs (increases in response time following an invalid pre-cue) and benefits (decreases in response time following a valid pre-cue) separately could be important if dopaminergic genes (implicated in disorders such as attention deficit disorder) independently influence the different processes of orienting (e.g., disengage, move, engage). METHODOLOGY/PRINCIPAL FINDINGS: We tested normal subjects (N = 161) between 18 and 61 years. Participants completed a computer task in which pre-cues preceded the presence of a target. Subjects responded (with a key press) to the location of the target (right versus left of fixation). The cues could be valid (i.e., appear where the target would appear) or invalid (appear contralateral to where the target would appear). DNA sequencing assays were performed on buccal cells to genotype known genetic markers and these were examined for association with task scores. Here we show significant associations between visual orienting and genetic markers (on COMT, DAT1, and APOE, R(2)s from 4{\%} to 9{\%}). CONCLUSIONS/SIGNIFICANCE: One measure in particular--the response time cost of a single dim, invalid cue - was associated with dopaminergic markers on COMT and DAT1. Additionally, variations of APOE genotypes based on the epsilon2/epsilon3/epsilon4 alleles were also associated with response time differences produced by simultaneous cues with unequal luminances. We conclude that individual differences in visual orienting are related to several dopaminergic markers as well as to a cholinergic marker. These results challenge the view that orienting is not associated with genotypic variation in dopaminergic genes.",2019,https://scholar.google.com.br/,no
1918,Sleep disturbances in adolescents with ADHD: A systematic review and framework for future research.,"BACKGROUND: Biological mechanisms underlying symptom and prognostic heterogeneity in Attention-Deficit/Hyperactivity Disorder (ADHD) are unclear. Sleep impacts neurocognition and daytime functioning and is disrupted in ADHD, yet little is known about sleep in ADHD during adolescence, a period characterized by alterations in sleep, brain structure, and environmental demands as well as diverging ADHD trajectories. METHODS: A systematic review identified studies published prior to August 2016 assessing sleep in adolescents (aged 10-19years) with ADHD or participating in population-based studies measuring ADHD symptoms. RESULTS: Twenty-five studies were identified (19 subjective report, 6 using actigraphy/polysomnography). Findings are mixed but overall suggest associations between sleep disturbances and 1) ADHD symptoms in the population and 2) poorer clinical, neurocognitive, and functional outcomes among adolescents with ADHD. Common limitations of studies included small or non-representative samples, non-standardized sleep measures, and cross-sectional methodology. CONCLUSIONS: Current data on sleep in adolescent ADHD are sparse and limited by methodological concerns. Future studies are critical for clarifying a potential role of sleep in contributing to heterogeneity of ADHD presentation and prognosis. Potential mechanisms by which sleep disturbances during adolescence may contribute to worsened symptom severity and persistence of ADHD into adulthood and an agenda to guide future research are discussed.",2019,https://scholar.google.com.br/,no
1919,[Impact of dust-fall on spectral features of plant leaves].,"In order to build inversion model of dust-fall weight by hyperspectral data, 30 samples were collected in Beijing. Through electronic balance and Analytical Spectral Devices FieldSpec Pro (ASD) analysis, the ""dust leaves"" and the ""clean leaves"" weight and spectral reflectance were determined respectively, which also obtained information of dust weight and spectral features. Then, based on tradition and partial least squares (PLS) model's analysis, the relationship between dust weight and spectral reflectance was explored. The results showed that 350-700, 780-1 300 and 1 900-2 500 nm bands had apparently variations when they response to the different dust weights. In general, there was a negative relationship between dust weight and spectral reflectance, the maximum negative value -0.8 occurred at 737 band which belonged to near-infrared bands. In the analysis of dust weight with multi-band, it was indicated that NDVI index which was formed by 948 and 945 bands had a significant correlation (r = 0.76) to dust. Finally, through accuracy assessment of regression model, the PLS could obtain a more accurate result than the traditional model.",2019,https://scholar.google.com.br/,no
1920,The brief cognitive-behavioral COPE intervention for depressed adolescents: outcomes and feasibility of delivery in 30-minute outpatient visits.,"BACKGROUND: Despite a U.S. prevalence of 9{\%}, less than 25{\%} of depressed adolescents receive treatment because of time constraints in clinical practice and lack of mental health providers available to deliver it. OBJECTIVE: To assess the feasibility and effects of a brief manualized seven-session cognitive-behavioral skills building intervention entitled COPE (Creating Opportunities for Personal Empowerment) delivered to 15 depressed adolescents in routine 30-minute mental health medication management outpatient visits. STUDY DESIGN: A preexperimental one group pre- and posttest design was used. RESULTS: Adolescents reported significant decreases in depression, anxiety, anger, and destructive behavior as well as increases in self-concept and personal beliefs about managing negative emotions. Evaluations indicated that COPE was a positive experience for teens and parents. CONCLUSION: COPE is a promising brief cognitive-behavior therapy-based intervention that can be delivered within 30-minute individual outpatient visits. With this intervention, advanced practice nurses can work with practice time limitations and still provide evidence-based treatment for depressed teens.",2019,https://scholar.google.com.br/,no
1921,[Effectiveness and safety of methylphenidate and atomoxetine for attention deficit hyperactivity disorder: a systematic review].,"OBJECTIVE: To assess and compare the effectiveness and safety of methylphenidate  immediate-release tablets (IR-MPH), methylphenidate controlled release tablets (OROS-MPH) and atomoxetine (AHC) for attention deficit hyperactivity disorder (ADHD) in Chinese children. METHODS: Randomized or clinical controlled trials on the effectiveness and safety of IR-MPH, OROS-MPH and AHC for ADHD were searched in electronic databases of CNKI, VIP, CBMDISC online, PubMed, Embase and MEDLINE. Two reviewers independently extracted the data and assessed the quality of the included literatures. RESULTS: Eight trials were finally included. IR-MPH, OROS-MPH and AHC were effective for ADHD. OROS-MPH was superior to IR-MPH in the improvement of peer relationship, CGI-I score, mother satisfaction and psychosomatic problems. There were no significant differences in the effectiveness between the AHC and IR-MPH groups. The adverse events related to the therapy with IR-MPH, OROS-MPH or AHC were mild and the incidence rates of adverse events were not significantly different among the three groups. CONCLUSIONS: The effectiveness of OROS-MPH for the treatment of ADHD is probably superior to IR-MPH, and the effectiveness between AHC and IR-MPH is similar. The three drugs demonstrate the safety and well tolerance.",2019,https://scholar.google.com.br/,no
1922,Effectiveness and safety of methylphenidate and atomoxetine for attention deficit hyperactivity disorder: a systematic review.,"OBJECTIVE: To assess and compare the effectiveness and safety of methylphenidate  immediate-release tablets (IR-MPH), methylphenidate controlled-release tablets (OROS-MPH) and atomoxetine (AHC) for attention deficit hyperactivity disorder (ADHD) in Chinese children. METHODS: Randomized or clinical controlled trials on the effectiveness and safety of IR-MPH, OROS-MPH and AHC for ADHD were searched in electronic databases of CNKI, VIP, CBMDISC online, PubMed, Embase and MEDLINE. Two reviewers independently extracted the data and assessed the quality of the included literatures. RESULTS: Eight trials were finally included. IR-MPH, OROS-MPH and AHC were effective for ADHD. OROS-MPH was superior to IR-MPH in the improvement of peer relationship, CGI-I score, mother satisfaction and psychosomatic problems. There were no significant differences in the effectiveness between the AHC and IR-MPH groups. The adverse events related to the therapy with IR-MPH, OROS-MPH or AHC were mild and total incidence rates of adverse events was not significantly different among the three groups. CONCLUSIONS: The effectiveness of OROS-MPH for the treatment of ADHD is probably superior to IR-MPH, and the effectiveness of AHC and IR-MPH is similar. The three drugs have equivalent safety and good tolerance.",2019,https://scholar.google.com.br/,no
1923,"The effects of L-theanine (Suntheanine(R)) on objective sleep quality in boys with attention deficit hyperactivity disorder (ADHD): a randomized, double-blind, placebo-controlled clinical trial.","INTRODUCTION: The purpose of this study was to investigate the efficacy and safety of L-theanine as an aid to the improvement of objectively measured sleep quality in a population of 98 male children formally diagnosed with attention-deficit/hyperactivity disorder (ADHD). METHODS: A randomized, double-blind, placebo-controlled trial was conducted involving boys, ages 8-12 years, who had been previously diagnosed with ADHD. An experienced physician confirmed the diagnosis of ADHD in each subject. Randomization was stratified based upon current use of stimulant medication to ensure an equal distribution of stimulant/non-stimulant treated subjects into active and placebo treated groups. Participants consumed two chewable tablets twice daily (at breakfast and after school), with each tablet containing 100 mg of L-theanine (total 400 mg daily Suntheanine(R), Taiyo Kagaku, Yokkaichi, Japan) or identical tasting chewable placebo for six weeks. Subjects were evaluated for five consecutive nights using wrist actigraphy at baseline, and again at the end of the six-week treatment period. The Pediatric Sleep Questionnaire (PSQ) was completed by parents at baseline and at the end of the treatment period. RESULTS: Actigraph watch data findings indicated that boys who consumed L-theanine obtained significantly higher sleep percentage and sleep efficiency scores, along with a non-significant trend for less activity during sleep (defined as less time awake after sleep onset) compared to those in the placebo group. Sleep latency and other sleep parameters were unchanged. The PSQ data did not correlate significantly to the objective data gathered from actigraphy, suggesting that parents were not particularly aware of their children's sleep quality. L-theanine at relatively high doses was well tolerated with no significant adverse events. CONCLUSIONS: This study demonstrates that 400 mg daily of L-theanine is safe and effective in improving some aspects of sleep quality in boys diagnosed with ADHD. Since sleep problems are a common co-morbidity associated with ADHD, and because disturbed sleep may be linked etiologically to this disorder, L-theanine may represent a safe and important adjunctive therapy in childhood ADHD. Larger, long-term studies looking at the wider therapeutic role of this agent in this population are warranted.",2019,https://scholar.google.com.br/,no
1924,"Effects of the enteric bacterial metabolic product propionic acid on object-directed behavior, social behavior, cognition, and neuroinflammation in adolescent rats: Relevance to autism spectrum disorder.","Recent evidence suggests that a variety of environmental factors, including dietary and gastrointestinal agents, may contribute to autism spectrum disorders (ASD). Here we administered propionic acid (PPA), a short chain fatty acid that is used as a food preservative and also is a metabolic end-product of enteric bacteria in the gut, to adolescent (41 +/- 4 days) male rats in a study of restricted/repetitive behavior, social behavior, and cognition. The goal was to further evaluate the effects of PPA in young rodents. PPA (4 mul of 0.26 M solution) was administered intracerebroventricularly prior to each behavioral test. Rats treated with PPA displayed restricted behavioral interest to a specific object among a group of objects, impaired social behavior, and impaired reversal in a T-maze task compared to controls given phosphate buffered saline. Immunohistochemical analysis of brain tissue from PPA rats revealed reactive astrogliosis and activated microglia, indicating an innate neuroinflammatory response. These findings are consistent with our earlier findings of ASD-relevant behavioral and brain events in adult rats given PPA, and support further study of effects of PPA in young rodents by establishing similar effects in adolescent animals.",2019,https://scholar.google.com.br/,no
1925,Plugged in: Electronics use in youth and young adults with autism spectrum disorder.,"Although electronic technology currently plays an integral role for most youth, there are growing concerns of its excessive and compulsive use. This study documents patterns and impact of electronics use in individuals with autism spectrum disorder compared to typically developing peers. Participants included 172 parents of typically developing individuals and 139 parents of individuals with an autism spectrum disorder diagnosis, ranging in age from 6 to 21 years. Parents completed an online survey of demographics and the frequency, duration, and problematic patterns of electronics use in their youth and young adults. Individuals with autism spectrum disorder were reported to use certain electronics more often in the last month and on an average day, and had greater compulsive Internet and video game use than individuals without autism spectrum disorder. Across both samples, males used video games more often than females. Compared to parents of individuals without autism spectrum disorder, parents of individuals with autism spectrum disorder were significantly more likely to report that electronics use was currently having a negative impact. The implications of problematic electronics use for individuals with autism spectrum disorder are discussed.",2019,https://scholar.google.com.br/,no
1926,Using Portable Video Modeling Technology to Increase the Compliment Behaviors of  Children with Autism During Athletic Group Play.,"A multiple baseline design across participants was used to examine the effects of a portable video modeling intervention delivered in the natural environment on the verbal compliments and compliment gestures demonstrated by five children with autism. Participants were observed playing kickball with peers and adults. In baseline, participants demonstrated few compliment behaviors. During intervention, an iPad((R)) was used to implement the video modeling treatment during the course of the athletic game. Viewing the video rapidly increased the verbal compliments participants gave to peers. Participants also demonstrated more response variation after watching the videos. Some generalization to an untrained activity occurred and compliment gestures also occurred. Results are discussed in terms of contributions to the literature.",2019,https://scholar.google.com.br/,no
1927,"Neuroinflammation in Autism: Plausible Role of Maternal Inflammation, Dietary Omega 3, and Microbiota.","Several genetic causes of autism spectrum disorder (ASD) have been identified. However, more recent work has highlighted that certain environmental exposures early in life may also account for some cases of autism. Environmental insults during pregnancy, such as infection or malnutrition, seem to dramatically impact brain development. Maternal viral or bacterial infections have been characterized as disruptors of brain shaping, even if their underlying mechanisms are not yet fully understood. Poor nutritional diversity, as well as nutrient deficiency, is strongly associated with neurodevelopmental disorders in children. For instance, imbalanced levels of essential fatty acids, and especially polyunsaturated fatty acids (PUFAs), are observed in patients with ASD and other neurodevelopmental disorders (e.g., attention deficit hyperactivity disorder (ADHD) and schizophrenia). Interestingly, PUFAs, and specifically n-3 PUFAs, are powerful immunomodulators that exert anti-inflammatory properties. These prenatal dietary and immunologic factors not only impact the fetal brain, but also affect the microbiota. Recent work suggests that the microbiota could be the missing link between environmental insults in prenatal life and future neurodevelopmental disorders. As both nutrition and inflammation can massively affect the microbiota, we discuss here how understanding the crosstalk between these three actors could provide a promising framework to better elucidate ASD etiology.",2019,https://scholar.google.com.br/,no
1928,Clinical practice pathways for evaluation and medication choice for attention-deficit/hyperactivity disorder symptoms in autism spectrum disorders.,"BACKGROUND AND OBJECTIVE: Hyperactivity, impulsivity, and inattention (referred to as ""ADHD [attention-deficit/hyperactivity disorder] symptoms"") occur in 41{\%} to 78{\%} of children with autism spectrum disorders (ASDs). These symptoms often affect quality of life, interfering with learning or interventions that target primary ASD symptoms. This practice pathway describes the guidelines for evaluation and treatment of children and adolescents with ASD and comorbid ADHD symptoms. METHODS: Current research in this area is limited, and, therefore, these recommendations are based on a systematic literature review and expert consensus in the Autism Speaks Autism Treatment Network Psychopharmacology Committee. RESULTS: The recommended practice pathway includes the Symptom Evaluation Pathway for systematic assessment of ADHD symptoms across settings, examination for comorbid sleep, medical, or psychiatric comorbidities that may contribute to symptoms, and evaluation of behavioral interventions that may ameliorate these symptoms. For children for whom medication is being considered to target the ADHD symptoms, the medication choice pathway provides guidance on the selection of the appropriate agent based on a review of available research, assessment of specific advantages and disadvantages of each agent, and dosing considerations. CONCLUSIONS: These recommendations provide a framework for primary care providers treating children who have ASD and ADHD symptoms. Our systematic review of the current evidence indicates the need for more randomized controlled trials of the medications for ADHD symptoms in ASD. There will also be a need for studies of the effectiveness of these practice pathways in the future.",2019,https://scholar.google.com.br/,no
1929,Summary of the comparative effectiveness review on off-label use of atypical antipsychotics.,"BACKGROUND: Conventional and atypical antipsychotic medications are approved by the FDA for treatment of schizophrenia and bipolar disorder. Over many decades, the widespread use of conventional antipsychotics produced various side effects requiring additional medications, such as the atypical antipsychotics. Beginning in 2006, 9 atypical antipsychotic drugs have been approved by the FDA for indications that were previously off-label uses: aripiprazole (as augmentation for major depressive disorder [MDD] and for autism spectrum disorders), asenapine, clozapine, iloperidone, olanzapine (in combination with fluoxetine for MDD and bipolar depression), paliperidone, quetiapine (quetiapine and quetiapine XR [extended release] as monotherapy in bipolar depression and quetiapine XR as augmentation for MDD), risperidone (for autism spectrum disorders), and ziprasidone. In 2006, the Agency for Healthcare Research and Quality (AHRQ) published a systematic review on the comparative effectiveness of off-label uses of atypical antipsychotics. Since that time, numerous studies have been published evaluating these therapies in various new off-label uses, new or increased adverse effects have been observed with off-label uses, new atypical antipsychotics have been approved, and previously off-label uses have been approved for some atypical antipsychotics. Hence, AHRQ published an updated review in September 2011 that summarized the benefits and harms of atypical antipsychotics in the treatment of attention-deficit hyperactivity disorder/attention deficit disorder (ADHD), anxiety, behavioral disturbances of dementia and severe geriatric agitation, depression, eating disorders, insomnia, obsessive-compulsive disorder (OCD), personality disorder, post-traumatic stress disorder (PTSD), substance use and dependence disorders, and Tourette's syndrome. The new report also investigated topics for which data in the previous report were found to be insufficient to make conclusions, including subpopulations (i.e., race/ethnicity, gender) that would benefit most from atypical antipsychotics, appropriate dose, and time needed to see clinical improvement. The 2011 review included the following atypical antipsychotics: aripiprazole, olanzapine, quetiapine, risperidone, and ziprasidone, no clinical trials were found for off-label use of the 3 most recently FDA-approved atypical antipsychotics (asenapine, iloperidone, and paliperidone). OBJECTIVES: To (a) familiarize health care professionals with the methods and findings from AHRQ's 2011 Comparative Effectiveness Review (CER) of off-label use of atypical antipsychotics, (b) encourage consideration of the clinical and managed care applications of the review findings, and (c) identify limitations and gaps in the existing research with respect to the benefits and risks of off-label use of atypical antipsychotics. SUMMARY: Antipsychotic medications are FDA approved for the treatment of schizophrenia and bipolar disorder. Conventional antipsychotics have been widely used for decades and spurred the development of the atypical antipsychotics. Atypical antipsychotics were produced and are now being used for patients who may have experienced various side effects while using conventional antipsychotics.In 2006, an AHRQ study reviewed off-label uses of atypical antipsychotics (excluding clozapine because of its association with potentially fatal bone marrow suppression and the requirement for frequent blood tests for safety monitoring). Findings indicated that the most common off-label uses of these drugs included depression, OCD, PTSD, personality disorders, Tourette's syndrome, autism, and agitation in dementia. The reviewers concluded in 2006 that overall there was not sufficiently high strength of evidence of efficacy for any off-label use of atypical antipsychotics. There was, however, strong evidence for an increased risk of adverse events with off-label use, including significant weight gain and sedation and increased mortality among the elderly.Since the 2006 review, significant developments occurred in the use of atypical antipsychotics, including FDA approval of the atypical antipsychotics asenapine, iloperidone, and paliperidone and FDA approval of previous off-label uses: (a) quetiapine and quetiapine XR as monotherapy in bipolar depression, (b) quetiapine XR as augmentation therapy for MDD, (c) aripiprazole as augmentation therapy for MDD, (d) olanzapine/fluoxetine combination for MDD, (e) olanzapine/fluoxetine combination for bipolar depression, and (f) risperidone and aripiprazole for autism spectrum disorders. Additional studies have been published for new off-label uses, and there have been reports of new or increased adverse effects for off-label uses.Further review of previously insufficient information was warranted on subpopulations where treatment modification such as dosing may increase efficacy. The 2006 review did not have sufficient information to make conclusions regarding subpopulations (i.e., race/ethnicity, gender) that would benefit most from atypical antipsychotics, appropriate dosing, and the duration of treatment needed to see clinical improvement. The updated AHRQ report in 2011 reviewed off-label uses of atypical antipsychotic medications in anxiety, ADHD, behavioral disturbances of dementia and severe geriatric agitation, MDD, eating disorders, insomnia, OCD, PTSD, personality disorders, substance abuse, and Tourette's syndrome, autism was included in the 2006 review but is now reviewed in a separate report of the comparative effectiveness of antipsychotics for on-label uses. The significant findings in the updated review include (a) small but statistically significant benefits for olanzapine, aripiprazole, and risperidone for elderly patients with dementia, (b) quetiapine appears superior to placebo for general anxiety disorder (GAD), (c) risperidone was associated with benefits in the treatment of OCD, and (d) adverse events are common. Atypical antipsychotics were not effective in the treatment of eating disorders or personality disorder. The evidence did not support the use of atypical antipsychotics in the treatment of substance abuse, and data were inconclusive for the use of these medications for insomnia. The number needed to harm (NNH) was calculated for adverse events in elderly patients, including risk of death (NNH = 87), stroke (NNH = 53 for risperidone), extrapyramidal symptoms (NNH = 10 for olanzapine and NNH = 20 for risperidone), and urinary symptoms (NNH = 16 to 36). Adverse events in nonelderly adults included weight gain (particularly with olanzapine), fatigue, sedation, akathisia (with aripiprazole), and extrapyramidal symptoms.",2019,https://scholar.google.com.br/,no
1930,"ADHD: volumetry, motor, and oculomotor functions.","The use of quantitative neuroimaging (volumetry), motor, and oculomotor assessments for studying children with attention-deficit/hyperactivity disorder (ADHD) has grown dramatically in the past 20 years. Most evidence to date suggests that anomalous basal ganglia development plays an important role in early manifestation of ADHD, however, widespread cerebellar and cortical delays are also observed and are associated with the behavioral (cognitive, motor, oculomotor) phenotype in children with ADHD. These motor and ""executive"" control systems appear to develop in parallel, such that both systems display a similar protracted developmental trajectory, with periods of rapid growth in elementary years and continued maturation into young adulthood. Development of each system is dependent on the functional integrity and maturation of related brain regions, suggesting a shared neural circuitry that includes frontostriatal systems and the cerebellum (i.e., those identified as anomalous in studies of volumetry in ADHD). Motor and oculomotor paradigms provide unique opportunities to examine executive control processes that exist at the interface between movement and cognition in children with ADHD, also linking cognition and neurological development. The observed pattern of volumetric differences, together with the known parallel development of motor and executive control systems, appears to predict motor and oculomotor anomalies in ADHD, which are highly relevant, yet commonly overlooked in clinical settings.",2019,https://scholar.google.com.br/,no
1931,Mice produce ultrasonic vocalizations by intra-laryngeal planar impinging jets.,"Rodent ultrasonic vocalizations (USVs) are a vital tool for linking gene mutations to behavior in mouse models of communication disorders, such as autism [1]. However, we currently lack an understanding of how physiological and physical mechanisms combine to generate acoustic features of the vocalizations, and thus cannot meaningfully relate those features to experimental treatments. Here we test and provide evidence against the two leading hypotheses explaining USV production: superficial vocal fold vibrations [2], and a hole-tone whistle [3]. Instead, we propose and provide theoretical and experimental evidence for an alternative and novel vocal production mechanism: a glottal jet impinging onto the laryngeal inner planar wall. Our data provide a framework for future research on the neuromuscular control of mouse vocal production and for interpreting mouse vocal behavior phenotypes.",2019,https://scholar.google.com.br/,no
1932,Neural mechanisms of attentional control in mindfulness meditation.,"The scientific interest in meditation and mindfulness practice has recently seen  an unprecedented surge. After an initial phase of presenting beneficial effects of mindfulness practice in various domains, research is now seeking to unravel the underlying psychological and neurophysiological mechanisms. Advances in understanding these processes are required for improving and fine-tuning mindfulness-based interventions that target specific conditions such as eating disorders or attention deficit hyperactivity disorders. This review presents a theoretical framework that emphasizes the central role of attentional control mechanisms in the development of mindfulness skills. It discusses the phenomenological level of experience during meditation, the different attentional functions that are involved, and relates these to the brain networks that subserve these functions. On the basis of currently available empirical evidence specific processes as to how attention exerts its positive influence are considered and it is concluded that meditation practice appears to positively impact attentional functions by improving resource allocation processes. As a result, attentional resources are allocated more fully during early processing phases which subsequently enhance further processing. Neural changes resulting from a pure form of mindfulness practice that is central to most mindfulness programs are considered from the perspective that they constitute a useful reference point for future research. Furthermore, possible interrelations between the improvement of attentional control and emotion regulation skills are discussed.",2019,https://scholar.google.com.br/,no
1933,Visual local and global processing in low-functioning deaf individuals with and without autism spectrum disorder.,"BACKGROUND: The ComFor study has indicated that individuals with intellectual disability (ID) and autism spectrum disorder (ASD) show enhanced visual local processing compared with individuals with ID only. Items of the ComFor with meaningless materials provided the best discrimination between the two samples. These results can be explained by the weak central coherence account. The main focus of the present study is to examine whether enhanced visual perception is also present in low-functioning deaf individuals with and without ASD compared with individuals with ID, and to evaluate the underlying cognitive style in deaf and hearing individuals with ASD. METHOD: Different sorting tasks (selected from the ComFor) were administered from four subsamples: (1) individuals with ID (n = 68), (2) individuals with ID and ASD (n = 72), (3) individuals with ID and deafness (n = 22), and (4) individuals with ID, ASD and deafness (n = 15). Differences in performance on sorting tasks with meaningful and meaningless materials between the four subgroups were analysed. Age and level of functioning were taken into account. RESULTS: Analyses of covariance revealed that results of deaf individuals with ID and ASD are in line with the results of hearing individuals with ID and ASD. Both groups showed enhanced visual perception, especially on meaningless sorting tasks, when compared with hearing individuals with ID, but not compared with deaf individuals with ID. CONCLUSIONS: In ASD either with or without deafness, enhanced visual perception for meaningless information can be understood within the framework of the central coherence theory, whereas in deafness, enhancement in visual perception might be due to a more generally enhanced visual perception as a result of auditory deprivation.",2019,https://scholar.google.com.br/,no
1934,"A practice pathway for the identification, evaluation, and management of insomnia in children and adolescents with autism spectrum disorders.","OBJECTIVE: This report describes the development of a practice pathway for the identification, evaluation, and management of insomnia in children and adolescents who have autism spectrum disorders (ASDs). METHODS: The Sleep Committee of the Autism Treatment Network (ATN) developed a practice pathway, based on expert consensus, to capture best practices for an overarching approach to insomnia by a general pediatrician, primary care provider, or autism medical specialist, including identification, evaluation, and management. A field test at 4 ATN sites was used to evaluate the pathway. In addition, a systematic literature review and grading of evidence provided data regarding treatments of insomnia in children who have neurodevelopmental disabilities. RESULTS: The literature review revealed that current treatments for insomnia in children who have ASD show promise for behavioral/educational interventions and melatonin trials. However, there is a paucity of evidence, supporting the need for additional research. Consensus among the ATN sleep medicine committee experts included: (1) all children who have ASD should be screened for insomnia, (2) screening should be done for potential contributing factors, including other medical problems, (3) the need for therapeutic intervention should be determined, (4) therapeutic interventions should begin with parent education in the use of behavioral approaches as a first-line approach, (5) pharmacologic therapy may be indicated in certain situations, and (6) there should be follow-up after any intervention to evaluate effectiveness and tolerance of the therapy. Field testing of the practice pathway by autism medical specialists allowed for refinement of the practice pathway. CONCLUSIONS: The insomnia practice pathway may help health care providers to identify and manage insomnia symptoms in children and adolescents who have ASD. It may also provide a framework to evaluate the impact of contributing factors on insomnia and to test the effectiveness of nonpharmacologic and pharmacologic treatment strategies for the nighttime symptoms and daytime functioning and quality of life in ASD.",2019,https://scholar.google.com.br/,no
1935,Maternal hormonal interventions as a risk factor for Autism Spectrum Disorder: an epidemiological assessment from India.,"Globalization and women empowerment have led to stressful life among Indian women. This stress impairs women's hormonal makeup and menstrual cycle, leading to infertility. National Family Health Survey-3 (NFHS-3) reports a decline in fertility status in India, indicating a rise in various infertility treatments involving hormonal interventions. No studies are available from India on the risk association link between maternal hormonal treatments and ASD. Hence, this study explores the association of maternal hormonal interventions with risk for ASD. Parents of 942 children (471 ASD and 471 controls) across 9 cities in India participated in the questionnaire-based study. The questionnaire was pilot tested and validated for its content and reliability as a psychometric instrument. Data collection was done at 70 centres through direct interaction with parents and with the help of trained staff. Statistical analysis of data was carried out using SAS 9.1.3. Out of the 471 ASD cases analysed, 58 mothers had undergone hormonal interventions (12.3 percent) while there were only 22 mothers among controls who underwent hormonal interventions (4.6 percent). According to logistic regression analysis maternal hormonal intervention (OR=2.24) was a significant risk factor for ASD.",2019,https://scholar.google.com.br/,no
1936,"The Relationship between Motor Skills, Perceived Social Support, and Internalizing Problems in a Community Adolescent Sample.","OBJECTIVES: Poor motor skills are associated with a range of psychosocial consequences, including internalizing (anxious and depressive) symptoms. The Elaborated Environmental Stress Hypothesis provides a causal framework to explain this association. The framework posits that motor skills impact internalizing problems through an indirect effect via perceived social support. However, empirical evaluation is required. We examined whether motor skills had an indirect effect on anxious and depressive symptoms via perceived family support domains. METHODS: This study used a community sample of 93 adolescents (12-16 years). Participants completed measures of motor skills, perceived social support across three dimensions (family, friend, and significant other), depressive symptoms, and anxious symptoms. Age, gender, verbal IQ, and ADHD symptoms were included as control variables. RESULTS: Regression analysis using PROCESS revealed that motor skills had an indirect effect on depressive symptoms via perceived family support, but not by perceived friend support or significant other support. The negative association between motor skills and anxious symptoms was not mediated by any perceived social support domain. CONCLUSIONS: Findings are consistent with previous literature indicating an association between motor skills and internalizing problems. However, we identified a different pattern of relationships across anxious and depressive symptoms. While anxiety and depressive symptoms were highly correlated, motor skills had an indirect effect on depressive symptoms via perceived family support only. Our findings highlight the importance of family support as a potential protective factor in the onset of depressive symptoms. This study provides partial support for the Elaborated Environmental Stress Hypothesis, however further research is required.",2019,https://scholar.google.com.br/,no
1937,Annual Research Review: The role of the environment in the developmental psychopathology of autism spectrum condition.,"BACKGROUND: Although autism spectrum condition (ASC) is strongly genetic in origin, accumulating evidence points to the critical roles of various environmental influences on its emergence and subsequent developmental course. METHODS: A developmental psychopathology framework was used to synthesise literature on environmental factors associated with the onset and course of ASC (based on a systematic search of the literature using PubMed, PsychInfo and Google Scholar databases). Particular emphasis was placed on gene-environment interplay, including gene-environment interaction (G x E) and gene-environment correlation (rGE). RESULTS: Before conception, advanced paternal and maternal ages may independently enhance offspring risk for ASC. Exogenous prenatal risks are evident (e.g. valproate and toxic chemicals) or possible (e.g. selective serotonin reuptake inhibitors), and processes endogenous to the materno-foeto-placental unit (e.g. maternal diabetes, enhanced steroidogenic activities and maternal immune activation) likely heighten offspring vulnerability to ASC. Folate intake is a prenatal protective factor, with a particular window of action around 4 weeks preconception and during the first trimester. These prenatal risks and protective mechanisms appear to involve G x E and potentially rGE. A variety of perinatal risks are related to offspring ASC risk, possibly reflecting rGE. Postnatal social factors (e.g. caregiver-infant interaction, severe early deprivation) during the first years of life may operate through rGE to influence the likelihood of manifesting a full ASC phenotype from a 'prodromal' phase (a proposal distinct to the discredited and harmful 'refrigerator mother hypothesis'), and later postnatal risks, after the full manifestation of ASC, shape life span development through transactions mediated by rGE. There is no evidence that vaccination is a postnatal risk for ASC. CONCLUSIONS: Future investigations should consider the specificity of risks for ASC versus other atypical neurodevelopmental trajectories, timing of risk and protective mechanisms, animal model systems to study mechanisms underlying gene-environment interplay, large-sample genome-envirome designs to address G x E and longitudinal studies to elucidate how rGE plays out over time. Clinical and public health implications are discussed.",2019,https://scholar.google.com.br/,no
1938,ADHD in adults: current treatment trends with consideration of abuse potential of medications.,"OBJECTIVE: To review the literature describing impairments in educational, occupational, and social functioning in adults with attention-deficit/hyperactivity disorder (ADHD), current treatment trends, and factors that may influence the abuse potential of long-acting medications used to treat ADHD in adults. METHODS: A MEDLINE search was conducted to identify articles relating to functional impairments and treatment options for adults with ADHD, as well as the abuse potential of ADHD medications. RESULTS: ADHD is one of the most common psychiatric behavioral disorders in children, and its symptoms have been shown to persist into adulthood. Symptoms of ADHD may occur at home, school, work, or in social situations, and symptom occurrence in these different settings can have a profound negative impact for adults with ADHD. Impairments in educational, occupational, and social functioning in adults with ADHD have been described and are summarized in this review article. Although long-acting medications are more frequently prescribed for children with ADHD than short-acting medications, adults with ADHD are equally likely to be treated with short- and long-acting medications. While all medications used to treat ADHD in adults have potential for abuse, there are a number of factors that may contribute to a lower potential for abuse for long-acting agents compared with immediate-release medications. CONCLUSION: Impairments from ADHD can be chronic and persistent and they can affect daily educational, occupational, and personal functioning. Adults, in particular, have responsibilities that can extend into the late evening hours so that clinicians need to consider medication duration of action when selecting a pharmacotherapy intervention for adults with ADHD.",2019,https://scholar.google.com.br/,no
1939,Bipolar disorder and ADHD: comorbidity and diagnostic distinctions.,"Attention-deficit/hyperactivity disorder (ADHD) and bipolar disorder (BD) are neurodevelopmental disorders with onset in childhood and early adolescence, and common persistence in adulthood. Both disorders are often undiagnosed, misdiagnosed, and sometimes over diagnosed, leading to high rates of morbidity and disability. The differentiation of these conditions is based on their clinical features, comorbidity, psychiatric family history course of illness, and response to treatment. We review recent relevant findings and highlight epidemiological, clinical, family history, course, and treatment-response differences that can aid the differential diagnosis of these conditions in an outpatient pediatric setting.",2019,https://scholar.google.com.br/,no
1940,Humans have an expectation that gaze is directed toward them.,"Many animals use cues from another animal's gaze to help distinguish friend from  foe. In humans, the direction of someone's gaze provides insight into their focus of interest and state of mind and there is increasing evidence linking abnormal gaze behaviors to clinical conditions such as schizophrenia and autism. This fundamental role of another's gaze is buoyed by the discovery of specific brain areas dedicated to encoding directions of gaze in faces. Surprisingly, however, very little is known about how others' direction of gaze is interpreted. Here we apply a Bayesian framework that has been successfully applied to sensory and motor domains to show that humans have a prior expectation that other people's gaze is directed toward them. This expectation dominates perception when there is high uncertainty, such as at night or when the other person is wearing sunglasses. We presented participants with synthetic faces viewed under high and low levels of uncertainty and manipulated the faces by adding noise to the eyes. Then, we asked the participants to judge relative gaze directions. We found that all participants systematically perceived the noisy gaze as being directed more toward them. This suggests that the adult nervous system internally represents a prior for gaze and highlights the importance of experience in developing our interpretation of another's gaze.",2019,https://scholar.google.com.br/,no
1941,Dental stories for children with autism.,"PURPOSE: To investigate caregivers' preference regarding dental stories to prepare children with autism for dental visits. METHODS: Caregivers of children with autism were allowed use of dental stories available via different media (paper, tablet computer, computer) and image types (comics or drawings, photographs, video). Caregivers completed pre- and postintervention surveys. Fisher's exact tests were used to determine associations between predictive factors and preferences. RESULTS: Forty initial and 16 follow-up surveys were completed. Subjects were primarily male (85{\%}). Mean child age was 6.7 years. Nine (64{\%}) caregivers found the dental story useful for themselves and their child. Two (14{\%}) caregivers found the aid only helpful for themselves. Preferred media type was associated with language understanding (p = .038) and home media preference (p = .002). CONCLUSIONS: Practitioners should consider using dental stories to help prepare families and children for dental visits. Individual preferences for dental stories vary, using prior history can aid in selection.",2019,https://scholar.google.com.br/,no
1942,[Theory of Mind in a child with autism: how to train her?].,"Theory of Mind is a metacognitive skill that, in many cases, is deficient in autism. In this paper, we present a clinical study conducted with a child diagnosed with autism, which verifies the effectiveness of a training protocol testing false beliefs, which has been considered to measure the Theory of Mind. Basically, the protocol incorporates a number of verbal prompts (such as emphasizing the elements of the narratives that indicate situational or temporary changes), trains many examples, extending the tests incorporating some games with more familiar objects from the child's daily life, applies differential contingencies to discriminate right from wrong in each child's responses and provides descriptive feedback. The results show that the training protocol achieved the highest level of correct trials and the child generalizes the ability to take the perspective of her natural context.",2019,https://scholar.google.com.br/,no
1943,Genome engineering of isogenic human ES cells to model autism disorders.,"Isogenic pluripotent stem cells are critical tools for studying human neurological diseases by allowing one to study the effects of a mutation in a fixed genetic background. Of particular interest are the spectrum of autism disorders, some of which are monogenic such as Timothy syndrome (TS), others are multigenic such as the microdeletion and microduplication syndromes of the 16p11.2 chromosomal locus. Here, we report engineered human embryonic stem cell (hESC) lines for modeling these two disorders using locus-specific endonucleases to increase the efficiency of homology-directed repair (HDR). We developed a system to: (1) computationally identify unique transcription activator-like effector nuclease (TALEN) binding sites in the genome using a new software program, TALENSeek, (2) assemble the TALEN genes by combining golden gate cloning with modified constructs from the FLASH protocol, and (3) test the TALEN pairs in an amplification-based HDR assay that is more sensitive than the typical non-homologous end joining assay. We applied these methods to identify, construct, and test TALENs that were used with HDR donors in hESCs to generate an isogenic TS cell line in a scarless manner and to model the 16p11.2 copy number disorder without modifying genomic loci with high sequence similarity.",2019,https://scholar.google.com.br/,no
1944,Herbal therapeutics that block the oncogenic kinase PAK1: a practical approach towards PAK1-dependent diseases and longevity.,"Over 35 years research on PAKs, RAC/CDC42(p21)-activated kinases, comes of age, and in particular PAK1 has been well known to be responsible for a variety of diseases such as cancer (mainly solid tumors), Alzheimer's disease, acquired immune deficiency syndrome and other viral/bacterial infections, inflammatory diseases (asthma and arthritis), diabetes (type 2), neurofibromatosis, tuberous sclerosis, epilepsy, depression, schizophrenia, learning disability, autism, etc. Although several distinct synthetic PAK1-blockers have been recently developed, no FDA-approved PAK1 blockers are available on the market as yet. Thus, patients suffering from these PAK1-dependent diseases have to rely on solely a variety of herbal therapeutics such as propolis and curcumin that block PAK1 without affecting normal cell growth. Furthermore, several recent studies revealed that some of these herbal therapeutics significantly extend the lifespan of nematodes (C. elegans) and fruit flies (Drosophila), and PAK1-deficient worm lives longer than the wild type. Here, I outline mainly pathological phenotypes of hyper-activated PAK1 and a list of herbal therapeutics that block PAK1, but cause no side (harmful) effect on healthy people or animals.",2019,https://scholar.google.com.br/,no
1945,Pediatric social anxiety disorder: predictors of response to pharmacological treatment.,"OBJECTIVE: Pediatric social anxiety disorder (SAD) is associated with an increased risk of comorbid mental disorders, with implications for prognosis and treatment strategy. The aim of this study is to explore predictors of treatment response, and the role of comorbidity in affecting refractoriness. METHODS: One hundred and forty consecutive youths (81 males, 57.9{\%}), ages 7-18 years (mean age 13.7 +/- 2.5 years, mean age at onset of SAD 10.6 +/- 2.7 years) met American Psychiatric Association, Diagnostic and Statistical Manual of Mental Disorders, 4th ed. (DSM-IV) criteria for SAD as primary diagnosis, according to a structured clinical interview (Kiddie Schedule for Affective Disorders and Schizophrenia for School-Aged Children-Present and Lifetime Version [K-SADS-PL]). All received a pharmacological treatment with serotonin reuptake inhibitors (SSRIs) targeted to SAD, associated with additional medications for comorbidities (mood stabilizers in 27.1{\%}, antipsychotics in 12.8{\%}) and 57.9{\%} received an additional psychotherapy. RESULTS: Eighty-nine patients (63.6{\%}) responded to treatments after 3 months, namely 72.8{\%} with psychotherapy plus medication and 50.8{\%} with medication only. Nonresponders had more severe symptoms at baseline in terms of both clinical severity and functional impairment, and had more comorbid disruptive behavior disorders. The backward logistic regression indicated that clinical severity and functional impairment at baseline, comorbid disruptive behavior disorders, and bipolar disorders were predictors of nonresponse. CONCLUSION: Our data suggest that SSRIs can be effective in pediatric SAD, but that the more severe forms of the disorder and those with heavier comorbidity are associated with poorer prognosis.",2019,https://scholar.google.com.br/,no
1946,Quetiapine monotherapy in adolescents with bipolar disorder comorbid with conduct disorder.,"Bipolar Disorders (BD) are often comorbid with disruptive behaviour disorders (DBDs) (oppositional-defiant disorder or conduct disorder), with negative implications on treatment strategy and outcome. The aim of this study was to assess the efficacy of quetiapine monotherapy in adolescents with BD comorbid with conduct disorder (CD). A consecutive series of 40 adolescents (24 males and 16 females, age range 12-18 years, mean age 14.9 +/- 2.0 years), diagnosed with a clinical interview (Kiddie Schedule for Affective Disorders and Schizophrenia for School-Aged Children-Present and Lifetime Version [K-SADS-PL]) according to American Psychiatric Association, Diagnostic and Statistical Manual of Mental Disorders, 4th ed., Text Revision (DSM-IV-TR) criteria were included. All the patients were treated with quetiapine monotherapy (mean final dose 258 +/- 124 mg/day, range 100-600 mg/day). At the end-point (3 months), 22 patients (55.0{\%}) were responders (Clinical Global Impressions-Improvement [CGI-I] score of 1 or 2 and CGI-Severity [CGI-S] {\textless}/= 3 and improvement of at least 30{\%} Children's Global Assessment Scale [C-GAS] during 3 consecutive months). Both CGI-S and C-GAS significantly improved (p{\textless}0.0001). Nine out of the 16 patients with suicidality (56.3{\%}) had a reduction in this severe symptom during the follow-up. Nonresponders were more frequently males, and more frequently had an attention-deficit/hyperactivity disorder (ADHD) comorbidity. Eight patients (20.0{\%}) experienced moderate to severe sedation and eight (20.0{\%}) experienced increased appetite and weight gain. In these severely impaired adolescents, quetiapine monotherapy was well tolerated and effective in{\textgreater}50{\%} of the patients.",2019,https://scholar.google.com.br/,no
1947,Linkage and association analysis of ADHD endophenotypes in extended and multigenerational pedigrees from a genetic isolate.,"Attention-deficit/hyperactivity disorder (ADHD) is a heritable, chronic, neurodevelopmental disorder with serious long-term repercussions. Despite being one of the most common cognitive disorders, the clinical diagnosis of ADHD is based on subjective assessments of perceived behaviors. Endophenotypes (neurobiological markers that cosegregate and are associated with an illness) are thought to provide a more powerful and objective framework for revealing the underlying neurobiology than syndromic psychiatric classification. Here, we present the results of applying genetic linkage and association analyses to neuropsychological endophenotypes using microsatellite and single nucleotide polymorphisms. We found several new genetic regions linked and/or associated with these endophenotypes, and others previously associated to ADHD, for example, loci harbored in the LPHN3, FGF1, POLR2A, CHRNA4 and ANKFY1 genes. These findings, when compared with those linked and/or associated to ADHD, suggest that these endophenotypes lie on shared pathways. The genetic information provided by this study offers a novel and complementary method of assessing the genetic causes underpinning the susceptibility to behavioral conditions and may offer new insights on the neurobiology of the disorder.",2019,https://scholar.google.com.br/,no
1948,Virtual reality in rehabilitation and therapy.,"This paper describes virtual reality and some of its potential applications in rehabilitation and therapy. Some aspects of this technology are discussed with respect to different problem areas (sensorimotor impairments, autism, learning difficulties), as well as previous research which investigated changes within some motor and motivation parameters in relation to rehabilitation of children with motor impairments. Emphasis is on the positive effects of virtual reality as a method in which rehabilitation and therapy can be offered and evaluated within a functional, purposeful and motivating context.",2019,https://scholar.google.com.br/,no
1949,Mouse IDGenes: a reference database for genetic interactions in the developing mouse brain.,"The study of developmental processes in the mouse and other vertebrates includes  the understanding of patterning along the anterior-posterior, dorsal-ventral and medial- lateral axis. Specifically, neural development is also of great clinical relevance because several human neuropsychiatric disorders such as schizophrenia, autism disorders or drug addiction and also brain malformations are thought to have neurodevelopmental origins, i.e. pathogenesis initiates during childhood and adolescence. Impacts during early neurodevelopment might also predispose to late-onset neurodegenerative disorders, such as Parkinson's disease. The neural tube develops from its precursor tissue, the neural plate, in a patterning process that is determined by compartmentalization into morphogenetic units, the action of local signaling centers and a well-defined and locally restricted expression of genes and their interactions. While public databases provide gene expression data with spatio-temporal resolution, they usually neglect the genetic interactions that govern neural development. Here, we introduce Mouse IDGenes, a reference database for genetic interactions in the developing mouse brain. The database is highly curated and offers detailed information about gene expressions and the genetic interactions at the developing mid-/hindbrain boundary. To showcase the predictive power of interaction data, we infer new Wnt/beta-catenin target genes by machine learning and validate one of them experimentally. The database is updated regularly. Moreover, it can easily be extended by the research community. Mouse IDGenes will contribute as an important resource to the research on mouse brain development, not exclusively by offering data retrieval, but also by allowing data input. DATABASE URL: http://mouseidgenes.helmholtz-muenchen.de.",2019,https://scholar.google.com.br/,no
1950,The neurobiology of oppositional defiant disorder and conduct disorder: altered functioning in three mental domains.,"This review discusses neurobiological studies of oppositional defiant disorder and conduct disorder within the conceptual framework of three interrelated mental domains: punishment processing, reward processing, and cognitive control. First, impaired fear conditioning, reduced cortisol reactivity to stress, amygdala hyporeactivity to negative stimuli, and altered serotonin and noradrenaline neurotransmission suggest low punishment sensitivity, which may compromise the ability of children and adolescents to make associations between inappropriate behaviors and forthcoming punishments. Second, sympathetic nervous system hyporeactivity to incentives, low basal heart rate associated with sensation seeking, orbitofrontal cortex hyporeactiviy to reward, and altered dopamine functioning suggest a hyposensitivity to reward. The associated unpleasant emotional state may make children and adolescents prone to sensation-seeking behavior such as rule breaking, delinquency, and substance abuse. Third, impairments in executive functions, especially when motivational factors are involved, as well as structural deficits and impaired functioning of the paralimbic system encompassing the orbitofrontal and cingulate cortex, suggest impaired cognitive control over emotional behavior. In the discussion we argue that more insight into the neurobiology of oppositional defiance disorder and conduct disorder may be obtained by studying these disorders separately and by paying attention to the heterogeneity of symptoms within each disorder.",2019,https://scholar.google.com.br/,no
1951,[The role of the nucleus accumbens in psychiatric disorders].,"The nucleus accumbens is the most inferior part of the striatum and is mainly connected to the limbic system. It is neurochemically and immunohistochemically divided into a shell laterally and a core medially. As a functionally central structure between amygdala, basal ganglia, mesolimbic dopaminergic regions, mediodorsal thalamus and prefrontal cortex, the nucleus accumbens appears to play a modulative role in the flow of the information from the amygdaloid complex to these regions. Dopamine is a major neurotransmitter of the nucleus accumbens and this nucleus has a modulative function to the amygdala-basal ganglia-prefrontal cortex circuit. Together with the prefrontal cortex and amygdala, nucleus accumbens consists a part of the cerebral circuit which regulates functions associated with effort. It is anatomically located in a unique way to serve emotional and behavioral components of feelings. It is considered as a neural interface between motivation and action, having a key-role in food intake, sexual behavior, reward-motivated behavior, stress-related behavior and substance-dependence. It is involved in several cognitive, emotional and psychomotor functions, altered in some psychopathology. Moreover it is involved in some of the commonest and most severe psychiatric disorders, such as depression, schizophrenia, obsessive-compulsive disorder and other anxiety disorders, as well as in addiction, including drugs abuse, alcoholism and smoking. Nucleus accumbens has also a role in other psychiatric disorders such as bipolar disorder, attention deficit/ hyperactivity disorder and post-traumatic stress disorder. Because of its rich dopaminergic projections, this nucleus has been subject of many studies in animals as well as in humans, connecting its malfunction with the disturbed reward process observed in depression. Neuromodulation interventions targeting the nucleus accumbens are nowadays applied in strictly selected patients suffering from treatment-resistant depression, obsessive-compulsive disorder, Tourette syndrome and addiction to drugs or alcohol. Specifically, bilateral and unilateral (right) deep brain stimulation of the nucleus accumbens has been applied in obsessive-compulsive patients resulting into significant improvement of their symptoms and their quality of life. Nucleus accumbens deep brain stimulation has been also associated with antidepressant and anxiolytic effect, as well as quality of life improvement in patients suffering from severe resistant depression. Finally, this minimally invasive stereotactic procedure has been proved beneficial for all phenotypic components of the Tourette syndrome, with remarkable reduction of the syndrome's motor manifestations, including tics.",2019,https://scholar.google.com.br/,no
1952,The role of emotion regulation in autism spectrum disorder.,"OBJECTIVE: Autism spectrum disorder (ASD) is associated with amplified emotional  responses and poor emotional control, but little is known about the underlying mechanisms. This article provides a conceptual and methodologic framework for understanding compromised emotion regulation (ER) in ASD. METHOD: After defining ER and related constructs, methods to study ER were reviewed with special consideration on how to apply these approaches to ASD. Against the backdrop of cognitive characteristics in ASD and existing ER theories, available research was examined to identify likely contributors to emotional dysregulation in ASD. RESULTS: Little is currently known about ER in youth with ASD. Some mechanisms that contribute to poor ER in ASD may be shared with other clinical populations (e.g., physiologic arousal, degree of negative and positive affect, alterations in the amygdala and prefrontal cortex), whereas other mechanisms may be more unique to ASD (e.g., differences in information processing/perception, cognitive factors [e.g., rigidity], less goal-directed behavior and more disorganized emotion in ASD). CONCLUSIONS: Although assignment of concomitant psychiatric diagnoses is warranted in some cases, poor ER may be inherent in ASD and may provide a more parsimonious conceptualization for the many associated socioemotional and behavioral problems in this population. Further study of ER in youth with ASD may identify meaningful subgroups of patients and lead to more effective individualized treatments.",2019,https://scholar.google.com.br/,no
1953,ECHO Autism: A New Model for Training Primary Care Providers in Best-Practice Care for Children With Autism.,"Children with autism spectrum disorder (ASD) have complex medical problems, yet they are at high risk for unmet health care needs. Primary care providers are perfectly positioned to meet these needs, however, they often lack training in ASD. This pilot project developed and tested a new model for training primary care providers in best-practice care for ASD using the Extension for Community Healthcare Outcomes (ECHO) framework. The 6-month ECHO Autism pilot project consisted of 12 biweekly clinics focused on screening and identification of ASD symptoms and management of medical and psychiatric comorbidities. Participants completed measures of practice behavior and self-efficacy in screening and management of children with ASD at baseline (pretest) and after 6 months of ECHO Autism (posttest). Statistically significant improvements were observed in self-efficacy, in adherence to ASD screening guidelines, and in use of ASD-specific resources. Participants also reported high satisfaction with the program.",2019,https://scholar.google.com.br/,no
1954,Prevalence and correlates of screen-based media use among youths with autism spectrum disorders.,"Anecdotal reports indicate that individuals with autism spectrum disorders (ASD)  are often preoccupied with television, computers, and video games (screen-based media). However, few studies have examined this issue. The current study examined screen-based media use among a large, nationally representative sample of youths participating in the National Longitudinal Transition Study-2 (NLTS2). The majority of youths with ASD (64.2{\%}) spent most of their free time using non-social media (television, video games), while only 13.2{\%} spent time on social media (email, internet chatting). Compared with other disability groups (speech/language impairments, learning disabilities, intellectual disabilities), rates of non-social media use were higher among the ASD group, and rates of social media use were lower. Demographic and symptom-specific correlates were also examined.",2019,https://scholar.google.com.br/,no
1955,Comment on Technology-Based Intervention Research for Individuals on the Autism Spectrum.,"The purpose of this letter to the editor is to comment on several review papers recently published in the current Journal of Autism and Developmental Disorders, Special Issue on Technology: Software, Robotics, and Translational Science. These reviews address a variety of aspects relating to technology-aided intervention and instruction for individuals with Autism Spectrum Disorders (ASDs). Here, I comment on and evaluate the overall status of research and development in this area, including reflection on current challenges in this area in the context of previous challenges and resolutions in behavioral intervention research. From these reviews and the current evaluation, I further discuss important next steps for the field which may be critical for guiding progress toward meaningful impacts upon individuals with ASD.",2019,https://scholar.google.com.br/,no
1956,Systematic review of tools to measure outcomes for young children with autism spectrum disorder.,"BACKGROUND: The needs of children with autism spectrum disorder (ASD) are complex and this is reflected in the number and diversity of outcomes assessed and measurement tools used to collect evidence about children's progress. Relevant outcomes include improvement in core ASD impairments, such as communication, social awareness, sensory sensitivities and repetitiveness, skills such as social functioning and play, participation outcomes such as social inclusion, and parent and family impact. OBJECTIVES: To examine the measurement properties of tools used to measure progress and outcomes in children with ASD up to the age of 6 years. To identify outcome areas regarded as important by people with ASD and parents. METHODS: The MeASURe (Measurement in Autism Spectrum disorder Under Review) research collaboration included ASD experts and review methodologists. We undertook systematic review of tools used in ASD early intervention and observational studies from 1992 to 2013, systematic review, using the COSMIN checklist (Consensus-based Standards for the selection of health Measurement Instruments) of papers addressing the measurement properties of identified tools in children with ASD, and synthesis of evidence and gaps. The review design and process was informed throughout by consultation with stakeholders including parents, young people with ASD, clinicians and researchers. RESULTS: The conceptual framework developed for the review was drawn from the International Classification of Functioning, Disability and Health, including the domains 'Impairments', 'Activity Level Indicators', 'Participation', and 'Family Measures'. In review 1, 10,154 papers were sifted - 3091 by full text - and data extracted from 184, in total, 131 tools were identified, excluding observational coding, study-specific measures and those not in English. In review 2, 2665 papers were sifted and data concerning measurement properties of 57 (43{\%}) tools were extracted from 128 papers. Evidence for the measurement properties of the reviewed tools was combined with information about their accessibility and presentation. Twelve tools were identified as having the strongest supporting evidence, the majority measuring autism characteristics and problem behaviour. The patchy evidence and limited scope of outcomes measured mean these tools do not constitute a 'recommended battery' for use. In particular, there is little evidence that the identified tools would be good at detecting change in intervention studies. The obvious gaps in available outcome measurement include well-being and participation outcomes for children, and family quality-of-life outcomes, domains particularly valued by our informants (young people with ASD and parents). CONCLUSIONS: This is the first systematic review of the quality and appropriateness of tools designed to monitor progress and outcomes of young children with ASD. Although it was not possible to recommend fully robust tools at this stage, the review consolidates what is known about the field and will act as a benchmark for future developments. With input from parents and other stakeholders, recommendations are made about priority targets for research. FUTURE WORK: Priorities include development of a tool to measure child quality of life in ASD, and validation of a potential primary outcome tool for trials of early social communication intervention. STUDY REGISTRATION: This study is registered as PROSPERO CRD42012002223. FUNDING: The National Institute for Health Research Health Technology Assessment programme.",2019,https://scholar.google.com.br/,no
1957,Modeling the autism spectrum disorder phenotype.,"Autism Spectrum Disorder (ASD) is highly heritable, and although there has been active research in an attempt to discover the genetic factors underlying ASD, diagnosis still depends heavily on behavioral assessments. Recently, several large-scale initiatives, including those of the Autism Consortium, have contributed to the collection of extensive information from families affected by ASD. Our goal was to develop an ontology that can be used 1) to provide improved access to the data collected by those who study ASD and other neurodevelopmental disorders, and 2) to assess and compare the characteristics of the instruments that are used in the assessment of ASD. We analyzed two dozen instruments used to assess ASD, studying the nature of the questions asked and items assessed, the method of delivery, and the overall scope of the content. These data together with the extensive literature on ASD contributed to our iterative development of an ASD phenotype ontology. The final ontology comprises 283 concepts distributed across three high-level classes, 'Personal Traits', 'Social Competence', and 'Medical History'. The ontology is fully integrated with the Autism Consortium database, allowing researchers to pose ontology-based questions. The ontology also allows researchers to assess the degree of overlap among a set of candidate instruments according to several objective criteria. The ASD phenotype ontology has promise for use in research settings where extensive phenotypic data have been collected, allowing a concept-based approach to identifying behavioral features of importance and for correlating these with genotypic data.",2019,https://scholar.google.com.br/,no
1958,22q11.2 Deletion Syndrome,"Individuals with 22q11.2 deletion syndrome (22q11.2DS) have a range of findings including the following: Congenital heart disease (74{\%} of individuals), particularly conotruncal malformations (tetralogy of Fallot, interrupted aortic arch, ventricular septal defect, and truncus arteriosus). Palatal abnormalities (69{\%}), particularly velopharyngeal incompetence, submucosal cleft palate, bifid uvula, and cleft palate. Characteristic facial features (present in the majority of individuals of northern European heritage). Learning difficulties (70{\%}-90{\%}). An immune deficiency (regardless of the clinical presentation) (77{\%}). Additional findings include the following: Hypocalcemia (50{\%}). Significant feeding and swallowing problems, constipation with or without structural gastrointestinal anomalies (intestinal malrotation, imperforate anus, and Hirschsprung disease). Renal anomalies (31{\%}). Hearing loss (both conductive and sensorineural). Laryngotracheoesophageal anomalies. Growth hormone deficiency. Autoimmune disorders. Seizures (idiopathic or associated with hypocalcemia). CNS anomalies including tethered cord. Skeletal abnormalities (scoliosis with or without vertebral anomalies, clubbed feet, polydactyly, and craniosynostosis). Ophthalmologic abnormalities (strabismus, posterior embryotoxon, tortuous retinal vessels, scleracornea, and anophthalmia). Enamel hypoplasia. Malignancies (rare). Developmental delay (in particular delays in emergence of language), intellectual disability, and learning differences (non-verbal learning disability where the verbal IQ is significantly greater than the performance IQ) are common. Autism or autistic spectrum disorder is found in approximately 20{\%} of children and psychiatric illness (specifically schizophrenia) is present in 25{\%} of adults, however, attention deficit disorder, anxiety, perseveration, and difficulty with social interactions are also common. 22q11.2 deletion syndrome is diagnosed in individuals with a submicroscopic deletion of chromosome 22 detected by fluorescence in situ hybridization (FISH), multiplex ligation-dependent probe amplification (MLPA), or chromosomal microarray (CMA). At present, fewer than 5{\%} of individuals with clinical findings of the 22q11.2 deletion syndrome have normal routine cytogenetic studies and normal results on FISH testing, however, this figure may change as individuals with atypical or nested deletions within the DGCR (DiGeorge chromosome region) but not including the area encompassing the N25 or TUPLE FISH probes are identified using array-based or MLPA technologies. Treatment of manifestations: Multidisciplinary team approach (which may include any combination of the following: allergy, audiology, cardiology, cardiac surgery, child development / psychology, dental, endocrine, ENT, feeding, gastroenterology, general pediatrics, general surgery, immunology, clinical genetics, neurology, neurosurgery, ophthalmology, orthopedics, otolaryngology, plastic surgery, psychiatry, pulmonary, rheumatology, speech, and urology tailored to the affected individual's specific needs. Calcium supplementation and referral to an endocrinologist for hypocalcemia and thyroid monitoring, specific strategies (modification of spoon placement when eating, treatment for gastroesophageal reflux and gastrointestinal dysmotility) for feeding difficulties, educational intervention and speech therapy/introduction of sign language therapy beginning at diagnosis because of risk for delays. Growth hormone deficiency is treated as in the general population. Immune deficiency requires aggressive treatment of infections, rarely, prophylactic antibiotics, IVIG therapy, or thymic transplantation are required. Early diagnosis and intervention for psychiatric illnesses improve long-term prognosis. Prevention of secondary complications: Immunization of infants who have lymphocyte abnormalities with live vaccines is not recommended, reevaluate immune status in childhood before giving live vaccines, antibody studies to assess results of immunizations are warranted, irradiated blood products are recommended until normalization of the immune system can be confirmed, serum ionized calcium concentration should be measured pre- and postoperatively to avoid hypocalcemic seizures, consider assessment of carotid arteries prior to surgical procedures involving the pharynx, consider possible effects on speech prior to adenoidectomy, consider assessment of cervical spine anomalies prior to hyperextension of the neck during surgical procedures/athletic pursuits, consider pre- and postoperative sleep studies when performing pharyngeal procedures, consider assessment of platelet volume and function prior to surgical procedures. Surveillance: Follow up as needed on a ""system by system"" basis, but including routine reassessment of serum ionized calcium and thyroid studies, reevaluation of immunologic status prior to live virus vaccines, annual complete blood count and differential, ophthalmologic evaluation prior to school age, evaluation of nasal speech quality, audiology evaluation prior to school enrollment, surveillance for scoliosis, routine dental care, regular speech, language and developmental assessments to provide appropriate remediation. Agents/circumstances to avoid: Carbonated drinks and alcohol consumption may exacerbate hypocalcemia. Caffeine intake may contribute to or worsen anxiety. 22q11.2 deletion syndrome is a contiguous gene deletion syndrome inherited in an autosomal dominant manner. About 93{\%} of probands have a de novo deletion of 22q11.2 and 7{\%} have inherited the 22q11.2 deletion from a parent. Offspring of affected individuals have a 50{\%} chance of inheriting the 22q11.2 deletion. Prenatal testing for pregnancies at increased risk based on family history is possible if the diagnosis has been confirmed in an affected family member and for pregnancies not known to be at increased risk in which congenital heart disease and/or other associated abnormalities (e.g., cleft palate, polydactyly, diaphragmatic hernia, renal anomalies, and polyhydramnios) have been detected by ultrasound examination.",2019,https://scholar.google.com.br/,no
1959,Traditional versus computerized presentation and response methods on a structured AAC assessment tool.,"This pilot investigation compared participants' performance using traditional versus computerized presentation and response methods on a subtest of the Test of Aided-Symbol Performance (TASP). Participants were between 6 years and 21 years of age and were using some form of augmentative and alternative communication (AAC). Investigators used a within-subject crossover design, with participants randomly assigned to the administration condition they experienced first. Two months later, participants experienced the second condition. Results showed no significant difference in performance regardless of the administration condition, which supported the investigators' hypothesis. Accepting computerized presentation and response methods for the TASP would allow this measure to be used more broadly and expand the current methods of confidently evaluating options for AAC recommendations.",2019,https://scholar.google.com.br/,no
1960,Toward an immune-mediated subtype of autism spectrum disorder.,"A role for immunological involvement in autism spectrum disorder (ASD) has long been hypothesized. This review includes four sections describing (1) evidence for a relationship between familial autoimmune disorders and ASD, (2) results from post-mortem and neuroimaging studies that investigated aspects of neuroinflammation in ASD, (3) findings from animal model work in ASD involving inflammatory processes, and (4) outcomes from trials of anti-inflammatory/immune-modulating drugs in ASD that have appeared in the literature. Following each section, ideas are provided for future research, suggesting paths forward in the continuing effort to define the role of immune factors and inflammation in the pathophysiology of a subtype of ASD. This article is part of a Special Issue entitled SI: Neuroimmunology in Health And Disease.",2019,https://scholar.google.com.br/,no
1961,Play with objects in young males with fragile X syndrome: a preliminary study.,"Using the Developmental Play Assessment, this preliminary study described the categories and levels of play with objects produced by 10 young boys with diagnoses of full mutation fragile X syndrome, the leading inherited cause of intellectual disability. Additionally, the study examined concurrent associations between child characteristics and three different summary level variables representing object play skills. Presentation Combinations (i.e., recreating structured configurations of objects) was the highest play level emerging or mastered for all participants. The number of toys touched during the play sample, an index of object interest, was positively related to standardized measures of receptive and expressive language while the number of different actions produced, an index of play diversity, was negatively related to autism symptom severity. Both variables were significantly related to the number of nonverbal communication acts children produced while interacting with their mothers in play. Clinical implications and future directions are discussed. LEARNING OUTCOMES: Readers will be able to: (1) define a framework for categorizing developmental levels of play, (2) discuss the constructs represented by three different summary level metrics of play with objects, (3) describe the relationship between object-play skills and child characteristics for young males with FXS.",2019,https://scholar.google.com.br/,no
1962,Atypical antipsychotic medications in the management of disruptive behaviors in children: safety guidelines and recommendations.,"Use of atypical antipsychotic medications (AAMs) in the treatment of disruptive behavior (DB) in children and adolescents has increased dramatically worldwide. However, with exception of using risperidone (i.e., for the management of irritability associated with autism, manic and mixed episodes associated with bipolar I disorder, and schizophrenia) and aripiprazole (i.e., for manic and mixed episodes associated with bipolar I disorder and schizophrenia), the Food and Drug Administration (FDA) has not approved the use of AAMs in children and adolescents. Although research on use of these medications in children and adolescents has increased, mechanisms of action and long-term outcomes remain poorly understood or unknown. Particularly concerning is that use of these medications in children and adolescents may impact cognitive, social, and physical development, as side effects may interfere with activities in their educational setting, peer networks, and recreational settings. Overall, AAMs frequently are prescribed off label, control DB through sedation rather than targeting actual causes of DB, and lead to many negative side effects with unknown long-term effects. Reconsidering the use of AAMs in managing DB is encouraged strongly.",2019,https://scholar.google.com.br/,no
1963,Education programmes for young children with Autism Spectrum Disorder: an Evaluation Framework.,"Autism researchers have identified a common set of practices that form the basis  of quality programming in ASD yet little is known regarding the implementation of these practices in community settings. The purpose of this paper was to outline an Evaluation Framework for use in evaluating ASD programmes of education that will provide valuable information as to the sensitivity of programmes to best practice, establish how programmes are operating and the programme effect on students and their families. The move towards more rigorous evaluation will provide quality information as to the degree of adoption of research led practices in the community setting which heretofore has been largely unavailable.",2019,https://scholar.google.com.br/,no
1964,SHRINE: enabling nationally scalable multi-site disease studies.,"Results of medical research studies are often contradictory or cannot be reproduced. One reason is that there may not be enough patient subjects available for observation for a long enough time period. Another reason is that patient populations may vary considerably with respect to geographic and demographic boundaries thus limiting how broadly the results apply. Even when similar patient populations are pooled together from multiple locations, differences in medical treatment and record systems can limit which outcome measures can be commonly analyzed. In total, these differences in medical research settings can lead to differing conclusions or can even prevent some studies from starting. We thus sought to create a patient research system that could aggregate as many patient observations as possible from a large number of hospitals in a uniform way. We call this system the 'Shared Health Research Information Network', with the following properties: (1) reuse electronic health data from everyday clinical care for research purposes, (2) respect patient privacy and hospital autonomy, (3) aggregate patient populations across many hospitals to achieve statistically significant sample sizes that can be validated independently of a single research setting, (4) harmonize the observation facts recorded at each institution such that queries can be made across many hospitals in parallel, (5) scale to regional and national collaborations. The purpose of this report is to provide open source software for multi-site clinical studies and to report on early uses of this application. At this time SHRINE implementations have been used for multi-site studies of autism co-morbidity, juvenile idiopathic arthritis, peripartum cardiomyopathy, colorectal cancer, diabetes, and others. The wide range of study objectives and growing adoption suggest that SHRINE may be applicable beyond the research uses and participating hospitals named in this report.",2019,https://scholar.google.com.br/,no
1965,A systematic review of medical treatments for children with autism spectrum disorders.,"CONTEXT: As many as 1 in every 110 children in the United States has an autism spectrum disorder (ASD). Many medical treatments for ASDs have been proposed and studied, but there is currently no consensus regarding which interventions are most effective. OBJECTIVE: To systematically review evidence regarding medical treatments for children aged 12 years and younger with ASDs. METHODS: We searched the Medline, PsycInfo, and ERIC (Education Resources Information Center) databases from 2000 to May 2010, regulatory data for approved medications, and reference lists of included articles. Two reviewers independently assessed each study against predetermined inclusion/exclusion criteria. Studies of secretin were not included in this review. Two reviewers independently extracted data regarding participant and intervention characteristics, assessment techniques, and outcomes and assigned overall quality and strength-of-evidence ratings on the basis of predetermined criteria. RESULTS: Evidence supports the benefit of risperidone and aripiprazole for challenging and repetitive behaviors in children with ASDs. Evidence also supports significant adverse effects of these medications. Insufficient strength of evidence is present to evaluate the benefits or adverse effects for any other medical treatments for ASDs, including serotonin-reuptake inhibitors and stimulant medications. CONCLUSIONS: Although many children with ASDs are currently treated with medical interventions, strikingly little evidence exists to support benefit for most treatments. Risperidone and aripiprazole have shown benefit for challenging and repetitive behaviors, but associated adverse effects limit their use to patients with severe impairment or risk of injury.",2019,https://scholar.google.com.br/,no
1966,The BTBR mouse model of autism spectrum disorders has learning and attentional impairments and alterations in acetylcholine and kynurenic acid in prefrontal cortex.,"Autism is a complex spectrum of disorders characterized by core behavioral deficits in social interaction, communication, repetitive stereotyped behaviors and restricted interests. Autism frequently presents with additional cognitive symptoms, including attentional deficits and intellectual disability. Preclinical models are important tools for studying the behavioral domains and biological underpinnings of autism, and potential treatment targets. The inbred BTBR T+tf/J (BTBR) mouse strain has been used as an animal model of core behavioral deficits in autism. BTBR mice exhibit repetitive behaviors and deficits in sociability and communication, but other aspects of their cognitive phenotype, including attentional performance, are not well characterized. We examined the attentional abilities of BTBR mice in the 5-choice serial reaction time task (5-CSRTT) using an automated touchscreen testing apparatus. The 5-CSRTT is an analogue of the human continuous performance task of attention, and so both the task and apparatus have translational relevance to human touchscreen cognitive testing. We also measured basal extracellular levels of a panel of neurotransmitters within the medial prefrontal cortex, a brain region critically important for performing the 5-CSRTT. We found that BTBR mice have increased impulsivity, defined as an inability to withhold responding, and decreased motivation, as compared to C57Bl/6J mice. Both of these features characterize attentional deficit disorders in humans. BTBR mice also display decreased accuracy in detecting short stimuli, lower basal levels of extracellular acetylcholine and higher levels of kynurenic acid within the prefrontal cortex. Intact cholinergic transmission in prefrontal cortex is required for accurate performance of the 5-CSRTT, consequently this cholinergic deficit may underlie less accurate performance in BTBR mice. Based on our findings that BTBR mice have attentional impairments and alterations in a key neural substrate of attention, we propose that they may be valuable for studying mechanisms for treatment of cognitive dysfunction in individuals with attention deficits and autism.",2019,https://scholar.google.com.br/,no
1967,A comparative study: completion of fine motor office related tasks by high school students with autism using video models on large and small screen sizes.,"The purpose of this investigation was to compare fine motor task completion when  using video models presented on a smaller screen size (Personal Digital Assistant) compared to a larger laptop screen size. The investigation included four high school students with autism spectrum disorders and mild to moderate intellectual disabilities and used an adapted alternating treatments design with baseline, extended baseline, comparison, and final treatment conditions. Results showed that although independent completion of fine motor office related tasks increased under both procedures, use of video models on the larger screen resulted in a higher percentage of correct responses across all four students.",2019,https://scholar.google.com.br/,no
1968,Using a Personal Digital Assistant to increase completion of novel tasks and independent transitioning by students with autism spectrum disorder.,"The purpose of this study was to evaluate the use of a Personal Digital Assistant with multiple prompt levels to increase completion of novel task boxes and transitioning within and between tasks. The study used a multiple probe design across three sets of task boxes replicated with three students with a diagnosis of autism spectrum disorder. Results indicated that: task completion was higher for two of the students compared to baseline conditions using a picture-based task strip, all students were able to complete a greater number of between task transitions using the PDA, students performed within task transitions equally as well using the PDA and the task strip, and one student began to self-fade use of more intrusive prompt levels.",2019,https://scholar.google.com.br/,no
1969,Empathy and contextual social cognition.,"Empathy is a highly flexible and adaptive process that allows for the interplay of prosocial behavior in many different social contexts. Empathy appears to be a very situated cognitive process, embedded with specific contextual cues that trigger different automatic and controlled responses. In this review, we summarize relevant evidence regarding social context modulation of empathy for pain. Several contextual factors, such as stimulus reality and personal experience, affectively link with other factors, emotional cues, threat information, group membership, and attitudes toward others to influence the affective, sensorimotor, and cognitive processing of empathy. Thus, we propose that the frontoinsular-temporal network, the so-called social context network model (SCNM), is recruited during the contextual processing of empathy. This network would (1) update the contextual cues and use them to construct fast predictions (frontal regions), (2) coordinate the internal (body) and external milieus (insula), and (3) consolidate the context-target associative learning of empathic processes (temporal sites). Furthermore, we propose these context-dependent effects of empathy in the framework of the frontoinsular-temporal network and examine the behavioral and neural evidence of three neuropsychiatric conditions (Asperger syndrome, schizophrenia, and the behavioral variant of frontotemporal dementia), which simultaneously present with empathy and contextual integration impairments. We suggest potential advantages of a situated approach to empathy in the assessment of these neuropsychiatric disorders, as well as their relationship with the SCNM.",2019,https://scholar.google.com.br/,no
1970,Long-term behavioral effects of neonatal blockade of gastrin-releasing peptide receptors in rats: similarities to autism spectrum disorders.,"Gastrin releasing peptide, the mammalian counterpart of the amphibian peptide, bombesin, has been increasingly implicated in regulating normal brain function as well as in the pathogenesis of psychiatric and/or neurodevelopmental disorders. We have previously shown that the neonatal blockade of the gastrin-releasing peptide receptor (GRPr) in rats produces long-lasting consequences during central nervous system development that are commonly observed in neurodevelopmental disorders such as autism spectrum disorders. The present investigation assessed in further detail, long-term behavioral effects of neonatal GRPr blockade. During postnatal days 1-10, male Wistar rat pups (n=5-10/litter) were injected (subcutaneously) with the GRPr antagonist, RC-3095 (1 mg/kg), or a vehicle (control), twice daily. Following the drug treatment regimen, several behaviors were assessed (starting on postnatal day 14) including specific social behaviors (namely, group huddling characteristics, social interaction, and social approach), restrictive/repetitive and stereotyped behaviors (y-maze, repetitive novel object contact task, observation for stereotypies) and anxiety/fear-related responses (open field, elevated plus maze and contextual fear conditioning). Rats treated neonatally with RC-3095 showed reduced sociability, restrictive interests, motor stereotypies and enhanced learned fear response compared to the controls (vehicle-treated rats). These behavioral abnormalities are consistent with those observed in autism spectrum disorders and provide further evidence that neonatal blockade of GRPr could potentially serve as a useful model to gain a better understanding of the underlying neurodevelopmental disruptions contributing to the expression of autism-relevant phenotypes.",2019,https://scholar.google.com.br/,no
1971,"Hippocampus/amygdala alterations, loss of heparan sulfates, fractones and ventricle wall reduction in adult BTBR T+ tf/J mice, animal model for autism.","Multiple studies converge to implicate alterations of the hippocampus and amygdala in the pathology of autism. We have previously reported anatomical alterations of the meninges, vasculature and fractones, the specialized extracellular matrix (ECM) of the subventricular zone, in the forebrain of adult BTBR T+ tf/J mice, animal model for autism. Here, we used bisbenzidine cell nucleus staining and dual immunofluorescence histochemistry for laminin and N-sulfated heparan sulfate proteoglycans (NS-HSPG) to examine a series of brain sections containing the amygdala and hippocampus in the adult BTBR T+ tf/j mouse. We observed an excessive separation of the two hippocampi, a modified trajectory of the meninges leading to a shrunken choroid plexus in the lateral ventricle, a shorter granular layer of the dentate gyrus, and a reduced size of the amygdala nuclei. The lateral ventricle near the amygdala, and the third ventricle were shrunken. The number and size of fractones, and their immunoreactivity for NS-HSPG, were reduced throughout the third and lateral ventricles walls. Enlarged blood vessels were found at the endopiriform cortex/amygdala interface. These results show anatomical alterations of the hippocampal/amygdala that are associated with defects of the choroid plexus/ventricular system and the ECM in the BTBR T+ TF/J mouse. Similar alterations of the hippocampus/amygdala axis in humans with autism to these observed in BTBR T+ tf/J mice make this animal model highly valuable for the study of autism. Moreover, the meningo/vascular and ECM alterations in BTBR T+ Tf/J mice suggest a possible role of the brain connective tissue in autism.",2019,https://scholar.google.com.br/,no
1972,Sensitive and critical periods during neurotypical and aberrant neurodevelopment: a framework for neurodevelopmental disorders.,"During sensitive and critical periods, the brain undergoes significant plasticity from the level of individual synapses and neuronal networks up to the level of behaviour. Both sensitive and critical periods during neurotypical development of the young animal provide a framework to the early temporally-regulated modifications that occur in the nervous system. In neurodevelopmental disorders (NDD), notably autistic syndromes and intellectual disability, children exhibit developmental delays in motor, social and sensory processes and often miss key developmental milestones. In corresponding genetic NDD mouse models, recent data reveal temporally-regulated and in some cases, transient impairments in many neuronal and behavioural phenotypes during development. However, the mechanisms underlying these impairments in NDDs and their potential links with neurobiological mechanisms governing neurotypical development are not fully investigated. This article highlights the potential for the use of known critical and sensitive periods during vertebrate development to investigate and advance our understanding of the neural bases underlying impairments in these developmental disorders of the nervous system.",2019,https://scholar.google.com.br/,no
1973,Genome-wide association study of blood pressure response to methylphenidate treatment of attention-deficit/hyperactivity disorder.,"OBJECTIVE: We conducted a genome-wide association study of blood pressure in an open-label study of the methylphenidate transdermal system (MTS) for the treatment of attention-deficit/hyperactivity disorder (ADHD). METHOD: Genotyping was conducted with the Affymetrix Genome-Wide Human SNP Array 6.0. Multivariate association analyses were conducted using the software package PLINK. After data cleaning and quality control we tested 316,934 SNPs in 140 children with ADHD. RESULTS: We observed no genome-wide statistically significant findings, but a SNP in a K(+)-dependent Na(+)/Ca(2+) exchanger expressed in vascular smooth muscle (SLC24A3) was included in our top associations at p{\textless}1E-04. Genetic enrichment analyses of genes with {\textgreater}/=1 SNP significant at p{\textless}0.01, implicated several functional categories (FERM domain, p=5.0E-07, immunoglobulin domain, p=8.1E-06, the transmembrane region, p=4.4E-05, channel activity, p=2.0E-04, and type-III fibronectins, p=2.7E-05) harboring genes previously associated with related cardiovascular phenotypes. CONCLUSIONS: The hypothesis generating results from this study suggests that polymorphisms in several genes consistently associated with cardiovascular diseases may impact changes in blood pressure observed with methylphenidate pharmacotherapy in children with ADHD.",2019,https://scholar.google.com.br/,no
1974,Implementing motivational interviewing in primary care: the role of provider characteristics.,"Primary care is an optimal place to target modifiable health behavior problems that are linked to increased risk for mortality. The Veterans Administration (VA) has recognized the importance of coordinated, patient-centered care that increases access to health care services and has recently initiated efforts to implement Patient Aligned Care Teams within the primary care setting. To help support this initiative, administrative leaders at a large VA Health Care organization implemented a training program to teach all primary care staff motivational interviewing (MI) across its local facilities. Guided by the Consolidated Framework for Implementation Research, we examined the characteristics of providers working within this setting in an attempt to better understand the specific training needs of this group with the goal of optimizing the adoption of MI-related skills. Our findings show that providers vary on perspectives of lifestyle counseling, time commitment pressure, job-related burnout, and self-efficacy, which have important implication for the design and implementation of future trainings in MI and other evidence-based therapies.",2019,https://scholar.google.com.br/,no
1975,Learning from the past and looking to the future: Emerging perspectives for improving the treatment of psychiatric disorders.,"Modern neuropsychopharmacology commenced in the 1950s with the serendipitous discovery of first-generation antipsychotics and antidepressants which were therapeutically effective yet had marked adverse effects. Today, a broader palette of safer and better-tolerated agents is available for helping people that suffer from schizophrenia, depression and other psychiatric disorders, while complementary approaches like psychotherapy also have important roles to play in their treatment, both alone and in association with medication. Nonetheless, despite considerable efforts, current management is still only partially effective, and highly-prevalent psychiatric disorders of the brain continue to represent a huge personal and socio-economic burden. The lack of success in discovering more effective pharmacotherapy has contributed, together with many other factors, to a relative disengagement by pharmaceutical firms from neuropsychiatry. Nonetheless, interest remains high, and partnerships are proliferating with academic centres which are increasingly integrating drug discovery and translational research into their traditional activities. This is, then, a time of transition and an opportune moment to thoroughly survey the field. Accordingly, the present paper, first, chronicles the discovery and development of psychotropic agents, focusing in particular on their mechanisms of action and therapeutic utility, and how problems faced were eventually overcome. Second, it discusses the lessons learned from past successes and failures, and how they are being applied to promote future progress. Third, it comprehensively surveys emerging strategies that are (1), improving our understanding of the diagnosis and classification of psychiatric disorders, (2), deepening knowledge of their underlying risk factors and pathophysiological substrates, (3), refining cellular and animal models for discovery and validation of novel therapeutic agents, (4), improving the design and outcome of clinical trials, (5), moving towards reliable biomarkers of patient subpopulations and medication efficacy and (6), promoting collaborative approaches to innovation by uniting key partners from the regulators, industry and academia to patients. Notwithstanding the challenges ahead, the many changes and ideas articulated herein provide new hope and something of a framework for progress towards the improved prevention and relief of psychiatric and other CNS disorders, an urgent mission for our Century.",2019,https://scholar.google.com.br/,no
1976,Level of Immersion in Virtual Environments Impacts the Ability to Assess and Teach Social Skills in Autism Spectrum Disorder.,"Virtual environments (VEs) may be useful for delivering social skills interventions to individuals with autism spectrum disorder (ASD). Immersive VEs provide opportunities for individuals with ASD to learn and practice skills in a controlled replicable setting. However, not all VEs are delivered using the same technology, and the level of immersion differs across settings. We group studies into low-, moderate-, and high-immersion categories by examining five aspects of immersion. In doing so, we draw conclusions regarding the influence of this technical manipulation on the efficacy of VEs as a tool for assessing and teaching social skills. We also highlight ways in which future studies can advance our understanding of how manipulating aspects of immersion may impact intervention success.",2019,https://scholar.google.com.br/,no
1977,Impaired decision-making as a young adult outcome of girls diagnosed with attention-deficit/hyperactivity disorder in childhood.,"We examined decision-making in young adulthood in a follow-up study of females diagnosed with attention-deficit/hyperactivity disorder (ADHD) between 6 and 12 years. Participants with childhood ADHD (n = 114) and matched comparison females (n = 77), followed prospectively for 10 years, performed the Iowa Gambling Task (IGT) at ages 17-25 years. This task assesses preference for high-reward/high-risk chances that result in lower overall gains (disadvantageous decks of cards) compared to low-reward/low-risk chances that result in higher overall gains (advantageous decks of cards). Relative to comparison participants, young adult females with a history of ADHD did not increase their preference for advantageous decks across time blocks, suggesting difficulties in learning to change behavior over the course of the IGT. Overall, childhood diagnoses of ADHD were associated with disadvantageous decision-making in young adulthood. These results extend findings on decision-making in males with ADHD by demonstrating comparable levels of impairment in an all-female sample.",2019,https://scholar.google.com.br/,no
1978,The diet factor in attention-deficit/hyperactivity disorder.,"This article is intended to provide a comprehensive overview of the role of dietary methods for treatment of children with attention-deficit/hyperactivity disorder (ADHD) when pharmacotherapy has proven unsatisfactory or unacceptable. Results of recent research and controlled studies, based on a PubMed search, are emphasized and compared with earlier reports. The recent increase of interest in this form of therapy for ADHD, and especially in the use of omega supplements, significance of iron deficiency, and the avoidance of the ""Western pattern"" diet, make the discussion timely. Diets to reduce symptoms associated with ADHD include sugar-restricted, additive/preservative-free, oligoantigenic/elimination, and fatty acid supplements. Omega-3 supplement is the latest dietary treatment with positive reports of efficacy, and interest in the additive-free diet of the 1970s is occasionally revived. A provocative report draws attention to the ADHD-associated ""Western-style"" diet, high in fat and refined sugars, and the ADHD-free ""healthy"" diet, containing fiber, folate, and omega-3 fatty acids. The literature on diets and ADHD, listed by PubMed, is reviewed with emphasis on recent controlled studies. Recommendations for the use of diets are based on current opinion of published reports and our practice experience. Indications for dietary therapy include medication failure, parental or patient preference, iron deficiency, and, when appropriate, change from an ADHD-linked Western diet to an ADHD-free healthy diet. Foods associated with ADHD to be avoided and those not linked with ADHD and preferred are listed. In practice, additive-free and oligoantigenic/elimination diets are time-consuming and disruptive to the household, they are indicated only in selected patients. Iron and zinc are supplemented in patients with known deficiencies, they may also enhance the effectiveness of stimulant therapy. In patients failing to respond or with parents opposed to medication, omega-3 supplements may warrant a trial. A greater attention to the education of parents and children in a healthy dietary pattern, omitting items shown to predispose to ADHD, is perhaps the most promising and practical complementary or alternative treatment of ADHD.",2019,https://scholar.google.com.br/,no
1979,Increasing the athletic group play of children with autism.,"A multiple baseline design across three children with autism and within child across activity was used to assess the effects of interventions designed to teach children with autism to play two common athletic group games, handball and 4-square. Treatment consisted of two phases. In Phase I, athletic skills training, the children participated in sessions designed facilitate their acquisition of the athletic skills required by the targeted games. During Phase II, rules training, the children were instructed on the rules of the targeted games. Mastering the athletic skills and participating in rules training resulted in increased athletic group play and concomitant increases in speech. These gains were maintained at 8-16 weeks follow-up. However, generalization to participation in school recess activities did not occur.",2019,https://scholar.google.com.br/,no
1980,Access to specialty care in autism spectrum disorders-a pilot study of referral source.,"BACKGROUND: In the United States, a medical home model has been shown to improve  the outcomes for children with special health care needs. As part of this model, primary care physicians provide comprehensive medical care that includes identification of delayed and/or atypical development in children and coordination of care with specialists. However, it is not clear if families of children with Autism Spectrum Disorder (ASD) rely on the medical home model for care of their child to the same extent as families of children with other special health care needs. This study aims to add to the understanding of medical care for children with ASD by examining the referral source for specialty care. METHODS: This retrospective study was accomplished by evaluating parent completed intake data for children with ASD compared to those with other neurological disorders in a single physician Pediatric Neurology Practice at a major urban medical center in Northern New Jersey. To account for referral bias, a similar comparison study was conducted using a multispecialty ASD practice at the same medical center. Parent reported ""source of referral"" and ""reason for the referral"" of 189 ASD children and 108 non-ASD neurological disordered children were analyzed. RESULTS: The specialty evaluations of ASD were predominantly parent initiated. There were significantly less referrals received from primary care physicians for children with ASD compared to children with other neurodevelopmental disorders. Requirement of an insurance referral was not associated with a primary care physician prompted specialty visit.We identified different patterns of referral to our specialty clinics for children with ASD vs. children with other neurolodevelopmental disorders. CONCLUSION: The majority of the families of children with ASD evaluated at our autism center did not indicate that a primary care physician initiated the specialty referral. This study suggests that families of children with ASD interface differently with the primary care provider than families of children with other neurological disorders.",2019,https://scholar.google.com.br/,no
1981,Respiratory and autonomic dysfunction in children with autism spectrum disorders.,"INTRODUCTION: Cardiac parasympathetic hypofunction has been reported in autism spectrum disorders (ASD). This usually is linked to respiratory dysrhythmia which has been documented in some children with ASD. OBJECTIVES: This study evaluated the cardiorespiratory functions in ASD to elucidate the physiologic basis of behaviors. METHODS: Nineteen children with ASD and 18 age matched controls underwent autonomic function monitoring at a defined resting state using the NeuroScope. The non-invasive real time beat-to-beat blood pressure was measured by Portapres and fed into the NeuroScope where heart rate, cardiac vagal tone and cardiac sensitivity to baroreceptor were derived from the EKG and blood pressure waveforms using the Vagosoft software, and respiratory rate and rhythm were measured simultaneously by plethysmograph. Respiration was analyzed breath by breath using our prior published methods. RESULTS: Various respiratory dysrhythmias, particularly Biot's and Cheyne-Stokes respiration, were detected in children with ASD, who also exhibited greater variability in respiratory rhythm and amplitudes than controls. The respiratory dysrhythmia in children with ASD was associated with a lower cardiac vagal activity. CONCLUSION: The Biot's breathing and Cheyne-Stokes respiration coupled with cardiac vagal hypofunction in ASD suggest a brainstem dysfunction consistent with our previous findings. The low parasympathetic activity could explain in part the chronic sensory hyperarousal state in children with ASD.",2019,https://scholar.google.com.br/,no
1982,17q12 Recurrent Deletion Syndrome,"The 17q12 recurrent deletion syndrome is characterized by variable combinations of the three following findings: structural or functional abnormalities of the kidney and urinary tract, maturity-onset diabetes of the young type 5 (MODY5), and neurodevelopmental or neuropsychiatric disorders (e.g., global developmental delay, intellectual disability, autism spectrum disorder, schizophrenia, anxiety, and bipolar disorder). Using a method of data analysis that avoids ascertainment bias, the authors determined that multicystic kidneys and other structural renal anomalies occur in 80{\%} to 85{\%} of affected individuals, MODY5 in approximately 40{\%}, and some degree of developmental delay or learning disability in approximately 50{\%}. MODY5 is most often diagnosed before age 25 years (range: 10 to 50 years). The diagnosis is established in a proband by detection of the 1.4-megabase (Mb) heterozygous recurrent deletion at chromosome 17q12 by chromosomal microarray testing or other genomic methods. Treatment of manifestations: Treatment of renal anomalies, MODY5, and developmental brain disorders should follow standard practice. Surveillance: Kidneys and urinary tract. In the absence of known structural abnormalities, renal ultrasound examination 12 months after establishing the diagnosis, then every 2-3 years in childhood/adolescence, then every 3-5 years in adulthood, presence of an abnormality may warrant more frequent monitoring. Annual monitoring of renal function in patients with abnormalities detected on renal ultrasound examination, more frequent monitoring may be advised in those taking potentially nephrotoxic medications and/or known to have impaired kidney function. MODY5. HgbA1C annually, self-monitoring by patients and their families for clinical signs and symptoms of diabetes mellitus. Psychomotor development. Routine monitoring through early childhood, full neuropsychological evaluation for children who experience difficulty with school. Agents/circumstances to avoid: Because renal transplantation increases the risk for new-onset diabetes after transplantation (NODAT), an immunosuppressive regimen that avoids tacrolimus and reduces corticosteroid exposure may benefit those without preexisting diabetes mellitus. Evaluation of relatives at risk: If one of the proband's parents has the 17q12 recurrent deletion, it is appropriate to test older and younger sibs of the proband and other relatives at risk in order to identify those who would benefit from close assessment/monitoring for evidence of renal structural or functional defects, MODY5, and developmental delays/intellectual disability. The 17q12 recurrent deletion is inherited in an autosomal dominant manner, with approximately 70{\%} of deletions occurring de novo and approximately 30{\%} inherited from a parent. If the 17q12 recurrent deletion identified in the proband is not found in one of the parents, the risk to sibs is presumed to be lower than 1{\%} (but slightly greater than that of the general population because of the theoretic possibility of parental germline mosaicism for the deletion). Offspring of an individual with the 17q12 recurrent deletion have a 50{\%} chance of inheriting the deletion. Prenatal testing or preimplantation genetic diagnosis using genomic testing that will detect the 17q12 recurrent deletion is possible.",2019,https://scholar.google.com.br/,no
1983,Levels of select PCB and PBDE congeners in human postmortem brain reveal possible environmental involvement in 15q11-q13 duplication autism spectrum disorder.,"Persistent organic pollutants (POPs), including polychlorinated biphenyls (PCBs)  and polybrominated diphenylethers (PBDEs) that bioaccumulate in lipid-rich tissues are of concern as developmental neurotoxicants. Epigenetic mechanisms such as DNA methylation act at the interface of genetic and environmental factors implicated in autism-spectrum disorders. The relationship between POP levels and DNA methylation patterns in individuals with and without neurodevelopmental disorders has not been previously investigated. In this study, a total of 107 human frozen postmortem brain samples were analyzed for eight PCBs and seven PBDEs by GC-micro electron capture detector and GC/MS using negative chemical ionization. Human brain samples were grouped as neurotypical controls (n = 43), neurodevelopmental disorders with known genetic basis (n = 32, including Down, Rett, Prader-Willi, Angelman, and 15q11-q13 duplication syndromes), and autism of unknown etiology (n = 32). Unexpectedly, PCB 95 was significantly higher in the genetic neurodevelopmental group, but not idiopathic autism, as compared to neurotypical controls. Interestingly, samples with detectable PCB 95 levels were almost exclusively those with maternal 15q11-q13 duplication (Dup15q) or deletion in Prader-Willi syndrome. When sorted by birth year, Dup15q samples represented five out of six of genetic neurodevelopmental samples born after the 1976 PCB ban exhibiting detectable PCB 95 levels. Dup15q was the strongest predictor of PCB 95 exposure over age, gender, or year of birth. Dup15q brain showed lower levels of repetitive DNA methylation measured by LINE-1 pyrosequencing, but methylation levels were confounded by year of birth. These results demonstrate a novel paradigm by which specific POPs may predispose to genetic copy number variation of 15q11-q13.",2019,https://scholar.google.com.br/,no
1984,"Reward Deficiency Syndrome: Attentional/Arousal Subtypes, Limitations of Current  Diagnostic Nosology, and Future Research.","We theorise that in some cases Attention Deficit Hyperactivity Disorder (ADHD) predisposes to narcolepsy and hypersomnia, and that there may be a shared pathophysiology with various addictions [Reward Deficiency Syndrome (RDS)]. Reticence to acknowledge such connections may be due to a narrow nosological framework. Additionally, we theorise that the development of narcolepsy on a baseline of ADHD/RDS leads to an additional assault on the dopaminergic reward system in such individuals. In this study, we propose to test these hypotheses by using a combination of broad genetic screening, and neuroimaging with and without pharmacological intervention, in those with pure ADHD, pure narcolepsy, and the combined ADHD-narcolepsy phenotype. Results of this proposed study may reveal a common pathophysiology of ADHD, narcolepsy and RDS, and perhaps an additional compromise to the reward system in those with combined ADHD-narcolepsy. If the evidence supports the hypothesis that indeed there is a shared pathophysiology for narcolepsy with RDS and thus its subtype ADHD, early intervention/preventative treatment amongst those with ADHD may be beneficial with the putative dopaminergic compound KB220Z.",2019,https://scholar.google.com.br/,no
1985,Speech and Language Impairments in Autism: Insights from Behavior and Neuroimaging.,"A failure to develop language is one of the earliest signs of autism. The ability to identify the neural signature of this deficit in very young children has become increasingly important, given that the presence of speech before five years of age is the strongest predictor for better outcomes in autism. This review consolidates what is known about verbal and preverbal precursors of language development as a framework for examining behavioral and brain anomalies related to speech and language in autism spectrum disorders. Relating the disruptions in the speech network to the social deficits observed will provide promising targets for behavioral and pharmacological interventions in ASD.",2019,https://scholar.google.com.br/,no
1986,The ethics of elective psychopharmacology.,"Pharmacological cognitive enhancers (PCEs) are used to improve cognitive functions, such as attention, learning, memory and planning in patients with impairments in cognition resulting from traumatic brain injury (TBI) or from neuropsychiatric disorders such as Alzheimer's disease (AD), mild cognitive impairment, schizophrenia, and attention deficit hyperactivity disorder (ADHD). Moreover, PCEs have been shown to improve cognition in healthy volunteers with no psychiatric disorders. This article describes the rationale behind the need for their use in neuropsychiatric patients and illustrates how PCEs can ameliorate cognitive impairments, improve quality of life and wellbeing, and therefore reduce the economic burden associated with these disorders. We also describe evidence that PCEs are being used as cognitive enhancers by healthy people. Crucially, as the lifestyle use of these drugs becomes very popular in the healthy population, a final aim is to present an overview of the current and future neuroethical considerations of enhancing the healthy brain. As information regarding their actual use, benefits and harms in various healthy populations is currently lacking, we propose research that aims to obtain relevant empirical data, monitor the short- and long-term effectiveness and side-effects, and initiate accurate surveys to determine current patterns and quantity of usage of PCE drugs by healthy people. Furthermore, in order to instigate a dialogue between neuroethics and neuropsychopharmacology, we urge scientists to explore and communicate the social and ethical implications of their research to the public. Finally, we discuss and highlight other means of enhancing cognition in both patients and healthy adults, including education and physical exercise.",2019,https://scholar.google.com.br/,no
1987,Advances and considerations in attention-deficit/hyperactivity disorder pharmacotherapy.,"Attention-deficit/hyperactivity disorder (ADHD) is a highly heritable neuropsychiatric disorder associated with significant impairments in occupational, academic, neuropsychological, and social functioning. Central nervous system (CNS) stimulants are recommended as first-line medication therapy for children. CNS stimulants include formulations of methylphenidate and amphetamine derivatives and are available in a large variety of immediate- and extended-release preparations. Extended-release preparations are often preferred to limit drug administration during school or work and may help to limit side effects associated with rapid fluctuations in serum concentration. Stimulant medication is by far the most commonly used treatment in managing children with ADHD, 10-20{\%} of those who take such medication do now show clinically significant improvements in their primary ADHD symptom. Even when a favorable response is obtained, some children experience side effects that are of sufficient occurrence and severity to prevent continued use of stimulant medication. In such instances or when families are unwilling to consider a stimulant, non-stimulant medications may be appealing. This review focuses on etiology, assessment and treatment of ADHD with various stimulant and non-stimulant agents.",2019,https://scholar.google.com.br/,no
1988,Psychopharmacology of autism spectrum disorders: a selective review.,"While there is no cure for autism spectrum disorder, psychopharmacologic agents are often used with behavioral and educational approaches to treat its comorbid symptoms of hyperactivity, irritability, and aggression. Studies suggest that at least 50{\%} of persons with autism spectrum disorder receive psychotropic medications during their life span. This selective review examines recent studies about the use of psychotropic medications in persons with autism spectrum disorder. The aim was to focus on randomized controlled trials conducted from 1990 to 2010 on this topic. A comprehensive literature search was performed using PubMed and Cochrane databases. Out of 105 studies identified for the review, only 24 were randomized controlled trials. Thus, despite the common use of these medications in autism spectrum disorder, more controlled studies are needed to determine their long-term efficacy and safety.",2019,https://scholar.google.com.br/,no
1989,Inter-rater reliability of the Developmental Behaviour Checklist for Adults in community accommodation settings.,"BACKGROUND: With the publication of the Developmental Behaviour Checklist for Adults (DBC-A), people of all ages with intellectual disability (ID) can now be assessed using a carer-completed screening checklist of emotional and behavioural disturbance. This provides a broad assessment framework across the life span, assists the process of clinical assessment, diagnosis and management, and, through efficient screening, helps ensure that people with ID and high levels of disturbed behaviour are more likely to receive the often scarce and costly behavioural and mental health services that are available. Earlier studies have reported acceptable results of test-retest reliability studies with family members and paid carers in community settings and the results of an inter-rater reliability study completed with family members. This study reports on another aspect of DBC-A reliability, inter-rater reliability with paid carers, in two small community-based accommodation settings. METHOD: Participants were 38 pairs of paid carers employed by two non-government agencies providing residential services in small group homes to 38 adults with ID in the community. RESULTS: An intraclass correlation coefficient (ICC) of 0.69 (n = 38, 95{\%} CI 0.54-0.86) was found between pairs of paid carers employed in small group homes. DISCUSSION: Pairs of paid carers working with adults with ID in small group homes reliably completed DBC-A checklists. An ICC result of 0.69 compares favourably with the results of an earlier inter-rater study completed with the family members of people with ID living in the community. Inter-rater reliability on the six DBC-A sub-scales was also computed and the results were satisfactory. CONCLUSIONS: The carer-completed DBC-A provides a broad and comprehensive survey of the emotional and behavioural problems of adults with ID. It has satisfactory psychometric properties, which have been further extended. The DBC-A can be used in clinical, research and service settings to assess psychopathology across the adult life span in people with ID.",2019,https://scholar.google.com.br/,no
1990,Treatments and compositions for attention deficit hyperactivity disorder: a patent review.,"INTRODUCTION: Attention deficit and hyperactivity disorder (ADHD) is a syndrome that affects children prior to 12 years of age. ADHD manifests as inappropriate behavior and learning difficulties and, in many cases, it persists into adulthood. In most cases, pharmacological treatment is sufficient, however, this approach frequently does not address all symptomatology of comorbidities and also affects the risk of secondary side effects that may influence compliance. AREAS COVERED: This review emphasizes the recent progress in ADHD treatment, which was published in the patent literature from 2005-2015. We focused on novel mechanisms of action and potential treatments for achieving control of ADHD comorbidities, offering theoretical advantages compared with current medication. Newer agents are also proposed in recent patents and compounds for child and adult ADHD. EXPERT OPINION: The patented drugs and compositions may provide a greater opportunity to develop more personalized, effective, and tolerable medications, without the liability of abuse. Particularly interesting will be the results obtained with drugs with a dual mechanism of action, agonists of trace amine receptors, and compounds that exhibit cognitive enhancing properties. Effectiveness and efficacy studies are also necessary to determine whether the characteristics of different drugs are related to their effects on disease.",2019,https://scholar.google.com.br/,no
1991,"Attention-deficit/hyperactivity disorder and risk of substance use disorder: developmental considerations, potential pathways, and opportunities for research.","Many opportunities to explain attention-deficit/hyperactivity disorder (ADHD)-related risk of substance use disorder (SUD) remain available for study. We detail these opportunities by considering characteristics of children with ADHD and factors affecting their outcomes side by side with overlapping variables in the developmental literature on SUD etiology. Although serious conduct problems are a known contributor to ADHD-related risk of SUD, few studies have considered their emergence developmentally and in relation to other candidate mediators and moderators that could also explain risk and be intervention targets. Common ADHD-related impairments, such as school difficulties, are in need of research. Heterogeneous social impairments have the potential for predisposing, and buffering, influences. Research on neurocognitive domains should move beyond standard executive function batteries to measure deficits in the interface between cognitive control, reward, and motivation. Ultimately, maximizing prediction will depend, as it has in the SUD literature, on simultaneous consideration of multiple risk factors.",2019,https://scholar.google.com.br/,no
1992,Association of screen time with self-perceived attention problems and hyperactivity levels in French students: a cross-sectional study.,"OBJECTIVE: To investigate whether high levels of screen time exposure are associated with self-perceived levels of attention problems and hyperactivity in higher education students. DESIGN: Cross-sectional study among participants of the i-Share cohort. SETTING: French-speaking students of universities and higher education institutions. PARTICIPANTS: 4816 graduate students who were at least 18 years old. EXPOSURE: Screen time was assessed by self-report of the average time spent on five different screen activities on smartphone, television, computer and tablet and categorised into quartiles. MAIN OUTCOME MEASURE: We used the Attention Deficit Hyperactivity Disorder Self-Report Scale (ASRS-v1.1) concerning students' behaviour over the past 6 months to measure self-perceived levels of attention problems and hyperactivity. Responses were summarised into a global score as well as scores for attention problems and hyperactivity. RESULTS: The 4816 participants of this study had a mean age of 20.8 years and 75.5{\%} were female. Multivariable ordinary regression models showed significant associations of screen time exposure with quintiles of the total score of self-perceived attention problems and hyperactivity levels as well as the individual domains. Compared to the lowest screen time exposure category, the ORs (95{\%} CI) were 1.58 (1.37 to 1.82) for each increasing level of quintiles of the global score, 1.57 (1.36 to 1.81) for increasing quintiles of attention levels and 1.25 (1.09 to 1.44) for increasing quartiles of hyperactivity. CONCLUSIONS: Results of this large cross-sectional study among French university and higher education students show dose-dependent associations between screen time and self-perceived levels of attention problems and hyperactivity. Further studies are warranted to evaluate whether interventions could positively influence these associations.",2019,https://scholar.google.com.br/,no
1993,"Us Against Them: Schools, Families, and the Diagnosis of ADHD Among Black Children.","Prior research indicates that attention-deficit/hyperactivity disorder (ADHD) is  underdiagnosed, or less likely to be diagnosed, among Black children relative to White children and children in other non-Black racial categories. Scholars have suggested that this may be a result of cultural biases or misconceptions that affect the ways classroom behavior is interpreted. The purpose of this pilot study was to engage a larger theoretical framework that explores the relationships between parents and teachers and to examine some of the ways in which common cultural misconceptions can lead to flawed behavioral ascriptions in the classroom, producing negative social outcomes for Black children. Findings from ethnography and interviews reveal that the most common barriers in this low-income neighborhood school setting included poor parent-teacher rapport, a general lack of basic understanding for how ADHD can affect classroom behavior, and faulty procedures in the school setting based on cultural stereotypes. These findings suggest that school officials' disinclination to recommend ADHD testing for Black children may be largely a result of the aforementioned obstacles. A larger study based on these results may produce more robust findings about the barriers that contribute to racial disparities in ADHD diagnoses.",2019,https://scholar.google.com.br/,no
1994,Subtyping Non-treatment-seeking Problem Gamblers Using the Pathways Model.,"This study examined whether distinct subgroups could be identified among a sample of non-treatment-seeking problem and pathological/disordered gamblers (PG) using Blaszczynski and Nower's (Addiction 97:487-499, 2002) pathways model (N = 150, 50{\%} female). We examined coping motives for gambling, childhood trauma, boredom proneness, risk-taking, impulsivity, attention-deficit/hyperactivity disorder (ADHD), and antisocial personality disorder as defining variables in a hierarchical cluster analysis to identify subgroups. Subgroup differences in gambling, psychiatric, and demographic variables were also assessed to establish concurrent validity. Consistent with the pathways model, our analyses identified three gambling subgroups: (1) behaviorally conditioned (BC), (2) emotionally vulnerable (EV), and (3) antisocial-impulsivist (AI) gamblers. BC gamblers (n = 47) reported the lowest levels of lifetime depression, anxiety, gambling severity, and interest in problem gambling treatment. EV gamblers (n = 53) reported the highest levels of childhood trauma, motivation to gamble to cope with negative emotions, gambling-related suicidal ideation, and family history of gambling problems. AI gamblers (n = 50) reported the highest levels of antisocial personality disorder and ADHD symptoms, as well as higher rates of impulsivity and risk-taking than EV gamblers. The findings provide evidence for the validity of the pathways model as a framework for conceptualizing PG subtypes in a non-treatment-seeking sample, and underscore the importance of tailoring treatment approaches to meet the respective clinical needs of these subtypes.",2019,https://scholar.google.com.br/,no
1995,TOBY play-pad application to teach children with ASD - A pilot trial.,"PURPOSE: To investigate use patterns and learning outcomes associated with the use of Therapy Outcomes By You (TOBY. Playpad, an early intervention iPad application. METHODS: Participants were 33 families with a child with an autism spectrum disorder (ASD) aged 16 years or less, and with a diagnosis of autism or pervasive developmental disorder - not otherwise specified, and no secondary diagnoses. Families were provided with TOBY and asked to use it for 4-6 weeks, without further prompting or coaching. Dependent variables included participant use patterns and initial indicators of child progress. RESULTS: Twenty-three participants engaged extensively with TOBY, being exposed to at least 100 complete learn units and completing between 17{\%} and 100{\%} of the curriculum. CONCLUSIONS: TOBY may make a useful contribution to early intervention programming for children with ASD delivering high rates of appropriate learning opportunities. Further research evaluating the efficacy of TOBY in relation to independent indicators of functioning is warranted.",2019,https://scholar.google.com.br/,no
1996,Translational research in primary mitochondrial diseases: challenges and opportunities.,"On March 8-9, 2012, the NIH intramural and extramural research communities as well as representatives from industries and foundations with a common interest in primary mitochondrial diseases met in Bethesda to identify the major barriers to the development of better treatment for mitochondrial diseases. Besides the importance to the patient population, it has become clear in the last decade that advances in understanding and treating primary mitochondrial diseases will impact research into a large number of degenerative conditions known to have a significant mitochondrial dysfunction component in their pathogenic mechanisms (secondary mitochondrial diseases) that affect millions of people, including Alzheimer's disease, Parkinson's disease,diabetes, ALS, autism spectrum disorders, and many others. We would like to make this discussion available to the scientific community, as it provides a framework on how patient advocacy groups, individual academic units, pharmaceutical companies, and the NIH can interact to address problems related to mitochondrial diseases.The main goals of this workshop were as follows: (1) to share information related to primary mitochondrial disease among the NIH Intramural and Extramural Research Program Investigators, (2) to develop and/or enhance systems to facilitate future collaboration and sharing of information, (3) to survey obstacles, needs and priorities of primary mitochondrial diseases research, and (4) to develop mechanisms to enhance translation of basic science discoveries to diagnostics and therapeutics.",2019,https://scholar.google.com.br/,no
1997,Externalizing Outcomes of Youth with and without ADHD: Time-Varying Prediction by Parental ADHD and Mediated Effects.,"Although parental attention-deficit/hyperactivity disorder (ADHD) is a risk factor for multiple negative youth outcomes, it is unknown how change in parental ADHD symptoms over time affects change in child ADHD symptoms, moreover, mediators of these predictions are largely unknown. Parents of 230 5-10 year-old children (68 {\%} male) with (n = 120) and without ADHD (n = 110) were followed prospectively for 6-7 years across three separate waves. Parents self-reported their ADHD and depression symptoms and similarly rated offspring ADHD, oppositional defiant disorder (ODD), and conduct disorder (CD) symptoms, youth self-reported their substance use. Temporally-ordered mediators consisted of parental expressed emotion (EE), derived from the Five Minute Speech Sample, and self-reported positive and negative parenting behavior. Controlling for key demographics and parental depression symptoms, increasing parental ADHD symptoms were a time-varying predictor of worsening youth ADHD and ODD, although it was unrelated to change in CD and alcohol/substance use. Next, although EE facets (i.e., criticism, emotional over-involvement) did not mediate these predictions, negative parenting behavior significantly mediated predictions of youth ADHD (and marginally in predictions of ODD) from parental ADHD symptoms. These quasi-experimental findings suggest that parental ADHD symptoms are a potential unique causal risk factor for offspring ADHD and ODD, also, preventing negative parenting behavior secondary to parental ADHD symptoms is critical to improve trajectories of youth ADHD and ODD. We consider parental ADHD symptoms and family factors underlying emergent externalizing problems utilizing a developmental psychopathology framework, including implications for intervention and prevention.",2019,https://scholar.google.com.br/,no
1998,Williams Syndrome,"Williams syndrome (WS) is characterized by cardiovascular disease (elastin arteriopathy, peripheral pulmonary stenosis, supravalvar aortic stenosis, hypertension), distinctive facies, connective tissue abnormalities, intellectual disability (usually mild), a specific cognitive profile, unique personality characteristics, growth abnormalities, and endocrine abnormalities (hypercalcemia, hypercalciuria, hypothyroidism, and early puberty). Feeding difficulties often lead to failure to thrive in infancy. Hypotonia and hyperextensible joints can result in delayed attainment of motor milestones. Clinical diagnostic criteria are available for Williams syndrome, however, the mainstay for diagnosis is detection of the contiguous gene deletion of the Williams-Beuren syndrome critical region (WBSCR) that encompasses the elastin gene (ELN). More than 99{\%} of individuals with the clinical diagnosis of WS have this contiguous gene deletion, which can be detected using fluorescent in situ hybridization (FISH) and/or deletion/duplication testing. Treatment of manifestations: Early intervention programs, special education programs, and vocational training address developmental disabilities, programs include speech/language, physical, occupational, feeding, and sensory integration therapies. Psychological and psychiatric evaluation and treatment provide individualized behavioral counseling and medications, especially for attention deficit disorder and anxiety. Surgery may be required for supravalvar aortic or pulmonary artery stenosis, mitral valve insufficiency, and/or renal artery stenosis. Treatment of hypercalcemia may include diet modification, oral corticosteroids, and/or intravenous pamidronate. Refer to a nephrologist for management of nephrocalcinosis, persistent hypercalcemia, and/or hypercalciuria. Treatment of hypertension, hyperopia, and recurrent otitis media does not differ from that in the general population. Orothodontic referral should be considered for malocclusion. Infants with feeding problems may benefit from feeding therapy. Constipation should be aggressively managed at all ages. Early puberty may be treated with a gonadotropin-releasing hormone agonist. Prevention of secondary complications: Range of motion exercises to prevent or ameliorate joint contractures, anesthesia consultation and electrocardiogram to screen for repolarization abnormalities prior to surgical procedures. Surveillance: Yearly medical evaluation, vision screening, hearing evaluation, measurement of blood pressure in both arms, measurement of calcium/creatinine ratio in a random spot urine, and urinalysis. Children under age two years should have serum calcium studies every four to six months. Additional periodic evaluations during childhood include: measurement of serum concentration of calcium every two years, assessment of thyroid function every three years, cardiology evaluation for elastin arteriopathy and long QT at least yearly for the first five years and every two to three years thereafter, and renal and bladder ultrasound examination every ten years. Periodic evaluations during adulthood include: oral glucose tolerance, cardiac evaluation for mitral valve prolapse, aortic insufficiency, and arterial stenosis, and ophthalmologic evaluation for cataracts. Agents/circumstances to avoid: Multivitamins for children because all pediatric multivitamin preparations contain vitamin D. Williams syndrome is transmitted in an autosomal dominant manner. Most cases are de novo occurrences, but occasionally, parent-to-child transmission is observed. Prenatal testing is possible but is rarely used because most cases occur in a single family member only, and no prenatal indicators exist for low-risk pregnancies.",2019,https://scholar.google.com.br/,no
1999,Increased Release of Mercury from Dental Amalgam Fillings due to Maternal Exposure to Electromagnetic Fields as a Possible Mechanism for the High Rates of Autism in the Offspring: Introducing a Hypothesis.,"According to the World Health Organization (WHO), factors such as growing electricity demand, ever-advancing technologies and changes in social behaviour have led to steadily increasing exposure to man-made electromagnetic fields. Dental amalgam fillings are among the major sources of exposure to elemental mercury vapour in the general population. Although it was previously believed that low levels are mercury (i.g. release of mercury from dental amalgam) is not hazardous, now numerous data indicate that even very low doses of mercury cause toxicity. There are some evidence indicating that perinatal exposure to mercury is significantly associated with an increased risk of developmental disorders such as autism spectrum disorders (ASD) and attention-deficit hyperactivity disorder (ADHD). Furthermore, mercury can decrease the levels of neurotransmitters dopamine, serotonin, noreprenephrine, and acetylcholine in the brain and cause neurological problems. On the other hand, a strong positive correlation between maternal and cord blood mercury levels is found in some studies. We have previously shown that exposure to MRI or microwave radiation emitted by common mobile phones can lead to increased release of mercury from dental amalgam fillings. Moreover, when we investigated the effects of MRI machines with stronger magnetic fields, our previous findings were confirmed. As a strong association between exposure to electromagnetic fields and mercury level has been found in our previous studies, our findings can lead us to this conclusion that maternal exposure to electromagnetic fields in mothers with dental amalgam fillings may cause elevated levels of mercury and trigger the increase in autism rates. Further studies are needed to have a better understanding of the possible role of the increased mercury level after exposure to electromagnetic fields and the rate of autism spectrum disorders in the offspring.",2019,https://scholar.google.com.br/,no
2000,An old issue and a new look: electromagnetic hypersensitivity caused by radiations emitted by GSM mobile phones.,"University students use mobile phones frequently. We previously showed that there was no association between mobile phone use and EMF health hazards among university students. As our previous study was based only on self-reported symptoms this double-blind study was designed to answer two basic questions. Firstly, are self-reported hypersensitive individuals capable of sensing whether there is a real/sham microwave exposure? Secondly, do hypersensitive patients show alterations in their biological parameters such as heart rate, respiration, and blood pressure during microwave exposure? The study consisted of a preliminary screening phase and two subsequent complementary phases. In the 1st phase, 700 students were screened for EMF hypersensitivity. Fifty two participants were hypersensitive individuals but after applying the exclusion criteria only 28 students were invited to take part in the 2nd and 3rd phase of the study, but only 20 students (71.4{\%}) declared their informed consent. In the 2nd phase, these self reported hypersensitive participants, were exposed/sham exposed to microwave radiation emitted from a mobile phone for 10 minutes and they were asked if they could sense the existence of microwave radiation. In the 3rd phase, all students were connected to ICU monitoring devices and their basic physiological parameters were recorded precisely. Among self-reported symptoms reported in our previous study, in this study only problem in concentration (P {\textless} 0.05) and low back pain (P {\textless} 0.05) were associated with mobile phone use. Furthermore, there was a significant association between the location of mobile phone during talk and the overall score of the severity of the symptoms (P {\textless} 0.001). When the participants were asked to report their perception about the real and sham exposures, only 5 students (25{\%}) could discriminate the real exposure/sham exposure phases. This relative frequency can be only due to chance. In the 3rd phase all of the 20 participants were connected to intensive care unit monitors and the changes in their heart rate, respiration, and blood pressure during real/sham exposure were recorded. No statistically significant changes between the means of these parameters in real/sham exposure were observed. Our findings clearly confirm the results obtained inother provocative studies. These data also indicate the possible role of psychological factors in electromagnetic hypersensitivity.",2019,https://scholar.google.com.br/,no
2001,Prevalence of ADHD among students of zahedan university of medical science in iran.,"OBJECTIVE: Attention-deficit/hyperactivity disorder (ADHD) is a common mental disorder in adults that was under-diagnosed until recently. Due to probable consequences of ADHD such as occupational and educational dysfunctions and substance use, this disorder is becoming more and more of a concern. This study aimed to investigate ADHD symptoms among students of Zahedan University of medical sciences, Iran. METHODS: This cross-sectional study was performed in Zahedan University of Medical Sciences from 2008 to 2009. Our sample included 1500 individuals who were chosen using simple sampling method. Considering the goal of the investigation, two questionnaires were distributed among students including demographic information form and the Conners' Adult ADHD Rating Scales-Self Report (Screening Version, CAARS-S:SV). Data analysis was done using descriptive and analytical statistics in SPSS software. RESULTS: Out of 1500 questionnaires distributed among students, 913 were completed. 589 students (64.5{\%}) were female and 324 (35.5{\%}) were male. The Mean age of participants was 21.7 +/- 3.2 years. ADHD symptoms were defined based on the Conner's adult test. Based on CAARS-S: SV, inattention/memory, hyperactivity/restlessness, impulsiveness/emotional lability, and problems with self-concept subscale symptoms were found in 107 (11.7{\%}), 109 (12{\%}), 121 (13.2{\%}), and 30 (3.3{\%}) respondents, respectively. These findings were significantly higher than average. CONCLUSIONS: According to our results, it seems that the prevalence of ADHD is high among students. Thus, more screening is required in this population in order to diagnose and treat the disorder earlier and prevent its consequences, such as substance abuse. DECLARATION OF INTEREST: None.",2019,https://scholar.google.com.br/,no
2002,Registering prostate external beam radiotherapy with a boost from high-dose-rate  brachytherapy: a comparative evaluation of deformable registration algorithms.,"BACKGROUND: Registering CTs for patients receiving external beam radiotherapy (EBRT) with a boost dose from high-dose-rate brachytherapy (HDR) can be challenging due to considerable image discrepancies (e.g. rectal fillings, HDR needles, HDR artefacts and HDR rectal packing materials). This study is the first to comparatively evaluate image processing and registration methods used to register the rectums in EBRT and HDR CTs of prostate cancer patients. The focus is on the rectum due to planned future analysis of rectal dose-volume response. METHODS: For 64 patients, the EBRT CT was retrospectively registered to the HDR CT with rigid registration and non-rigid registration methods in VelocityAI. Image processing was undertaken on the HDR CT and the rigidly-registered EBRT CT to reduce the impact of discriminating features on alternative non-rigid registration methods applied in the software suite for Deformable Image Registration and Adaptive Radiotherapy Research (DIRART) using the Horn-Schunck optical flow and Demons algorithms. The propagated EBRT-rectum structures were compared with the HDR structure using the Dice similarity coefficient (DSC), Hausdorff distance (HD) and average surface distance (ASD). The image similarity was compared using mutual information (MI) and root mean squared error (MSE). The displacement vector field was assessed via the Jacobian determinant (JAC). The post-registration alignments of rectums for 21 patients were visually assessed. RESULTS: The greatest improvement in the median DSC relative to the rigid registration result was 35 {\%} for the Horn-Schunck algorithm with image processing. This algorithm also provided the best ASD results. The VelocityAI algorithms provided superior HD, MI, MSE and JAC results. The visual assessment indicated that the rigid plus deformable multi-pass method within VelocityAI resulted in the best rectum alignment. CONCLUSIONS: The DSC, ASD and HD improved significantly relative to the rigid registration result if image processing was applied prior to DIRART non-rigid registrations, whereas VelocityAI without image processing provided significant improvements. Reliance on a single rectum structure-correspondence metric would have been misleading as the metrics were inconsistent with one another and visual assessments. It was important to calculate metrics for a restricted region covering the organ of interest. Overall, VelocityAI generated the best registrations for the rectum according to the visual assessment, HD, MI, MSE and JAC results.",2019,https://scholar.google.com.br/,no
2003,From genes to therapeutic targets for psychiatric disorders - what to expect?,"Neuropsychiatric disorders as schizophrenia, autism and mood disorders represent  one of the leading causes of disability. The cost of bringing a drug to the market is increasing and becoming more risky. Pharmaceutical investments in neuroscience are decreasing. At the same time we are facing an unprecedented rate of discovery in human genetics. Genes predisposing for common diseases including psychiatric disorders are being identified. The knowledge derived from the identification of genes relevant for psychiatric disorders holds the promise of providing truly innovative therapeutic interventions. The process of approving new psychiatric drugs, is however complex, lengthy and requires a well orchestrated and funded effort of multiple disciplines. In this article a brief overview of the key learning obtained from the conduction genome-wide association studies, thus far, is given in an attempt to provide a realistic view on the potential contribution of human genetics to drug discovery in psychiatry.",2019,https://scholar.google.com.br/,no
2004,"Effects of modafinil on non-verbal cognition, task enjoyment and creative thinking in healthy volunteers.","BACKGROUND: Modafinil, a putative cognitive enhancing drug, has previously been shown to improve performance of healthy volunteers as well as patients with attention deficit disorder and schizophrenia, mainly in tests of executive functions. The aim of this study was to investigate the effects of modafinil on non-verbal cognitive functions in healthy volunteers, with a particular focus on variations of cognitive load, measures of motivational factors and the effects on creative problem-solving. METHODS: A double-blind placebo-controlled parallel design study evaluated the effect of 200 mg of modafinil (N = 32) or placebo (N = 32) in non-sleep deprived healthy volunteers. Non-verbal tests of divergent and convergent thinking were used to measure creativity. A new measure of task motivation was used, together with more levels of difficulty on neuropsychological tests from the CANTAB battery. RESULTS: Improvements under modafinil were seen on spatial working memory, planning and decision making at the most difficult levels, as well as visual pattern recognition memory following delay. Subjective ratings of enjoyment of task performance were significantly greater under modafinil compared with placebo, but mood ratings overall were not affected. The effects of modafinil on creativity were inconsistent and did not reach statistical significance. CONCLUSIONS: Modafinil reliably enhanced task enjoyment and performance on several cognitive tests of planning and working memory, but did not improve paired associates learning. The findings confirm that modafinil can enhance aspects of highly demanding cognitive performance in non-sleep deprived individuals. This article is part of a Special Issue entitled 'Cognitive Enhancers'.",2019,https://scholar.google.com.br/,no
2005,Serum microRNA profiles in children with autism.,"BACKGROUND: As regulators of gene expression, microRNAs (miRNAs) play a key role  in the transcriptional networks of the developing human brain. Circulating miRNAs in the serum and plasma are remarkably stable and are suggested to have promise as noninvasive biomarkers for neurological and neurodevelopmental disorders. We examined the serum expression profiles of neurologically relevant miRNAs in autism spectrum disorder (ASD), a complex neurodevelopmental disorder characterized by multiple deficits in communication, social interaction and behavior. METHODS: Total RNA, including miRNA, was extracted from the serum samples of 55 individuals with ASD and 55 age- and sex-matched control subjects, and the mature miRNAs were selectively converted into cDNA. Initially, the expression of 125 mature miRNAs was compared between pooled control and ASD samples. The differential expression of 14 miRNAs was further validated by SYBR Green quantitative PCR of individual samples. Receiver-operating characteristic (ROC) analysis was used to evaluate the sensitivity and specificity of miRNAs. The target genes and pathways of miRNAs were predicted using DIANA mirPath software. RESULTS: Thirteen miRNAs were differentially expressed in ASD individuals compared to the controls. MiR-151a-3p, miR-181b-5p, miR-320a, miR-328, miR-433, miR-489, miR-572, and miR-663a were downregulated, while miR-101-3p, miR-106b-5p, miR-130a-3p, miR-195-5p, and miR-19b-3p were upregulated. Five miRNAs showed good predictive power for distinguishing individuals with ASD. The target genes of these miRNAs were enriched in several crucial neurological pathways. CONCLUSIONS: This is the first study of serum miRNAs in ASD individuals. The results suggest that a set of serum miRNAs might serve as a possible noninvasive biomarker for ASD.",2019,https://scholar.google.com.br/,no
2006,Brief Report: Joint Attention and Information Processing in Children with Higher  Functioning Autism Spectrum Disorders.,"Theory suggests that information processing during joint attention may be atypical in children with Autism Spectrum Disorder (ASD). This hypothesis was tested in a study of school-aged children with higher functioning ASD and groups of children with symptoms of ADHD or typical development. The results indicated that the control groups displayed significantly better recognition memory for pictures studied in an initiating joint attention (IJA) rather than responding to joint attention (RJA) condition. This effect was not evident in the ASD group. The ASD group also recognized fewer pictures from the IJA condition than controls, but not the RJA condition. Atypical information processing may be a marker of the continued effects of joint attention disturbance in school aged children with ASD.",2019,https://scholar.google.com.br/,no
2007,Use of an iPad play story to increase play dialogue of preschoolers with Autism Spectrum Disorders.,"An iPad play story was utilized to increase the pretend play skills of 4 preschoolers with autism spectrum disorders. The story utilized a series of video clips depicting toy figures producing scripted character dialogue, engaged in a pretend play vignette. A multiple baseline design across participants was utilized with play dialogue as the dependent variable. Three of the participants demonstrated increases in the target behavior with Nonoverlap of All Pairs analysis revealing moderate and strong effects across intervention phases. Effects were largely maintained during generalization opportunities with peers and during a 3-week follow-up condition.",2019,https://scholar.google.com.br/,yes
2008,"Measuring outcomes in outpatient child psychiatry: reliable improvement, deterioration, and clinically significant improvement.","Given the increasing interest in demonstrating effectiveness in psychiatric treatment, the current paper seeks to advance outcome measurement in child psychiatry by demonstrating how more informative analytic strategies can be used to evaluate treatment in a real world setting using a brief, standardized parent-report measure. Questionnaires were obtained at intake for 1294 patients. Of these, 695 patients entered treatment and 531 (74{\%}) had complete forms at intake and follow-up. Using this sample, we analyzed the data to determine effect sizes, rates of reliable improvement and deterioration, and rates of clinically significant improvement. Findings highlighted the utility of these approaches for evaluating treatment outcomes. Further suggestions for improving outcome measurement and evaluation are provided.",2019,https://scholar.google.com.br/,no
2009,Exposure to sevoflurane anesthesia during development does not impair aspects of  attention during adulthood in rats.,"Exposure to general anesthetic agents during development has been associated with neurotoxicity and long-term behavioral impairments in rodents and non-human primates. The phenotype of anesthetic-induced cognitive impairment has a robust learning and memory component, however less is known about other psychological domains. Data from retrospective human patient studies suggest that children undergoing multiple procedures requiring general anesthesia are at increased risk of attention deficit hyperactivity disorder. We therefore assessed whether single or repeated exposures of neonatal rats to general anesthesia caused long-term attentional impairments. Female or male Long-Evans pups were exposed to 2.5{\%} sevoflurane for 2h on postnatal day (P) 7, or for 2h each on P7, P10 and P13. Rats were behaviorally tested in late adolescence on the sustained attention task and on the attentional set shifting task. There was no compelling evidence for anesthetic-induced impairment in attentional processing in adult rats exposed to general anesthesia as neonates. These results suggest that, at least at the developmental stage tested here, the phenotype of anesthetic-induced cognitive impairment does not involve disruptions to attentional processing.",2019,https://scholar.google.com.br/,no
2010,Pharmacological treatments prescribed to people with autism spectrum disorder (ASD) in primary health care.,"RATIONALE: Autism spectrum disorders (ASDs) affect 1 {\%} of children, having significant impact on health and social outcomes. Psychotropic medication use by individuals with ASD in the USA increased over time, and polypharmacy occurred in {\textgreater}50 {\%} of those prescribed. In the UK, no psychotropic drugs are approved in ASDs, and little is known about patterns of pharmacological treatment in the ASD population and associated co-morbidities. METHODS: We used The Health Improvement Network, a nationally representative primary care database, to assess the prevalence of ASD diagnoses, psychotropic drug prescribing and neuropsychiatric co-morbidities of 0-24 year olds between 1992 and 2008. RESULTS: ASD prevalence increased 65-fold from 0.01 {\%} (1992) to 0.50 {\%} (2008). Psychotropic drugs were prescribed to 29 {\%} (1,619/5,651) of the ASD cohort, the most prescribed drugs were sleep medication (9.7 {\%} of prescribed patients), psychostimulants (7.9 {\%}) and antipsychotics (7.3 {\%}). More patients were given psychostimulants and sleep medications over time from 1.5-6.3 {\%} and 2.2-5.9 {\%} respectively. Thirty-seven per cent of the cohort had {\textgreater}/= 1 record of a neuropsychiatric co-morbidity, the most common being developmental difficulties and learning disabilities (12.6 {\%}), behavioural, conduct and personality disorders (11.1 {\%}) and attention deficit hyperactivity disorder (7.5 {\%}). CONCLUSIONS: British physicians are more conservative in prescribing practice than American colleagues. However, use of psychostimulants and antipsychotics is much higher in those with ASD than in the general population. Polypharmacy was seen in 34 {\%} of prescribed patients in 2008. Additional studies examining use, efficacy, and long-term safety of antipsychotics and psychostimulants in autistic individuals are warranted.",2019,https://scholar.google.com.br/,no
2011,Decision-making skills in ASD: performance on the Iowa Gambling Task.,"Decision making plays a key role in daily function, but little is known regarding how individuals with autism spectrum disorder (ASD) make decisions. The present studies examined decision making in persons with ASD using the Iowa Gambling Task (IGT), a computerized card game with the goal of earning money by deciding among decks of cards. To be successful, players need to figure out which decks are associated with winning and which are associated with losing money in the long run. Results of Study 1 indicated that participants with ASD made poorer decisions and showed slower learning of which decks earned more money compared with participants with typical development. Additionally, they made more frequent shifts between decks compared with participants with typical development. In Study 2, undergraduate students with typical development completed the IGT to examine whether instructing them to make frequent shifts between decks early in the IGT would negatively impact their decision making. Results of Study 2 suggested that when participants with typical development were required to make frequent shifts, they exhibited a slower rate of learning and poorer decision making, thus emulating participants with ASD in Study 1. The combined results suggest that the way that persons with ASD explore and attend to their environment may be related to poor decision making. Implications for cognitive learning styles are discussed.",2019,https://scholar.google.com.br/,no
2012,Utility of the Personality Assessment Inventory for Detecting Malingered ADHD in  College Students.,"OBJECTIVE: The purpose of the current study is to examine the utility of the Personality Assessment Inventory (PAI) for detecting feigned ADHD in college students. METHOD: A sample of 238 undergraduate students was recruited and asked to simulate ADHD (ADHD simulators) or respond honestly (controls) on the PAI. Archival data (n = 541) from individuals diagnosed with clinical ADHD, no diagnosis, learning disorder, mood/anxiety, comorbid ADHD-mood/anxiety, or suspect effort were used. RESULTS: Few individuals scored above the cutoffs on PAI validity scales. When alternative cutoff scores were examined, cutoffs of {\textgreater}/=77 on the Negative Impression Management (NIM) scale, {\textgreater}/=3 on the Malingering Index (MAL), and {\textgreater}/=1 on the Rogers Discriminant Function (RDF) yielded excellent specificity in all groups and sensitivities of .33, .30, and .20, respectively. CONCLUSION: Individuals who were asked to simulate ADHD easily manipulate the PAI, however, alternative cutoff scores proposed for PAI validity indices may improve the detection of feigned ADHD symptoms.",2019,https://scholar.google.com.br/,no
2013,Effects of rat prenatal exposure to valproic acid on behaviour and neuro-anatomy.,"Autism is a highly debilitating disorder that has recently displayed a dramatic rise in incidence. In order to realistically study preventative and remedial strategies, it is important that we develop and understand useful animal models of the disorder. The purpose of this study was to investigate the efficacy of the prenatal valproic acid (VPA) rat model of autism by examining the neuro-anatomical and behavioural outcomes of offspring exposed to this paradigm. The VPA-treated rats exhibited behavioural changes in the delayed non-match-to-sample task, novel object recognition, activity box, and Whishaw tray reaching task. Anatomically, there was a reduction in brain weight and cortical thickness, along with decreased dendritic branching in the orbitofrontal cortex (OFC) and medial prefrontal cortex (mPFC), and decreased spine density in the mPFC, OFC, and cerebellum. Behavioural and anatomical findings from this study produced reliable results indicating that prenatal VPA exposure may be a viable model for the study of autism in rats.",2019,https://scholar.google.com.br/,no
2014,Argininosuccinate Lyase Deficiency,"Deficiency of argininosuccinate lyase (ASL), the enzyme that cleaves argininosuccinic acid to produce arginine and fumarate in the fourth step of the urea cycle, is characterized by a severe neonatal onset form and a late onset form. The severe neonatal onset form, which is indistinguishable from that of other urea cycle disorders, is characterized by hyperammonemia within the first few days after birth accompanied by vomiting, lethargy, hypothermia, and poor feeding. In the absence of treatment, lethargy, seizures, and coma worsen, resulting in death. In contrast, the late onset form ranges from episodic hyperammonemia triggered by acute infection or stress to cognitive impairment, behavioral abnormalities, and/or learning disabilities in the absence of any documented episodes of hyperammonemia. Manifestations of ASL deficiency that appear to be unrelated to the severity or duration of hyperammonemic episodes include: (1) neurocognitive deficiencies (attention deficit hyperactivity disorder [ADHD], developmental disability, seizures, and learning disability), (2) liver disease (hepatitis, cirrhosis), (3) trichorrhexis nodosa (coarse brittle hair that breaks easily), and (4) systemic hypertension. Elevated plasma ammonia concentration ({\textgreater}150 micromol/L, sometimes up to {\textgreater}/=2000-3000 micromol/L), elevated plasma citrulline concentration (usually 200-300 micromol/L), and elevated argininosuccinic acid in the plasma or urine establish the diagnosis of ASL deficiency. Molecular genetic testing of ASL (the only gene in which mutation is known to be causative) and assay of ASL enzyme activity may be helpful when the biochemical findings are equivocal. Note: All 50 states in the US include ASL deficiency in their newborn screening programs. Treatment of manifestations: Treatment of acute metabolic decompensation with hyperammonemia involves rapid control of hyperammonemia by discontinuing oral protein intake, supplementing oral intake with intravenous lipids and/or glucose, and use of intravenous arginine and nitrogen scavenging therapy. If ammonia levels do not normalize, hemodialysis is the next step. Prevention of primary manifestations: Dietary restriction of protein and dietary supplementation with arginine are the mainstays in long-term management, for those not responsive to these measures, oral nitrogen scavenging therapy can be considered. Orthotopic liver transplantation (OLT) is considered only in patients with recurrent hyperammonemia or metabolic decompensations resistant to conventional medical therapy. Surveillance: Monitoring the concentration of plasma amino acids to identify deficiency of essential amino acids and impending hyperammonemia at intervals depending on the clinical scenario. Agents/circumstances to avoid: Excess protein intake, less than recommended intake of protein, prolonged fasting or starvation, obvious exposure to communicable diseases, valproic acid, intravenous steroids, hepatotoxic drugs (in those with hepatic involvement). Evaluation of relatives at risk: Testing of at-risk sibs (either by molecular genetic testing if the family-specific pathogenic variants are known or by biochemical testing) shortly after birth can reduce morbidity by permitting early diagnosis and treatment of those who are affected. ASL deficiency is inherited in an autosomal recessive manner. At conception, each sib of an affected individual has a 25{\%} chance of being affected, a 50{\%} chance of being an asymptomatic carrier, and a 25{\%} chance of being unaffected and not a carrier. Carrier testing for at-risk family members and prenatal testing for pregnancies at increased risk are possible if the pathogenic variants in the family have been identified.",2019,https://scholar.google.com.br/,no
2015,Abnormal intrinsic dynamics of dendritic spines in a fragile X syndrome mouse model in vivo.,"Dendritic spine generation and elimination play an important role in learning and memory, the dynamics of which have been examined within the neocortex in vivo. Spine turnover has also been detected in the absence of specific learning tasks, and is frequently exaggerated in animal models of autistic spectrum disorder (ASD). The present study aimed to examine whether the baseline rate of spine turnover was activity-dependent. This was achieved using a microfluidic brain interface and open-dura surgery, with the goal of abolishing neuronal Ca(2+) signaling in the visual cortex of wild-type mice and rodent models of fragile X syndrome (Fmr1 knockout [KO]). In wild-type and Fmr1 KO mice, the majority of baseline turnover was found to be activity-independent. Accordingly, the application of matrix metalloproteinase-9 inhibitors selectively restored the abnormal spine dynamics observed in Fmr1 KO mice, without affecting the intrinsic dynamics of spine turnover in wild-type mice. Such findings indicate that the baseline turnover of dendritic spines is mediated by activity-independent intrinsic dynamics. Furthermore, these results suggest that the targeting of abnormal intrinsic dynamics might pose a novel therapy for ASD.",2019,https://scholar.google.com.br/,no
2016,A conceptual framework for a long-term economic model for the treatment of attention-deficit/hyperactivity disorder.,"BACKGROUND: Models incorporating long-term outcomes (LTOs) are not available to assess the health economic impact of attention-deficit/hyperactivity disorder (ADHD). OBJECTIVE: Develop a conceptual modelling framework capable of assessing long-term economic impact of ADHD therapies. METHODS: Literature was reviewed, a conceptual structure for the long-term model was outlined with attention to disease characteristics and potential impact of treatment strategies. RESULTS: The proposed model has four layers: i) multi-state short-term framework to differentiate between ADHD treatments, ii) multiple states being merged into three core health states associated with LTOs, iii) series of sub-models in which particular LTOs are depicted, iv) outcomes collected to be either used directly for economic analyses or translated into other relevant measures. CONCLUSIONS: This conceptual model provides a framework to assess relationships between short- and long-term outcomes of the disease and its treatment, and to estimate the economic impact of ADHD treatments throughout the course of the disease.",2019,https://scholar.google.com.br/,no
2017,Principles of neuroplasticity-based rehabilitation.,"The purpose of this review is to summarize how our perspective about the neuroscience of brain plasticity, informed by perceptual, experimental, and cognitive psychology, has led to the designs of a new class of therapeutic tools developed to drive functionally distorted and damaged brains in corrective directions. How does neuroplasticity science inform us about optimal therapeutic program designs? How do we apply that science, using modern technology, to drive neurological changes that address both the neurobehavioral distortions and the resulting behavioral deficits that are expressed in specific neurological and psychiatric disorders? By what strategies can we achieve the strongest and most complete rehabilitative corrections? These are questions that we have extensively explored in our efforts to establish new medical applications of neuroplasticity-based therapeutics. Here, we summarize the state of this rapidly emerging area of translational neuroscience, beginning with an explanation of the scientific premises and strategies, then describing their implementation in therapeutic software to address two human illnesses: the treatment of social cognition deficits in chronic schizophrenia and in autism, and the amelioration of age-related functional decline using strategies designed to delay the onset of--and potentially prevent--Alzheimer's Disease and related causes of dementia in aging.",2019,https://scholar.google.com.br/,no
2018,Effects of lurasidone on ketamine-induced joint visual attention dysfunction as a possible disease model of autism spectrum disorders in common marmosets.,"Infants with autism have difficulties performing joint visual attention (JVA), defined as following another person's pointing gesture and gaze. Some non-human primates (NHPs) can also perform JVA. Most preclinical research on autism spectrum disorders (ASD) has used rodents as animal models of this social interaction disorder. However, models using rodents fail to capture the complexity of social interactions that are disrupted in ASD. Therefore, JVA impairment in NHPs might be a more useful model of ASD. The aim of this study was to develop an appropriate and convenient ASD model with common marmosets. We first tested whether marmosets were capable of performing JVA. Subsequently, we administered ketamine, an N-methyl-d-aspartate (NMDA) receptor antagonist, to induce JVA impairment and investigated the effects of lurasidone, a newer antipsychotic agent, on the JVA impairments. An apparatus was constructed using 4 white boxes, which were attached to the corners of a frame. All boxes had a hinged door, and marmosets could easily obtain a reward by pushing the door. An experimenter pointed and gazed at the boxes to inform the marmosets which box contained the reward. Their behavior was scored according to the number of incorrect choices. The JVA score was significantly higher in the cued vs. uncued tasks. Ketamine significantly decreased the JVA score, but lurasidone significantly reversed this effect. These findings suggest that this experimental system could be a useful animal model of neuropsychiatric disorders characterized by NMDA-receptor signaling, including ASD, and that lurasidone might be effective for some aspects of ASD.",2019,https://scholar.google.com.br/,no
2019,A model to estimate the impact of changes in MMR vaccine uptake on inequalities in measles susceptibility in Scotland.,"An article published in 1998 by Andrew Wakefield in The Lancet (volume 351, pages 637-641) led to concerns surrounding the safety of the measles, mumps and rubella vaccine, by associating it with an increased risk of autism. The paper was later retracted after multiple epidemiological studies failed to find any association, but a substantial decrease in UK vaccination rates was observed in the years following publication. This paper proposes a novel spatio-temporal Bayesian hierarchical model with accompanying software (the R package CARBayesST) to simultaneously address three key epidemiological questions about vaccination rates: (i) what impact did the controversy have on the overall temporal trend in vaccination rates in Scotland, (ii) did the magnitude of the spatial inequality in measles susceptibility in Scotland increase due to the measles, mumps and rubella vaccination scare, and (iii) are there any covariate effects, such as deprivation, that impacted on measles susceptibility in Scotland. The efficacy of the model is tested by simulation, before being applied to measles susceptibility data in Scotland among a series of cohorts of children who were aged 2.5-4.5, in September of the years 1998 to 2014.",2019,https://scholar.google.com.br/,no
2020,Antipurinergic therapy corrects the autism-like features in the Fragile X (Fmr1 knockout) mouse model.,"BACKGROUND: This study was designed to test a new approach to drug treatment of autism spectrum disorders (ASDs) in the Fragile X (Fmr1) knockout mouse model. METHODS: We used behavioral analysis, mass spectrometry, metabolomics, electron microscopy, and western analysis to test the hypothesis that the disturbances in social behavior, novelty preference, metabolism, and synapse structure are treatable with antipurinergic therapy (APT). RESULTS: Weekly treatment with the purinergic antagonist suramin (20 mg/kg intraperitoneally), started at 9 weeks of age, restored normal social behavior, and improved metabolism, and brain synaptosomal structure. Abnormalities in synaptosomal glutamate, endocannabinoid, purinergic, and IP3 receptor expression, complement C1q, TDP43, and amyloid beta precursor protein (APP) were corrected. Comprehensive metabolomic analysis identified 20 biochemical pathways associated with symptom improvements. Seventeen pathways were shared with human ASD, and 11 were shared with the maternal immune activation (MIA) model of ASD. These metabolic pathways were previously identified as functionally related mediators of the evolutionarily conserved cell danger response (CDR). CONCLUSIONS: The data show that antipurinergic therapy improves the multisystem, ASD-like features of both the environmental MIA, and the genetic Fragile X models. These abnormalities appeared to be traceable to mitochondria and regulated by purinergic signaling.",2019,https://scholar.google.com.br/,no
2021,A Novel System for Supporting Autism Diagnosis Using Home Videos: Iterative Development and Evaluation of System Design.,"BACKGROUND: Observing behavior in the natural environment is valuable to obtain an accurate and comprehensive assessment of a child's behavior, but in practice it is limited to in-clinic observation. Research shows significant time lag between when parents first become concerned and when the child is finally diagnosed with autism. This lag can delay early interventions that have been shown to improve developmental outcomes. OBJECTIVE: To develop and evaluate the design of an asynchronous system that allows parents to easily collect clinically valid in-home videos of their child's behavior and supports diagnosticians in completing diagnostic assessment of autism. METHODS: First, interviews were conducted with 11 clinicians and 6 families to solicit feedback from stakeholders about the system concept. Next, the system was iteratively designed, informed by experiences of families using it in a controlled home-like experimental setting and a participatory design process involving domain experts. Finally, in-field evaluation of the system design was conducted with 5 families of children (4 with previous autism diagnosis and 1 child typically developing) and 3 diagnosticians. For each family, 2 diagnosticians, blind to the child's previous diagnostic status, independently completed an autism diagnosis via our system. We compared the outcome of the assessment between the 2 diagnosticians, and between each diagnostician and the child's previous diagnostic status. RESULTS: The system that resulted through the iterative design process includes (1) NODA smartCapture, a mobile phone-based application for parents to record prescribed video evidence at home, and (2) NODA Connect, a Web portal for diagnosticians to direct in-home video collection, access developmental history, and conduct an assessment by linking evidence of behaviors tagged in the videos to the Diagnostic and Statistical Manual of Mental Disorders criteria. Applying clinical judgment, the diagnostician concludes a diagnostic outcome. During field evaluation, without prior training, parents easily (average rating of 4 on a 5-point scale) used the system to record video evidence. Across all in-home video evidence recorded during field evaluation, 96{\%} (26/27) were judged as clinically useful, for performing an autism diagnosis. For 4 children (3 with autism and 1 typically developing), both diagnosticians independently arrived at the correct diagnostic status (autism versus typical). Overall, in 91{\%} of assessments (10/11) via NODA Connect, diagnosticians confidently (average rating 4.5 on a 5-point scale) concluded a diagnostic outcome that matched with the child's previous diagnostic status. CONCLUSIONS: The in-field evaluation demonstrated that the system's design enabled parents to easily record clinically valid evidence of their child's behavior, and diagnosticians to complete a diagnostic assessment. These results shed light on the potential for appropriately designed telehealth technology to support clinical assessments using in-home video captured by families. This assessment model can be readily generalized to other conditions where direct observation of behavior plays a central role in the assessment process.",2019,https://scholar.google.com.br/,no
2022,Risks and benefits of available treatments for adult ADHD.,"Several pharmacotherapeutic options, both FDA-approved and off-label, exist for the treatment of adult ADHD. The most commonly used agents include several stimulants and atomoxetine, which have demonstrated significant, though similar, efficacy for ADHD versus placebo. Treatment should be selected according to patient comorbidity profiles, cardiovascular risks, and risk of abuse of prescription medications. In this activity, treatments for ADHD with and without comorbidity are discussed, including mechanisms of action, safety risks, and the potential for substance abuse. Implementing psychosocial education in conjunction with pharmacotherapy is recommended.",2019,https://scholar.google.com.br/,no
2023,Supporting children with disabilities at school: implications for the advocate role in professional practice and education.,"PURPOSE: School settings are a common practice context for rehabilitation professionals, health advocacy is a common and challenging practice role for professionals in this context. This study explored how pediatric practitioners advocate for children with disabilities at school. Specifically, we examined everyday advocacy in the context of school-based support for children with disabilities. METHOD: Our theoretical framework and methodological approach were informed by institutional ethnography, which maps and makes visible hidden social coordinators of work processes with a view to improving processes and outcomes. We included families, educators, and health/rehabilitation practitioners from Ontario. Of the 37 consented informants, 27 were interviewed and 15 observed. Documents and texts were collected from the micro-level (e.g. clinician reports) and the macro-level (e.g. policies). RESULTS: Pediatric practitioners' advocacy work included two main work processes: spotlighting invisible disabilities and orienteering the special education terrain. Practitioners advocated indirectly, by proxy, with common proxies being documents and parents. Unintended consequences of advocacy by proxy included conflict and inefficiency, which were often unknown to the practitioner. CONCLUSIONS: The findings of this study provide practice-based knowledge about advocacy for children with disabilities, which may be used to inform further development of competency frameworks and continuing education for pediatric practitioners. The findings also show how everyday practices are influenced by policies and social discourses and how rehabilitation professionals may enact change. Implications for Rehabilitation Rehabilitation professionals frequently perform advocacy work. They may find it beneficial to perform advocacy work that is informed by overarching professional and ethical guidelines, and a nuanced understanding of local processes and structures. Competency frameworks and education for pediatric rehabilitation professionals may be improved by: encouraging professionals to consider how their practices, including their written documents, may affect parental burden, (mis)interpretation by document recipients, and potential unintended consequences. Policies and texts, e.g. privacy legislation and the Diagnostic and Statistical Manual (DSM), influence rehabilitation professionals' actions and interactions when supporting children with disabilities at school. An awareness of the influence of policies and texts may enable practitioners to work more effectively within current systems when supporting individuals with disabilities.",2019,https://scholar.google.com.br/,no
2024,Epigenetic Regulation in Amyloid Precursor Protein with Genomic Rearrangements and the Lesch-Nyhan Syndrome.,"Recently, epigenetic regulation of alternative APP pre-mRNA splicing in the Lesch-Nyhan syndrome (LNS) has been studied (see Ref. 7) and showed for the first time, the presence of several APP-mRNA isoforms encoding divers APP protein isoforms ranging from 120 to 770 amino acids (with or without mutations and/or deletions). Here, by continuing on this work, I identified, for the first time new APP-mRNA isoforms with a deletion followed by an insertion (INDELS) in LNS and LNVs patients: c.19{\_}2295delinsG166TT...GAGTCC...CTTAGTC...TCT489,p.Leu7Valfs*2,c.19{\_}2295 delinsG169TT...GAGACC...CTTGGTC...TCT492,p.Leu7Valfs*2,and c.16{\_}2313delinsG84CC...CAT616,p.Leu7Hisfs*45. A role of genomic rearrangements of APP gene via the Fork Stalling and Template Switching (FoSTeS) mechanism leading to INDELS was suggested. Epistasis between mutated HPRT1 and APP genes could be one of the factors of epigenetic modifications responsible for genomic rearrangements of APP gene. My findings accounted for epigenetic mechanism in the regulation of alternative APP pre-mRNA splicing as well as for epigenetic control of genomic rearrangements of APP gene may provide therefore new directions not only for investigating the role of APP in neuropathology associated with HGprt-deficiency in LNS and LNVs patients but also for the research in neurodevelopmental and neurodegenerative disorders by which APP gene involved in the pathogenesis of the diseases such as autism, fragile X syndrome (FXS), and Alzheimer's disease (AD) with its diversity and complexity, especially for sporadic form of AD (SAD). An accurate quantification of various APP-mRNA isoforms in brain tissues for detection of initial pathological changes or pathology development is needed and antisense drugs are the potential treatments.",2019,https://scholar.google.com.br/,no
2025,Dextromethorphan: An update on its utility for neurological and neuropsychiatric  disorders.,"Dextromethorphan (DM) is a commonly used antitussive and is currently the only FDA-approved pharmaceutical treatment for pseudobulbar affect. Its safety profile and diverse pharmacologic actions in the central nervous system have stimulated new interest for repurposing it. Numerous preclinical investigations and many open-label or blinded clinical studies have demonstrated its beneficial effects across a variety of neurological and psychiatric disorders. However, the optimal dose and safety of chronic dosing are not fully known. This review summarizes the preclinical and clinical effects of DM and its putative mechanisms of action, focusing on depression, stroke, traumatic brain injury, seizure, pain, methotrexate neurotoxicity, Parkinson's disease and autism. Moreover, we offer suggestions for future research with DM to advance the treatment for these and other neurological and psychiatric disorders.",2019,https://scholar.google.com.br/,no
2026,Primary care for adults on the autism spectrum.,"Autism spectrum disorder (ASD) is defined by differences in social communication  and restricted, repetitive patterns of behavior, interests, or activities. Skills and challenges can change depending on environmental stimuli, supports, and stressors. Quality of life can be improved by the use of accommodations, assistive technologies, therapies to improve adaptive function or communication, caregiver training, acceptance, access, and inclusion. This article focuses on the identification of ASD in adults, referrals for services, the recognition of associated conditions, strategies and accommodations to facilitate effective primary care services, and ethical issues related to caring for autistic adults.",2019,https://scholar.google.com.br/,no
2027,Targeting the Serotonin 5-HT7 Receptor in the Search for Treatments for CNS Disorders: Rationale and Progress to Date.,"The 5-HT7 (5-hydroxytryptamine 7, serotonin 7) receptor is one of the most recently identified members of the serotonin receptor family. Pharmacological tools, including selective antagonists and, more recently, agonists, along with 5-HT7 receptor (5-HT7R) knock-out mice have revealed the involvement of this receptor in central nervous system processes. Its well-established role in controlling body temperature and regulating sleep and circadian rhythms has implicated this receptor in mood disorders. Thus, the 5-HT7R has gained much attention as a possible target for the treatment of depression. Although preclinical data support the antidepressant-like actions of 5-HT7R antagonists, their clinical efficacy has not been yet established. Other evidence has implicated the 5-HT7R in learning and memory. Preclinical findings suggest that blockade of this receptor may be beneficial against schizophrenia-like cognitive deficits. Other possible indications include nociception, epilepsy, migraine, autism spectrum disorders, and Rett Syndrome. However, the question is whether the beneficial effects may be achieved by activation or blockade of 5-HT7Rs. Hence, this review briefly summarises the recent findings on the role of 5-HT7Rs and their ligands in CNS disorders.",2019,https://scholar.google.com.br/,no
2028,Media use and ADHD-related behaviors in children and adolescents: A meta-analysis.,"There are several theoretical reasons to believe that media use might be related  to attention-deficit/hyperactivity disorder (ADHD) or ADHD-related behaviors (i.e., attention problems, hyperactivity, and impulsivity). Although studies into the media-ADHD relationship have accumulated, they have yielded inconsistent results. Therefore, we still do not know whether children's media use and ADHD-related behaviors are related and, if so, under which conditions. To fill this gap in the literature, we first identified 6 different hypotheses that may explain why media use in general and viewing fast-paced or violent media content might be related to 1 or more ADHD-related behaviors. Subsequently, we conducted a meta-analysis of 45 empirical studies investigating the relationship between media use and ADHD-related behaviors in children and adolescents. Our results indicated a small significant relationship between media use and ADHD-related behaviors (r+ = .12). Finally, we identified several specific gaps in the existing literature and presented 5 crucial directions for future research.",2019,https://scholar.google.com.br/,no
2029,Risky bicycling behavior among youth with and without attention-deficit hyperactivity disorder.,"BACKGROUND: Injury risk from car-bicycle collisions is particularly high among youth with attention-deficit hyperactivity disorder (ADHD). Here, we capitalized on advances in virtual environment technology to safely and systematically examine road-crossing behavior among child cyclists with and without ADHD. METHODS: Sixty-three youth (26 with ADHD, 37 non-ADHD controls) ages 10-14 years crossed 12 intersections with continuous cross-traffic while riding a high-fidelity bicycling simulator. Traffic density (i.e., temporal gaps between vehicles) was manipulated to examine the impact of varying traffic density on behavioral indices of road crossing, including gap selection, timing of entry into the roadway, time to spare when exiting the roadway, and close calls with oncoming cars. In addition, parents filled out questionnaires assessing their child's ADHD symptomatology, temperamental characteristics, bicycling experience, and injury history. RESULTS: ADHD youth largely chose the same size gaps as non-ADHD youth, although ADHD youth were more likely to select smaller gap sizes following exposure to high-density traffic. In addition, youth with ADHD demonstrated poorer movement timing when entering the intersection, resulting in less time to spare when exiting the roadway. Hyperactivity-impulsivity symptoms were specifically associated with selection of smaller gaps, whereas timing deficits were specifically associated with inattention and inhibitory control. CONCLUSION: Findings highlight two related yet potentially dissociable mechanisms that may influence injury risk among youth with ADHD and provide a foundation for development of injury prevention strategies.",2019,https://scholar.google.com.br/,no
2030,Accelerated barrier optimization compressed sensing (ABOCS) reconstruction for cone-beam CT: phantom studies.,"PURPOSE: Recent advances in compressed sensing (CS) enable accurate CT image reconstruction from highly undersampled and noisy projection measurements, due to the sparsifiable feature of most CT images using total variation (TV). These novel reconstruction methods have demonstrated advantages in clinical applications where radiation dose reduction is critical, such as onboard cone-beam CT (CBCT) imaging in radiation therapy. The image reconstruction using CS is formulated as either a constrained problem to minimize the TV objective within a small and fixed data fidelity error, or an unconstrained problem to minimize the data fidelity error with TV regularization. However, the conventional solutions to the above two formulations are either computationally inefficient or involved with inconsistent regularization parameter tuning, which significantly limit the clinical use of CS-based iterative reconstruction. In this paper, we propose an optimization algorithm for CS reconstruction which overcomes the above two drawbacks. METHODS: The data fidelity tolerance of CS reconstruction can be well estimated based on the measured data, as most of the projection errors are from Poisson noise after effective data correction for scatter and beam-hardening effects. We therefore adopt the TV optimization framework with a data fidelity constraint. To accelerate the convergence, we first convert such a constrained optimization using a logarithmic barrier method into a form similar to that of the conventional TV regularization based reconstruction but with an automatically adjusted penalty weight. The problem is then solved efficiently by gradient projection with an adaptive Barzilai-Borwein step-size selection scheme. The proposed algorithm is referred to as accelerated barrier optimization for CS (ABOCS), and evaluated using both digital and physical phantom studies. RESULTS: ABOCS directly estimates the data fidelity tolerance from the raw projection data. Therefore, as demonstrated in both digital Shepp-Logan and physical head phantom studies, consistent reconstruction performances are achieved using the same algorithm parameters on scans with different noise levels andor on different objects. On the contrary, the penalty weight in a TV regularization based method needs to be fine-tuned in a large range (up to seven times) to maintain the reconstructed image quality. The improvement of ABOCS on computational efficiency is demonstrated in the comparisons with adaptive-steepest-descent-projection-onto-convex-sets (ASD-POCS), an existing CS reconstruction algorithm also using constrained optimization. ASD-POCS alternatively minimizes the TV objective using adaptive steepest descent (ASD) and the data fidelity error using projection onto convex sets (POCS). For similar image qualities of the Shepp-Logan phantom, ABOCS requires less computation time than ASD-POCS in MATLAB by more than one order of magnitude. CONCLUSIONS: We propose ABOCS for CBCT reconstruction. As compared to other published CS-based algorithms, our method has attractive features of fast convergence and consistent parameter settings for different datasets. These advantages have been demonstrated on phantom studies.",2019,https://scholar.google.com.br/,no
2031,Atypical rapid audio-visual temporal recalibration in autism spectrum disorders.,"SCIENTIFIC ABSTRACT: Changes in sensory and multisensory function are increasingly recognized as a common phenotypic characteristic of Autism Spectrum Disorders (ASD). Furthermore, much recent evidence suggests that sensory disturbances likely play an important role in contributing to social communication weaknesses-one of the core diagnostic features of ASD. An established sensory disturbance observed in ASD is reduced audiovisual temporal acuity. In the current study, we substantially extend these explorations of multisensory temporal function within the framework that an inability to rapidly recalibrate to changes in audiovisual temporal relations may play an important and under-recognized role in ASD. In the paradigm, we present ASD and typically developing (TD) children and adolescents with asynchronous audiovisual stimuli of varying levels of complexity and ask them to perform a simultaneity judgment (SJ). In the critical analysis, we test audiovisual temporal processing on trial t as a condition of trial t - 1. The results demonstrate that individuals with ASD fail to rapidly recalibrate to audiovisual asynchronies in an equivalent manner to their TD counterparts for simple and non-linguistic stimuli (i.e., flashes and beeps, hand-held tools), but exhibit comparable rapid recalibration for speech stimuli. These results are discussed in terms of prior work showing a speech-specific deficit in audiovisual temporal function in ASD, and in light of current theories of autism focusing on sensory noise and stability of perceptual representations. LAY ABSTRACT: The integration of information across the different sensory modalities constitutes a fundamental step toward building a cohesive and comprehensive perceptual representation of the world. This integration and perceptual ""binding"" is highly dependent on the temporal structure of the multisensory cues. In ASD, multisensory temporal acuity has been found to be impaired, most notably for the integration of audiovisual speech stimuli, a finding that is confirmed in the current study. In addition, we show a striking difference in how those with ASD recalibrate their audiovisual temporal judgments based on prior trial history relative to those who are typically-developing. Most notable is the finding that whereas recalibration for speech stimuli fails to differ between ASD and TD participants, those with ASD fail to recalibrate when making judgments concerning non-speech audiovisual stimuli. These results not only expand our understanding of multisensory temporal function in ASD, but also have important implications for models suggesting changes in predictive coding and sensory priors in autism. Autism Res 2016. (c) 2016 International Society for Autism Research, Wiley Periodicals, Inc.",2019,https://scholar.google.com.br/,no
2032,Behaviors associated with negative affect in the friendships of children with ADHD: An exploratory study.,"Our objective was to identify behaviors and contextual situations associated with negative affect observed in the interactions of children with and without ADHD and their real-life friends. We expected negative affect to be linked to rule violations and disagreements about the choice of games. Loss of game was associated with episodes of negative affect in a structured game. Negative appraisal of friend's ability was most frequently associated with negative affect during unstructured free play. Comparison children expressed greater frustration regarding their own abilities, whereas children with ADHD commented more frequently about the inabilities of their friends.",2019,https://scholar.google.com.br/,no
2033,Emotion Regulation in Adolescent Males with Attention-Deficit Hyperactivity Disorder: Testing the Effects of Comorbid Conduct Disorder.,"Although attention-deficit hyperactivity disorder (ADHD) has been linked to emotion dysregulation, few studies have experimentally investigated this whilst controlling for the effects of comorbid conduct disorder (CD). Economic decision-making games that assess how individuals respond to offers varying in fairness have been used to study emotion regulation. The present study compared adolescent boys with ADHD (n = 90), ADHD + CD (n = 94) and typical controls (n = 47) on the Ultimatum Game and examined the contribution of ADHD and CD symptom scores and callous and unemotional traits to acceptance levels of unfair offers. There were no significant differences in acceptance rates of fair and highly unfair offers between groups, and only boys with ADHD did not significantly differ from the controls. However, the subgroup of boys with ADHD and additional high levels of aggressive CD symptoms rejected significantly more ambiguous (i.e., moderately unfair) offers than any other subgroup, suggesting impaired emotion regulation in those with ADHD and aggressive CD. Correlations within the CD group showed that the rejection rate to moderately unfair offers was predicted by aggressive CD symptom severity, but not callous and unemotional traits. These findings highlight the fact that ADHD is a heterogeneous condition from an emotion regulation point of view.",2019,https://scholar.google.com.br/,no
2034,Literature and disability: the medical interface in Borges and Beckett.,"Samuel Beckett and Jorge Luis Borges have presented 20th century literature with  a distinctive gallery of solitary figures who suffer from a series of physiological ailments: invalidism, decrepitude, infirmity and blindness, as well as neurological conditions such as amnesia and autism spectrum disorders. Beckett and Borges were concerned with the dynamics between illness and creativity, the literary representation of physical and mental disabilities, the processes of remembering and forgetting, and the inevitability of death. This article explores the depiction of physically and mentally disabled characters in Borges' Funes the Memorious (1942)--a story about an Uruguayan gaucho who has been left paralysed after a fall from a horse which simultaneously endowed him with an infallible memory and perception--and Beckett's Trilogy: Molloy (1951), Malone Dies (1951) and The Unnamable (1953). It examines the prodigious memory of Funes and the forgetful minds of Molloy and Malone with reference to influential neuropsychological studies such as Alexander Luria's twofold exploration of memory and forgetfulness in The Mind of a Mnemonist (1968) and The Man with a Shattered World (1972). The article demonstrates that in contrast to Beckett's amnesiacs and Luria's brain-damaged patient, who are able to transcend their circumstances through cathartic writing, Borges' and Luria's mnemonic prodigies fail to achieve anything significant with their unlimited memories and remain imprisoned within their cognitive disabilities. It reveals that medical discourses can provide invaluable insights and lead to a deeper understanding of the minds and bodily afflictions of literary characters.",2019,https://scholar.google.com.br/,no
2035,UNEQUAL BRAINS: DISABILITY DISCRIMINATION LAWS AND CHILDREN WITH CHALLENGING BEHAVIOUR.,"At a time when brain-based explanations of behaviour are proliferating, how will  law respond to the badly behaved child? In Australia, children and youth with challenging behaviours such as aggression, swearing, or impulsivity are increasingly understood as having a behavioural disability and so may be afforded the protections of discrimination law. A brain-based approach to challenging behaviour also offers a seemingly neutral framework that de-stigmatises a child's 'bad' behaviour, making it a biological or medical issue rather than a failure of discipline or temperament. Yet this 'brain-based' framework is not as neutral as it appears. How law regulates the brain-based subject in the form of the badly behaved child depends on how law conceptualises the brain. This article examines two competing approaches to the brain in law: a structural, deterministic model and a 'plastic', flexible model. Each of these impacts differently on disabled and abled identity and consequently on discrimination law and equality rights. Using examples from Australian discrimination law, this article argues that as new brain-based models of identity develop, existing inequalities based on race, gender, and disability are imported, and new forms of stigma emerge. In the neurological age, not all brains are created equal.",2019,https://scholar.google.com.br/,no
2036,mGluR antagonists and GABA agonists as novel pharmacological agents for the treatment of autism spectrum disorders.,"INTRODUCTION: The CDC currently estimates the prevalence of autism spectrum disorders (ASD) at 1 in 88 children. Though the exact etiology of ASD is unknown, recent studies implicate synaptic maturation and plasticity in the pathogenesis of ASD leading to an imbalance of excitation and inhibition, and specifically a disproportionately high level of excitation. Pharmacological agents that modulate excitation and inhibition are currently in clinical trials for treatment of ASD and show promising preliminary results. AREAS COVERED: This paper reviews the literature implicating the role of glutamate and GABA pathways in the pathophysiology of ASD. It also provides a review of the current results from both animal models and human clinical trials of drugs aimed at normalizing the imbalance of excitation and inhibition through the use of metabotropic glutamate receptor (mGluR) antagonists and GABA agonists. EXPERT OPINION: Both mGluR antagonists and GABA agonists have promising preliminary data from animal model and small-scale Phase II human trials. They show significant efficacy in subpopulations and appear to have favorable side-effect profiles. Though preliminary data are extremely promising, results from ongoing larger, double-blind, placebo-controlled studies will give a more complete understanding of the efficacy and side-effect profile related to these drugs.",2019,https://scholar.google.com.br/,no
2037,Technology-Aided Interventions and Instruction for Adolescents with Autism Spectrum Disorder.,"The use of technology in intervention and instruction for adolescents with autism spectrum disorder (ASD) is increasing at a striking rate. The purpose of this paper is to examine the research literature underlying the use of technology in interventions and instruction for high school students with ASD. In this paper, authors propose a theoretical and conceptual framework for examining the use of technology by and for adolescents with ASD in school, home, and community settings. This framework is then used to describe the research literature on efficacy of intervention and instruction that utilizes technology. A review of the literature from 1990 to the end of 2013 identified 30 studies that documented efficacy of different forms of technology and their impact on academics, adaptive behavior, challenging behavior, communication, independence, social competence, and vocational skills.",2019,https://scholar.google.com.br/,no
2038,An fMRI study of reduced perceptual load-dependent modulation of task-irrelevant  activity in adults with autism spectrum conditions.,"Recent studies on selective attention have demonstrated that the perceptual load  of a task determines the processing stage at which irrelevant sensory stimuli are filtered out. Although individuals with autism spectrum conditions (ASC) have been repeatedly reported to display several kinds of abnormal behavior related to attention deficits, the neural mechanisms underlying these deficits have not been well investigated within the framework of the load dependency of selective attention. The present study used functional magnetic resonance imaging (fMRI) to examine the brain responses of adults with high-functioning ASC to irrelevant visual distractors while performing a visual target detection task under high or low perceptual load. We observed that the increased perceptual load activated regions of the fronto-parietal attention network of controls and ASC comparably. On the other hand, the visual cortex activity evoked by visual distractors was less modulated by the increased perceptual load in ASC than in controls. Simple regression analyses showed that the degree of the modulation was significantly correlated with the severity of the autistic symptoms. We also observed reduced load-dependent modulation of the functional connectivity between the intraparietal and visual regions in the ASC group. These results revealed neural correlates for abnormal perceptual load-dependent engagement of visual attention in ASC, which may underlie aspects of cognitive and behavioral characteristics of these disorders.",2019,https://scholar.google.com.br/,no
2039,Real-time MEG neurofeedback training of posterior alpha activity modulates subsequent visual detection performance.,"It has been demonstrated that alpha activity is lateralized when attention is directed to the left or right visual hemifield. We investigated whether real-time neurofeedback training of the alpha lateralization enhances participants' ability to modulate posterior alpha lateralization and causes subsequent short-term changes in visual detection performance. The experiment consisted of three phases: (i) pre-training assessment, (ii) neurofeedback phase and (iii) post-training assessment. In the pre- and post-training phases we measured the threshold to covertly detect a cued faint Gabor stimulus presented in the left or right hemifield. During magnetoencephalography (MEG) neurofeedback, two face stimuli superimposed with noise were presented bilaterally. Participants were cued to attend to one of the hemifields. The transparency of the superimposed noise and thus the visibility of the stimuli were varied according to the momentary degree of hemispheric alpha lateralization. In a double-blind procedure half of the participants were provided with sham feedback. We found that hemispheric alpha lateralization increased with the neurofeedback training, this was mainly driven by an ipsilateral alpha increase. Surprisingly, comparing pre- to post-training, detection performance decreased for a Gabor stimulus presented in the hemifield that was un-attended during neurofeedback. This effect was not observed in the sham group. Thus, neurofeedback training alters alpha lateralization, which in turn decreases performances in the untrained hemifield. Our findings suggest that alpha oscillations play a causal role for the allocation of attention. Furthermore, our neurofeedback protocol serves to reduce the detection of unattended visual information and could therefore be of potential use for training to reduce distractibility in attention deficit patients, but also highlights that neurofeedback paradigms can have negative impact on behavioral performance and should be applied with caution.",2019,https://scholar.google.com.br/,no
2040,Treatment of Young People With Antipsychotic Medications in the United States.,"IMPORTANCE: Despite concerns about rising treatment of young people with antipsychotic medications, little is known about trends and patterns of their use in the United States. OBJECTIVE: To describe antipsychotic prescription patterns among young people in the United States, focusing on age and sex. DESIGN, SETTING, AND PARTICIPANTS: A retrospective descriptive analysis of antipsychotic prescriptions among patients aged 1 to 24 years was performed with data from calendar years 2006 (n = 765,829), 2008 (n = 858,216), and 2010 (n = 851,874), including a subset from calendar year 2009 with service claims data (n = 53,896). Data were retrieved from the IMS LifeLink LRx Longitudinal Prescription database, which includes approximately 60{\%} of all retail pharmacies in the United States. Denominators were adjusted to generalize estimates to the US population. MAIN OUTCOMES AND MEASURES: The percentage of young people filling 1 or more antipsychotic prescriptions during the study year by sex and age group (younger children, 1-6 years, older children, 7-12 years, adolescents, 13-18 years, and young adults, 19-24 years) was calculated. Among young people with antipsychotic use, percentages with specific clinical psychiatric diagnoses and 1 or more antipsychotic prescriptions from a psychiatrist and from a child and adolescent psychiatrist were also determined. RESULTS: The percentages of young people using antipsychotics in 2006 and 2010, respectively, were 0.14{\%} and 0.11{\%} for younger children, 0.85{\%} and 0.80{\%} for older children, 1.10{\%} and 1.19{\%} for adolescents, and 0.69{\%} and 0.84{\%} for young adults. In 2010, males were more likely than females to use antipsychotics, especially during childhood and adolescence: 0.16{\%} vs 0.06{\%} for younger children, 1.20{\%} vs 0.44{\%} for older children, 1.42{\%} vs 0.95{\%} for adolescents, and 0.88{\%} vs 0.81{\%} for young adults. Among young people treated with antipsychotics in 2010, receiving a prescription from a psychiatrist was less common among younger children (57.9{\%}) than among other age groups (range, 70.4{\%}-77.9{\%}). Approximately 29.3{\%} of younger children treated with antipsychotics in 2010 received 1 or more antipsychotic prescriptions from a child and adolescent psychiatrist. Among young people with claims for mental disorders in 2009 who were treated with antipsychotics, the most common diagnoses were attention-deficit/hyperactivity disorder in younger children (52.5{\%}), older children (60.1{\%}), and adolescents (34.9{\%}) and depression in young adults (34.5{\%}). CONCLUSIONS AND RELEVANCE: Antipsychotic use increased from 2006 to 2010 for adolescents and young adults but not for children aged 12 years or younger. Peak antipsychotic use in adolescence, especially among boys, and clinical diagnosis patterns are consistent with management of developmentally limited impulsive and aggressive behaviors rather than psychotic symptoms.",2019,https://scholar.google.com.br/,no
2041,Statistical independence for the evaluation of classifier-based diagnosis.,"Machine learning techniques are increasingly adopted in computer-aided diagnosis. Evaluation methods for classification results that are based on the study of one or more metrics can be unable to distinguish between cases in which the classifier is discriminating the classes from cases in which it is not. In the binary setting, such circumstances can be encountered when data are unbalanced with respect to the diagnostic groups. Having more healthy controls than pathological subjects, datasets meant for diagnosis frequently show a certain degree of unbalancedness. In this work, we propose to recast the evaluation of classification results as a test of statistical independence between the predicted and the actual diagnostic groups. We address the problem within the Bayesian hypothesis testing framework. Different from the standard metrics, the proposed method is able to handle unbalanced data and takes into account the size of the available data. We show experimental evidence of the efficacy of the approach both on simulated data and on real data about the diagnosis of the Attention Deficit Hyperactivity Disorder (ADHD).",2019,https://scholar.google.com.br/,no
2042,[Strategic formulation study on dry powder inhalation system based on modulated molecular properties and controlled pharmacokinetics].,"Cyclosporine A (CsA) has been widely used as an immunosuppressive agent, and recent outcomes from clinical studies are indicative of the potent therapeutic potential of CsA for chronic asthma and airway inflammation. The clinical use of CsA for airway inflammatory diseases is partly limited because of low oral bioavailability and severe systemic side effects. A number of CsA dosage forms have been proposed to overcome these drawbacks, for example, nebulizer formulation and metered-dose inhaler formulation for inhalation therapy, whereas these liquid formulations sometimes contain organic solvents and other solubilizers, leading to local irritant potency. In this context, our group developed a dry powder inhalation (DPI) system of CsA, employing a polymer-based amorphous solid dispersion (ASD) approach, for inhalation therapy on airway inflammations. There was marked improvement in dissolution behavior of the ASD formulation compared with that of an amorphous CsA. The new DPI system of CsA exhibited high dispersibility and suitable particle distribution for inhalation therapy. In vivo experiments demonstrated that inhaled DPI system of CsA attenuated inflammatory events in experimental asthma/chronic obstructive pulmonary disease (COPD) model rats as evidenced by a decrease of infiltrated granulocytes, and there was no excessive increase in systemic exposure of CsA at a pharmacologically effective dose, possibly leading to reduced systemic side effects. From these findings, combination use of CsA-loaded ASD and DPI systems might be a promising approach for the treatment of airway inflammatory diseases with improved pharmacodynamics and lower systemic exposure.",2019,https://scholar.google.com.br/,no
2043,Physicochemical and pharmacokinetic characterization of amorphous solid dispersion of tranilast with enhanced solubility in gastric fluid and improved oral bioavailability.,"In the present study, amorphous solid dispersion (ASD) formulations of tranilast  (TL) with 8 hydrophilic polymers were prepared by a solvent evaporation method with the aim of improving dissolution behavior in gastric fluid and thereby enhancing oral bioavailability. The physicochemical properties were characterized with a focus on morphology, crystallinity, thermal behavior, dissolution, drug-polymer interaction, and stability. Of all TL formulations, ASD formulation with Eudragit EPO exhibited the highest improvement in dissolution behavior with a 3,000-fold increase in the first-order dissolution rate under acidic conditions (pH 1.2). Spectroscopic studies using infrared and near-infrared analyses revealed the drug-polymer interaction in the Eudragit EPO-based ASD formulation. On the basis of dissolution, crystallinity, and stability data, the maximum allowable drug load in the Eudragit EPO-based ASD formulation was deduced to be ca. 50{\%}. Pharmacokinetic profiling of orally dosed TL formulations in rats was also carried out using UPLC/ESI-MS. After oral administration of the Eudragit EPO-based ASD formulation in rats, enhanced TL exposure was observed with an increase of oral bioavailability by 19-fold, and the variation of AUC was ca. 4 times lower than that with crystalline TL. With these data, the ASD approach could be a viable formulation strategy for enhancing the wettability and oral bioavailability of TL, resulting in improved therapeutic potential of TL for the treatment of inflammatory diseases.",2019,https://scholar.google.com.br/,no
2044,Parent-mediated early intervention for young children with autism spectrum disorders (ASD).,"BACKGROUND: Young children with autism spectrum disorders (ASD) have impairments  in the areas of communication and social interaction and often display repetitive or non-compliant behaviour. This early pattern of difficulties is a challenge for parents. Therefore, approaches that help parents develop strategies for interaction and management of behaviour are an obvious route for early intervention in ASD. This review updates a Cochrane review first published in 2002 but is based on a new protocol. OBJECTIVES: To assess the effectiveness of parent-mediated early interventions in terms of the benefits for both children with ASD and their parents and to explore some potential moderators of treatment effect. SEARCH METHODS: We searched a range of psychological, educational and biomedical databases including CENTRAL, MEDLINE, Embase, PsycINFO and ERIC in August 2012. As this is an update of a previous review, we limited the search to the period following the original searches in 2002. Bibliographies and reference lists of key articles were searched, field experts were contacted and key journals were handsearched. SELECTION CRITERIA: We included only randomised controlled trials of early intervention for children with ASD. The interventions in the experimental condition were mediated by parents, the control conditions included no treatment, treatment as usual, waiting list, alternative child-centred intervention not mediated by parents, or alternative parent-mediated intervention of hypothesised lesser effect than the experimental condition. DATA COLLECTION AND ANALYSIS: Two review authors (HM and IPO) independently screened articles identified in the search and decided which articles should be retrieved in full. For each included study, two review authors (IPO and EH) extracted and recorded data, using a piloted data collection form. Two review authors (IPO and HM) assessed the risk of bias in each study. We performed data synthesis and analysis using The Cochrane Collaboration's Review Manager 5.1 software. MAIN RESULTS: The review includes 17 studies from six countries (USA, UK, Australia, Canada, Thailand and China), which recruited 919 children with ASD. Not all 17 studies could be compared directly or combined in meta-analyses due to differences in the theoretical basis underpinning interventions, the duration and intensity of interventions, and the outcome measurement tools used. Data from subsets of 10 studies that evaluated interventions to enhance parent interaction style and thereby facilitate children's communication were included in meta-analyses. The largest meta-analysis combined data from 316 participants in six studies and the smallest combined data from 55 participants in two studies. Findings from the remaining seven studies were reported narratively.High risk of bias was evident in the studies in relation to allocation concealment and incomplete outcome data, blinding of participants was not possible.Overall, we did not find statistical evidence of gains from parent-mediated approaches in most of the primary outcomes assessed (most aspects of language and communication - whether directly assessed or reported, frequency of child initiations in observed parent-child interaction, child adaptive behaviour, parents' stress), with findings largely inconclusive and inconsistent across studies. However, the evidence for positive change in patterns of parent-child interaction was strong and statistically significant (shared attention: standardised mean difference (SMD) 0.41, 95{\%} confidence interval (CI) 0.14 to 0.68, P value {\textless} 0.05, parent synchrony: SMD 0.90, 95{\%} CI 0.56 to 1.23, P value {\textless} 0.05). Furthermore, there is some evidence suggestive of improvement in child language comprehension, reported by parents (vocabulary comprehension: mean difference (MD 36.26, 95{\%} CI 1.31 to 71.20, P value {\textless} 0.05). In addition, there was evidence suggesting a reduction in the severity of children's autism characteristics (SMD -0.30, 95{\%} CI -0.52 to -0.08, P value {\textless} 0.05). However, this evidence of change in children's skills and difficulties as a consequence of parent-mediated intervention is uncertain, with small effect sizes and wide CIs, and the conclusions are likely to change with future publication of high-quality RCTs. AUTHORS' CONCLUSIONS: The review finds some evidence for the effectiveness of parent-mediated interventions, most particularly in proximal indicators within parent-child interaction, but also in more distal indicators of child language comprehension and reduction in autism severity. Evidence of whether such interventions may reduce parent stress is inconclusive. The review reinforces the need for attention to be given to early intervention service models that enable parents to contribute skilfully to the treatment of their child with autism. However, practitioners supporting parent-mediated intervention require to monitor levels of parent stress. The ability to draw conclusions from studies would be improved by researchers adopting a common set of outcome measures as the quality of the current evidence is low.",2019,https://scholar.google.com.br/,no
2045,Atomic dynamic functional interaction patterns for characterization of ADHD.,"Modeling abnormal temporal dynamics of functional interactions in psychiatric disorders has been of great interest in the neuroimaging field, and thus a variety of methods have been proposed so far. However, the temporal dynamics and disease-related abnormalities of functional interactions within specific data-driven discovered subnetworks have been rarely explored yet. In this work, we propose a novel computational framework composed of an effective Bayesian connectivity change point model for modeling functional brain interactions and their dynamics simultaneously and an effective variant of nonnegative matrix factorization for assessing the functional interaction abnormalities within subnetworks. This framework has been applied on the resting state fmagnetic resonance imaging (fMRI) datasets of 23 children with attention-deficit/hyperactivity disorder (ADHD) and 45 normal control (NC) children, and has revealed two atomic functional interaction patterns (AFIPs) discovered for ADHD and another two AFIPs derived for NC. Together, these four AFIPs could be grouped into two pairs, one common pair representing the common AFIPs in ADHD and NC, and the other abnormal pair representing the abnormal AFIPs in ADHD. Interestingly, by comparing the abnormal AFIP pair, two data-driven abnormal functional subnetworks are derived. Strikingly, by evaluating the approximation based on the four AFIPs, all of the ADHD children were successfully differentiated from NCs without any false positive.",2019,https://scholar.google.com.br/,no
2046,Self-inserted foreign body and attention-deficit/hyperactivity disorder: evaluated by the Conners' Parent Rating Scales-Revised.,"OBJECTIVES: We aimed to evaluate the relationship between attention-deficit/hyperactivity disorder (ADHD) and self-inserted foreign bodies (SIFBs) in children by the Conners' Parent Rating Scales-Revised (CPRS-R). METHODS: Forty-five children (31 males and 14 females) with self-inserted foreign body of ear/nose and 37 healthy children (22 males and 15 females) included into the study. They were all between 3 and 9 years old. The parents filled the socio-demographic information form including age, gender, demographic data, previous medical history of the child and features of the family, and completed the Conners' Parent Rating Scales-Revised (CPRS-R) questionnaire. RESULTS: In the SIFB group (study), 55.6{\%} of the children were not attending to the school, 31.1{\%} of them were attending to the primary school and 13.3{\%} of them were the pre-school student. These rates were 37.8{\%}, 32.4{\%} and 29.7{\%}, respectively, in the control group. The all CPRS-R subscale values (CG/I, H, ADHD-I, CGI-DI, DSMIV SS-I, DSM-IV SS-HI and DSM-IV SS-T) were significantly higher in the study group than the control group. There was no significant correlation between gender of the children and CPRS-R subscales. Children with lower school success, and having previous psychiatric problems were related to higher CPRS-R values in all subscales. In older children, hyperactivity scores were lower, and in younger children and the children, not going to the school, hyperactivity scores were higher. CPRS-R scores decreased as the child grown. CONCLUSION: It was concluded that children with ADHD were more likely to have conditions that might damage himself/herself such as self-inserted foreign body or trauma than normal children. To avoid this condition, these families should closely observe the child, and the child should be provided to participate in activities such as group games and activities that contribute to the development of the child. Warning the children properly and close follow-up of the young children are required to prevent this unwanted condition.",2019,https://scholar.google.com.br/,no
2047,Rare familial 16q21 microdeletions under a linkage peak implicate cadherin 8 (CDH8) in susceptibility to autism and learning disability.,"BACKGROUND: Autism spectrum disorder (ASD) is characterised by impairments in social communication and by a pattern of repetitive behaviours, with learning disability (LD) typically seen in up to 70{\%} of cases. A recent study using the PPL statistical framework identified a novel region of genetic linkage on chromosome 16q21 that is limited to ASD families with LD. METHODS: In this study, two families with autism and/or LD are described which harbour rare {\textgreater}1.6 Mb microdeletions located within this linkage region. The deletion breakpoints are mapped at base-pair resolution and segregation analysis is performed using a combination of 1M single nucleotide polymorphism (SNP) technology, array comparative genomic hybridisation (CGH), long-range PCR, and Sanger sequencing. The frequency of similar genomic variants in control subjects is determined through analysis of published SNP array data. Expression of CDH8, the only gene disrupted by these microdeletions, is assessed using reverse transcriptase PCR and in situ hybridisation analysis of 9 week human embryos. RESULTS: The deletion of chr16: 60 025 584-61 667 839 was transmitted to three of three boys with autism and LD and none of four unaffected siblings, from their unaffected mother. In a second family, an overlapping deletion of chr16: 58 724 527-60 547 472 was transmitted to an individual with severe LD from his father with moderate LD. No copy number variations (CNVs) disrupting CDH8 were observed in 5023 controls. Expression analysis indicates that the two CDH8 isoforms are present in the developing human cortex. CONCLUSION: Rare familial 16q21 microdeletions and expression analysis implicate CDH8 in susceptibility to autism and LD.",2019,https://scholar.google.com.br/,no
2048,Human Neuropsychiatric Disease Modeling using Conditional Deletion Reveals Synaptic Transmission Defects Caused by Heterozygous Mutations in NRXN1.,"Heterozygous mutations of the NRXN1 gene, which encodes the presynaptic cell-adhesion molecule neurexin-1, were repeatedly associated with autism and schizophrenia. However, diverse clinical presentations of NRXN1 mutations in patients raise the question of whether heterozygous NRXN1 mutations alone directly impair synaptic function. To address this question under conditions that precisely control for genetic background, we generated human ESCs with different heterozygous conditional NRXN1 mutations and analyzed two different types of isogenic control and NRXN1 mutant neurons derived from these ESCs. Both heterozygous NRXN1 mutations selectively impaired neurotransmitter release in human neurons without changing neuronal differentiation or synapse formation. Moreover, both NRXN1 mutations increased the levels of CASK, a critical synaptic scaffolding protein that binds to neurexin-1. Our results show that, unexpectedly, heterozygous inactivation of NRXN1 directly impairs synaptic function in human neurons, and they illustrate the value of this conditional deletion approach for studying the functional effects of disease-associated mutations.",2019,https://scholar.google.com.br/,no
2049,"The felt presence of other minds: Predictive processing, counterfactual predictions, and mentalising in autism.","The mental states of other people are components of the external world that modulate the activity of our sensory epithelia. Recent probabilistic frameworks that cast perception as unconscious inference on the external causes of sensory input can thus be expanded to enfold the brain's representation of others' mental states. This paper examines this subject in the context of the debate concerning the extent to which we have perceptual awareness of other minds. In particular, we suggest that the notion of perceptual presence helps to refine this debate: are others' mental states experienced as veridical qualities of the perceptual world around us? This experiential aspect of social cognition may be central to conditions such as autism spectrum disorder, where representations of others' mental states seem to be selectively compromised. Importantly, recent work ties perceptual presence to the counterfactual predictions of hierarchical generative models that are suggested to perform unconscious inference in the brain. This enables a characterisation of mental state representations in terms of their associated counterfactual predictions, allowing a distinction between spontaneous and explicit forms of mentalising within the framework of predictive processing. This leads to a hypothesis that social cognition in autism spectrum disorder is characterised by a diminished set of counterfactual predictions and the reduced perceptual presence of others' mental states.",2019,https://scholar.google.com.br/,no
2050,A Spatiotemporal Profile of In Vivo Cerebral Blood Flow Changes Following Intranasal Oxytocin in Humans.,"BACKGROUND: Animal and human studies highlight the role of oxytocin in social cognition and behavior and the potential of intranasal oxytocin (IN-OT) to treat social impairment in individuals with neuropsychiatric disorders such as autism. However, extensive efforts to evaluate the central actions and therapeutic efficacy of IN-OT may be marred by the absence of data regarding its temporal dynamics and sites of action in the living human brain. METHODS: In a placebo-controlled study, we used arterial spin labeling to measure IN-OT-induced changes in resting regional cerebral blood flow (rCBF) in 32 healthy men. Volunteers were blinded regarding the nature of the compound they received. The rCBF data were acquired 15 min before and up to 78 min after onset of treatment onset (40 IU of IN-OT or placebo). The data were analyzed using mass univariate and multivariate pattern recognition techniques. RESULTS: We obtained robust evidence delineating an oxytocinergic network comprising regions expected to express oxytocin receptors, based on histologic evidence, and including core regions of the brain circuitry underpinning social cognition and emotion processing. Pattern recognition on rCBF maps indicated that IN-OT-induced changes were sustained over the entire posttreatment observation interval (25-78 min) and consistent with a pharmacodynamic profile showing a peak response at 39-51 min. CONCLUSIONS: Our study provides the first visualization and quantification of IN-OT-induced changes in rCBF in the living human brain unaffected by cognitive, affective, or social manipulations. Our findings can inform theoretical and mechanistic models regarding IN-OT effects on typical and atypical social behavior and guide future experiments (e.g., regarding the timing of experimental manipulations).",2019,https://scholar.google.com.br/,no
2051,Single Nucleotide Polymorphism Heritability of Behavior Problems in Childhood: Genome-Wide Complex Trait Analysis.,"OBJECTIVE: Genetic factors contribute to individual differences in behavior problems. In children, genome-wide association studies (GWAS) have yielded the first suggestive results when aiming to identify genetic variants that explain heritability, but the proportion of genetic variance that can be attributed to common single nucleotide polymorphisms (SNPs) remains to be determined, as only a few studies have estimated SNP heritability, with diverging results. METHOD: Genomic-relationship-matrix restricted maximum likelihood (GREML) as implemented in the software Genome-Wide Complex Trait Analysis (GCTA) was used to estimate SNP heritability (SNP h(2)) for multiple phenotypes within 4 broad domains of children's behavioral problems (attention-deficit/hyperactivity symptoms, internalizing, externalizing, and pervasive developmental problems) and cognitive function. We combined phenotype and genotype data from 2 independent, population-based Dutch cohorts, yielding a total number of 1,495 to 3,175 of 3-, 7-, and 9-year-old children. RESULTS: Significant SNP heritability estimates were found for attention-deficit/hyperactivity symptoms (SNP h(2) = 0.37-0.71), externalizing problems (SNP h(2) = 0.44), and total problems (SNP h(2) = 0.18), rated by mother or teacher. Sensitivity analyses with exclusion of extreme cases and quantile normalization of the phenotype data decreased SNP h(2) as expected under genetic inheritance, but they remained statistically significant for most phenotypes. CONCLUSION: We provide evidence of the influence of common SNPs on child behavior problems in an ethnically homogenous sample. These results support the continuation of large GWAS collaborative efforts to unravel the genetic basis of complex child behaviors.",2019,https://scholar.google.com.br/,no
2052,Underlying role of mitochondrial mutagenesis in the pathogenesis of a disease and current approaches for translational research.,"Mitochondrial diseases have been extensively investigated over the last three decades, but many questions regarding their underlying aetiologies remain unanswered. Mitochondrial dysfunction is not only responsible for a range of neurological and myopathy diseases but also considered pivotal in a broader spectrum of common diseases such as epilepsy, autism and bipolar disorder. These disorders are a challenge to diagnose and treat, as their aetiology might be multifactorial. In this review, the focus is placed on potential mechanisms capable of introducing defects in mitochondria resulting in disease. Special attention is given to the influence of xenobiotics on mitochondria, environmental factors inducing mutations or epigenetic changes in the mitochondrial genome can alter its expression and impair the whole cell's functionality. Specifically, we suggest that environmental agents can cause damage in mitochondrial DNA and consequently lead to mutagenesis. Moreover, we describe current approaches for handling mitochondrial diseases, as well as available prenatal diagnostic tests, towards eliminating these maternally inherited diseases. Undoubtedly, more research is required, as current therapeutic approaches mostly employ palliative therapies rather than targeting primary mechanisms or prophylactic approaches. Much effort is needed into further unravelling the relationship between xenobiotics and mitochondria, as the extent of influence in mitochondrial pathogenesis is increasingly recognised.",2019,https://scholar.google.com.br/,no
2053,Integrative functional genomic analyses implicate specific molecular pathways and circuits in autism.,"Genetic studies have identified dozens of autism spectrum disorder (ASD) susceptibility genes, raising two critical questions: (1) do these genetic loci converge on specific biological processes, and (2) where does the phenotypic specificity of ASD arise, given its genetic overlap with intellectual disability (ID)? To address this, we mapped ASD and ID risk genes onto coexpression networks representing developmental trajectories and transcriptional profiles representing fetal and adult cortical laminae. ASD genes tightly coalesce in modules that implicate distinct biological functions during human cortical development, including early transcriptional regulation and synaptic development. Bioinformatic analyses suggest that translational regulation by FMRP and transcriptional coregulation by common transcription factors connect these processes. At a circuit level, ASD genes are enriched in superficial cortical layers and glutamatergic projection neurons. Furthermore, we show that the patterns of ASD and ID risk genes are distinct, providing a biological framework for further investigating the pathophysiology of ASD.",2019,https://scholar.google.com.br/,no
2054,Self-control in postsecondary settings: students' perceptions of ADHD college coaching.,"OBJECTIVE: The objective of this study was to identify undergraduates' perceptions of the impact of ADHD coaching on their academic success and broader life functioning. METHOD: One-on-one interviews were conducted with 19 students on 10 different U.S. campuses who comprised a purposive sample of gender, cumulative grade point average, and self-regulation skills variables as measured by the learning and study strategies inventory. Interview transcripts were coded using NVivo 8 software, and emergent themes were triangulated with students' descriptions of personal artifacts that symbolized coaching's influence on their lives. RESULTS: Students reported that ADHD coaching helped them become more self-regulated, which led to positive academic experiences and outcomes. Students described ADHD coaching as a unique service that helped them develop more productive beliefs, experience more positive feelings, and engage in more self-regulated behaviors. CONCLUSION: ADHD coaching helped participants enhance their self-control as they responded to the multifaceted demands of undergraduate life.",2019,https://scholar.google.com.br/,no
2055,Bimodal Virtual Reality Stroop for Assessing Distractor Inhibition in Autism Spectrum Disorders.,"Executive functioning deficits found in college students with ASD may have debilitating effects on their everyday activities. Although laboratory studies tend to report unimpaired inhibition in autism, studies of resistance to distractor inhibition reveal difficulties. In two studies, we compared a Virtual Classroom task with paper-and-pencil and computerized Stroop modalities in typically developing individuals and individuals with ASD. While significant differences were not observed between ASD and neurotypical groups on the paper-and-pencil and computerized task, individuals with ASD performed significantly worse on the virtual task with distractors. Findings suggest the potential of the Virtual Classroom Bimodal Stroop task to distinguish between prepotent response inhibition (non-distraction condition) and resistance to distractor inhibition (distraction condition) in adults with high functioning autism.",2019,https://scholar.google.com.br/,no
2056,Postsynaptic FMRP promotes the pruning of cell-to-cell connections among pyramidal neurons in the L5A neocortical network.,"Pruning of structural synapses occurs with development and learning. A deficit in pruning of cortical excitatory synapses and the resulting hyperconnectivity is hypothesized to underlie the etiology of fragile X syndrome (FXS) and related autistic disorders. However, clear evidence for pruning in neocortex and its impairment in FXS remains elusive. Using simultaneous recordings of pyramidal neurons in the layer 5A neocortical network of the wild-type (WT) mouse to observe cell-to-cell connections in isolation, we demonstrate here a specific form of ""connection pruning."" Connection frequency among pyramidal neurons decreases between the third and fifth postnatal weeks, indicating a period of connection pruning. Over the same interval in the FXS model mouse, the Fmr1 knock-out (KO), connection frequency does not decrease. Therefore, connection frequency in the fifth week is higher in the Fmr1 KO compared with WT, indicating a state of hyperconnectivity. These alterations are due to postsynaptic deletion of Fmr1. At early ages (2 weeks), postsynaptic Fmr1 promoted the maturation of cell-to-cell connections, but not their number. These findings indicate that impaired connection pruning at later ages, and not an excess of connection formation, underlies the hyperconnectivity in the Fmr1 KO mouse. FMRP did not appear to regulate synapses individually, but instead regulated cell-to-cell connectivity in which groups of synapses mediating a single cell-to-cell connection are uniformly removed, retained, and matured. Although we do not link connection pruning directly to the pruning of structurally defined synapses, this study nevertheless provides an important model system for studying altered pruning in FXS.",2019,https://scholar.google.com.br/,no
2057,Intravenous and Intramuscular Formulations of Antiseizure Drugs in the Treatment  of Epilepsy.,"Intravenous and intramuscular antiseizure drugs (ASDs) are essential in the treatment of clinical seizure emergencies as well as in replacement therapy when oral administration is not possible. The parenteral formulations provide rapid delivery and complete (intravenous) or nearly complete (intramuscular) bioavailability. Controlled administration of the ASD is feasible with intravenous but not intramuscular formulations. This article reviews the literature and discusses the chemistry, pharmacology, pharmacokinetics, and clinical use of currently available intravenous and intramuscular ASD formulations as well as the development of new formulations and agents. Intravenous or intramuscular formulations of lorazepam, diazepam, midazolam, and clonazepam are typically used as the initial treatment agents in seizure emergencies. Recent studies also support the use of intramuscular midazolam as easier than the intravenous delivery of lorazepam in the pre-hospital setting. However, benzodiazepines may be associated with hypotension and respiratory depression. Although loading with intravenous phenytoin was an early approach to treatment, it is associated with cardiac arrhythmias, hypotension, and tissue injury at the injection site. This has made it less favored than fosphenytoin, a water-soluble, phosphorylated phenytoin molecule. Other drugs being used for acute seizure emergencies are intravenous formulations of valproic acid, levetiracetam, and lacosamide. However, the comparative effectiveness of these for status epilepticus (SE) has not been evaluated adequately. Consequently, guidelines for the medical management of SE continue to recommend lorazepam followed by fosphenytoin, or phenytoin if fosphenytoin is not available. Intravenous solutions for carbamazepine, lamotrigine, and topiramate have been developed but remain investigational. The current ASDs were not developed for use in emergency situations, but were adapted from ASDs approved for chronic oral use. New approaches for bringing drugs from experimental models to treatment of human SE are needed.",2019,https://scholar.google.com.br/,no
2058,Methylphenidate Overdose Causing Secondary Polydipsia and Severe Hyponatremia in  an 8-Year-Old Boy.,"OBJECTIVE: Attention deficit hyperactivity disorder (ADHD) is an increasingly common diagnosis of childhood that manifests with symptoms that affect cognitive, academic, behavioral, emotional, and social functioning. There are a multitude of pharmaceutical therapies to choose from when managing this condition, and though many studies on the safety and efficacy of these medications have been published, adverse effects still occur. CASE: This case discusses a previously healthy 8-year-old boy who had been prescribed 20-mg lisdexamfetamine dimesylate for ADHD however mistakenly took his brother's 36-mg methylphenidate extended-release tablets, resulting in hyperhidrosis, excessive thirst, polydipsia, and combative behavior that began within 3 hours of ingestion. He was evaluated at a community hospital emergency department and given lorazepam due to agitation and combativeness before discharge. However, he returned with hypothermia, hyponatremia, and status epilepticus resulting in intubation. Patient was transferred to our facility where a computer tomography of his head was negative and hyponatremia was corrected with 3{\%} NaCl saline solution. A lumbar puncture was performed due to temperature instability before starting broad-spectrum antibiotics. Cerebrospinal fluid findings were normal, and he was extubated at 18 hours postingestion. Patient was discharged home after 3 days with no residual symptoms. DISCUSSION/CONCLUSIONS: Though both lisdexamfetamine dimesylate and methylphenidate are widely used among pediatricians today for treatment of ADHD, reports of life-threatening water intoxication as a result of overdose is rare. Studies have reported that severe 3,4-methylenedioxymethamphtamine toxicity in adults is associated with syndrome of inappropriate diuretic hormone (SIADH) secretion, hyponatremia, and seizures, along with serotonin-induced transient elevation in antidiuretic hormone. Adult schizophrenics who receive psychostimulants have also been shown to develop polydipsia with hyponatremia. Although the use of psychostimulants in adult schizophrenic patients has been studied, literature on toxicity and effects in the pediatric psychiatric population is scarce. We would suggest that this patient's polydipsia and hyponatremia are most likely a result of his ingestion of a toxic dose of a long-acting agent known to cause secondary psychosis.This is an open-access article distributed under the terms of the Creative Commons Attribution-Non Commercial-No Derivatives License 4.0 (CCBY-NC-ND), where it is permissible to download and share the work provided it is properly cited. The work cannot be changed in any way or used commercially.",2019,https://scholar.google.com.br/,no
2059,[Autism in the first year].,"At present autism can be diagnosed with a high degree of reliability between the  ages of 18 months and 2 years. Yet, the first symptoms are already present long before the diagnosis is made. This has led to a number of retrospective and prospective studies being conducted with the aim of detecting manifestations that allow a diagnosis to be reached as early as possible. The results of these studies have enabled researchers to detect symptoms that appear between the ages of 6 and 12 months. Although it has been observed that these symptoms are of limited diagnostic interest, they do provide invaluable information for the understanding of autism within the framework of neurodevelopmental disorders because they highlight a pattern of development that is initially common to several different disorders, but which progressively goes on to constitute a specific phenotype.",2019,https://scholar.google.com.br/,no
2060,"A Study on the Validity of a Computer-Based Game to Assess Cognitive Processes, Reward Mechanisms, and Time Perception in Children Aged 4-8 Years.","BACKGROUND: A computer-based game, named Timo's Adventure, was developed to assess specific cognitive functions (eg, attention, planning, and working memory), time perception, and reward mechanisms in young school-aged children. The game consists of 6 mini-games embedded in a story line and includes fantasy elements to enhance motivation. OBJECTIVE: The aim of this study was to investigate the validity of Timo's Adventure in normally developing children and in children with attention-deficit/hyperactivity disorder (ADHD). METHODS: A total of 96 normally developing children aged 4-8 years and 40 children with ADHD were assessed using the game. Clinical validity was investigated by examining the effects of age on performances within the normally developing children, as well as performance differences between the healthy controls and the ADHD group. RESULTS: Our analyses in the normally developing children showed developmental effects, that is, older children made fewer inhibition mistakes (r=-.33, P=.001), had faster (and therefore better) reaction times (r=-.49, P{\textless}.001), and were able to produce time intervals more accurately than younger children (rho=.35, P{\textless}.001). Discriminant analysis showed that Timo's Adventure was accurate in most classifications whether a child belonged to the ADHD group or the normally developing group: 78{\%} (76/97) of the children were correctly classified as having ADHD or as being in the normally developing group. The classification results showed that 72{\%} (41/57) children in the control group were correctly classified, and 88{\%} (35/40) of the children in the ADHD group were correctly classified as having ADHD. Sensitivity (0.89) and specificity (0.69) of Timo's Adventure were satisfying. CONCLUSIONS: Computer-based games seem to be a valid tool to assess specific strengths and weaknesses in young children with ADHD.",2019,https://scholar.google.com.br/,no
2061,Psychotropic medication use in children and adolescents in an inpatient setting.,"Medication can be an effective part of treatment for several psychiatric disorders of childhood and adolescence but its use should be based on a comprehensive psychiatric evaluation and treatment plan. The aim of this study was to evaluate psychotropic medication use for children and adolescents treated as inpatients and to compare it with principles of rational pharmacotherapy, thus identifying possible downsides of current practices and pointing a way towards safer and more efficient practices. This is a descriptive study of prescribing trends at the Clinical Department for Children and Adolescents of the Institute of Mental Health in Belgrade, during the period from September 2009 to September 2010. Analyzed demographic data (age, gender) and the number of hospitalizations were obtained from medical histories, while diagnoses were obtained from discharge notes. Prescribed therapy was copied from medication charts. Drug dosages were analyzed as average daily doses prescribed during the hospitalization. Psychiatric diagnoses were classified according to The International Classification of Diseases and Related Health Problems, 10th Revision (ICD-10). During the examined time period, 264 patients were hospitalized (61.4{\%} males), with an average age of 11.4+/-5.1 years. We have found that 66.3{\%} of admitted patients were treated with pharmacotherapy in addition to other treatment modalities. There was a highly significant correlation between the age of patients and the prescribed dosage (Spearman's rho=0.360, p{\textless}0.001) as well as the number of prescribed drugs (Spearman's rho=0.405, p{\textless}0.001). The most commonly diagnosed psychiatric disorders were: autism spectrum disorders (20.8{\%}), conduct disorders(19.7{\%}), mixed developmental disorder (14.8{\%}), adjustment disorder (7.2{\%}), mental retardation (7.2{\%}),acute psychosis (4.5{\%}), and ADHD (2.3{\%}). The most commonly prescribed medications were antipsychotics(45.9{\%}), followed by antidepressants (17.2{\%}), mood stabilizers (16.1{\%}), benzodiazepines (14.4{\%}), and other psychotropic drugs (6.4{\%}). The most commonly prescribed antipsychotic was risperidone, used for more than 50{\%} of the patients treated with antipsychotics. Taken together risperidone and chlorpromazine were more than 75{\%} of all prescribed antipsychotics. 98.4{\%} of prescribed antidepressants belonged to the SSRIs,with sertraline and fluoxetine accounting for almost 90{\%} of them. All prescribed dosages were in accordance with the official guidelines. This is the first survey in Serbia to document the practice of prescribing psychotropic medication in the field of child and adolescent psychiatry. Current drug-prescribing practices at the Clinical Department for Children and Adolescents of the Institute of Mental Health in Belgrade are in accordance with current practices in the United States and Europe. Not every child with symptoms of mental health problems needs pharmacological treatment, when they do, the general rule of thumb should be ""start low, go slow, and taper slowly"". Follow-up studies are necessary to assess the change of trends, as well as studies in different patient populations and health centers, in order to globally evaluate psychotropic medication use in children and adolescents in Serbia.",2019,https://scholar.google.com.br/,no
2062,Intact priors for gaze direction in adults with high-functioning autism spectrum  conditions.,"BACKGROUND: Autism Spectrum Conditions (ASC) are associated with a range of perceptual atypicalities, including abnormalities in gaze processing. Pellicano and Burr (Trends Cogn Sci 16(10):504-10, 2012) have argued that these atypicalities might be explained within a Bayesian framework, in which perception represents the combination of sensory information with prior knowledge. They propose that the Bayesian priors of individuals with ASC might be attenuated, such that their perception is less reliant on prior knowledge than neurotypical individuals. An important tenet of Bayesian decision theory is that increased uncertainty about incoming sensory information will lead to a greater influence of the prior on perception. Consistent with this, Mareschal et al. (Curr Biol 23(8):717-21, 2013) showed that when noise is added to the eyes of a face (increasing uncertainty about gaze direction), gaze is more likely to be perceived as direct. METHODS: We adopted the same paradigm as Mareschal et al. to determine whether the influence of a prior on gaze perception is reduced in neurotypical participants with high numbers of autistic traits (experiment 1) and in individuals with a clinical diagnosis of ASC (experiment 2). Participants were presented with synthetic faces and asked to make a judgement about the relative gaze directions of the faces. Uncertainty about gaze direction was manipulated by adding noise to the eyes of a face. RESULTS: Consistent with previous work, in both experiment 1 and experiment 2, participants showed a bias towards perceiving gaze as direct under conditions of uncertainty. However, there was no evidence that the magnitude of this bias was reduced either in the ASC group or in neurotypical controls with a high number of autistic traits. CONCLUSIONS: Our findings challenge the attenuated priors theory of perception in ASC (Trends Cogn Sci 16(10):504-10, 2012) and related proposals (Trends Cogn Sci 17(1):1, 2013, Front Hum Neurosci 8:302, 2014), and suggest priors for gaze direction are intact in high-functioning ASC.",2019,https://scholar.google.com.br/,no
2063,Child Anxiety Prevention Study: Impact on Functional Outcomes.,"This study examined the impact of a selective anxiety prevention program for offspring of clinically anxious parents on three domains of child functioning: (1) social, (2) familial, and (3) emotional/behavioral. Dyads were randomized into either the Coping and Promoting Strength program (CAPS, n = 70) or Information Monitoring (IM, n = 66) comparison group. Multi-informant assessments were conducted at baseline, post intervention, and 6 and 12 months follow-ups. Random effects mixed models under the linear growth modeling (LGM) framework was used to assess the impact of CAPS on growth trajectories. Over time, children in the CAPS group had significantly lower anxiety, anxious/depressed symptoms, and lower total behavior problems (parent report), compared to children in IM group. The intervention did not impact other domains assessed (e.g., social functioning), which may be due to ""floor effects"" on these measures. Longitudinal follow-up data is needed to provide valuable information about this high risk population.",2019,https://scholar.google.com.br/,no
2064,Extreme learning machine-based classification of ADHD using brain structural MRI  data.,"BACKGROUND: Effective and accurate diagnosis of attention-deficit/hyperactivity disorder (ADHD) is currently of significant interest. ADHD has been associated with multiple cortical features from structural MRI data. However, most existing learning algorithms for ADHD identification contain obvious defects, such as time-consuming training, parameters selection, etc. The aims of this study were as follows: (1) Propose an ADHD classification model using the extreme learning machine (ELM) algorithm for automatic, efficient and objective clinical ADHD diagnosis. (2) Assess the computational efficiency and the effect of sample size on both ELM and support vector machine (SVM) methods and analyze which brain segments are involved in ADHD. METHODS: High-resolution three-dimensional MR images were acquired from 55 ADHD subjects and 55 healthy controls. Multiple brain measures (cortical thickness, etc.) were calculated using a fully automated procedure in the FreeSurfer software package. In total, 340 cortical features were automatically extracted from 68 brain segments with 5 basic cortical features. F-score and SFS methods were adopted to select the optimal features for ADHD classification. Both ELM and SVM were evaluated for classification accuracy using leave-one-out cross-validation. RESULTS: We achieved ADHD prediction accuracies of 90.18{\%} for ELM using eleven combined features, 84.73{\%} for SVM-Linear and 86.55{\%} for SVM-RBF. Our results show that ELM has better computational efficiency and is more robust as sample size changes than is SVM for ADHD classification. The most pronounced differences between ADHD and healthy subjects were observed in the frontal lobe, temporal lobe, occipital lobe and insular. CONCLUSION: Our ELM-based algorithm for ADHD diagnosis performs considerably better than the traditional SVM algorithm. This result suggests that ELM may be used for the clinical diagnosis of ADHD and the investigation of different brain diseases.",2019,https://scholar.google.com.br/,no
2065,Autism and social robotics: A systematic review.,"Social robotics could be a promising method for Autism Spectrum Disorders (ASD) treatment. The aim of this article is to carry out a systematic literature review of the studies on this topic that were published in the last 10 years. We tried to address the following questions: can social robots be a useful tool in autism therapy? We followed the PRISMA guidelines, and the protocol was registered within PROSPERO database (CRD42015016158). We found many positive implications in the use of social robots in therapy as for example: ASD subjects often performed better with a robot partner rather than a human partner, sometimes, ASD patients had, toward robots, behaviors that TD patients had toward human agents, ASDs had a lot of social behaviors toward robots, during robotic sessions, ASDs showed reduced repetitive and stereotyped behaviors and, social robots manage to improve spontaneous language during therapy sessions. Therefore, robots provide therapists and researchers a means to connect with autistic subjects in an easier way, but studies in this area are still insufficient. It is necessary to clarify whether sex, intelligence quotient, and age of participants affect the outcome of therapy and whether any beneficial effects only occur during the robotic session or if they are still observable outside the clinical/experimental context.",2019,https://scholar.google.com.br/,no
2066,Prenatal and perinatal anesthesia and the long-term cognitive sequelae: a review.,"Many children have cognitive weaknesses or impairments of uncertain etiology. A variety of gestational and early-life variables contribute to normative neurocognitive development with countless events potentially hindering successful neural development. Recent research suggests that anesthesia has the potential to negatively affect fetal brain development both prenatally and perinatally. Some of the anesthesiology research suggests that under certain circumstances, children may have a heightened risk for attention-deficit hyperactivity disorder, learning disorders, and perhaps other issues. Though there are no prospective studies evaluating neurocognitive function in children after neonatal exposure to anesthetics, there are several retrospective reviews that demonstrate temporary neurological sequelae after prolonged anesthetic exposure in young children and larger studies identifying long-term neurodevelopmental impairment after neonatal surgery and anesthesia. Studies also suggest a heightened vulnerability likely during the first trimester, particularly when neurons are undergoing rapid development. Specifically, heightened vulnerability to cerebral dysfunction tends to be associated with exposure to multiple anesthetic agents, longer duration of exposure, and multiple episodes of exposure to anesthetic agents.",2019,https://scholar.google.com.br/,no
2067,Children with autism can track others' beliefs in a competitive game.,"Theory of mind (ToM) development, assessed via 'litmus' false belief tests, is severely delayed in autism, but the standard testing procedure may underestimate these children's genuine understanding. To explore this, we developed a novel test involving competition to win a reward as the motive for tracking other players' beliefs (the 'Dot-Midge task'). Ninety-six children, including 23 with autism (mean age: 10.36 years), 50 typically developing 4-year-olds (mean age: 4.40) and 23 typically developing 3-year-olds (mean age: 3.59) took a standard 'Sally-Ann' false belief test, the Dot-Midge task (which was closely matched to the Sally-Ann task procedure) and a norm-referenced verbal ability test. Results revealed that, of the children with autism, 74{\%} passed the Dot-Midge task, yet only 13{\%} passed the standard Sally-Ann procedure. A similar pattern of performance was observed in the older, but not the younger, typically developing control groups. This finding demonstrates that many children with autism who fail motivationally barren standard false belief tests can spontaneously use ToM to track their social partners' beliefs in the context of a competitive game.",2019,https://scholar.google.com.br/,no
2068,"Cognitive Prediction of Reading, Math, and Attention: Shared and Unique Influences.","The current study tested a multiple-cognitive predictor model of word reading, math ability, and attention in a community-based sample of twins ages 8 to 16 years (N = 636). The objective was to identify cognitive predictors unique to each skill domain as well as cognitive predictors shared among skills that could help explain their overlap and thus help illuminate the basis for comorbidity of related disorders (reading disability, math disability, and attention deficit hyperactivity disorder). Results indicated that processing speed contributes to the overlap between reading and attention as well as math and attention, whereas verbal comprehension contributes to the overlap between reading and math. There was no evidence that executive functioning skills help account for covariation among these skill domains. Instead, specific executive functions differentially related to certain outcomes (i.e., working memory to math and inhibition to attention). We explored whether the model varied in younger versus older children and found only minor differences. Results are interpreted within the context of the multiple deficit framework for neurodevelopmental disorders.",2019,https://scholar.google.com.br/,no
2069,Gut-Microbiota-Brain Axis and Its Effect on Neuropsychiatric Disorders With Suspected Immune Dysregulation.,"PURPOSE: Gut microbiota regulate intestinal function and health. However, mounting evidence indicates that they can also influence the immune and nervous systems and vice versa. This article reviews the bidirectional relationship between the gut microbiota and the brain, termed the microbiota-gut-brain (MGB) axis, and discusses how it contributes to the pathogenesis of certain disorders that may involve brain inflammation. METHODS: Articles were identified with a search of Medline (starting in 1980) by using the key words anxiety, attention-deficit hypersensitivity disorder (ADHD), autism, cytokines, depression, gut, hypothalamic-pituitary-adrenal (HPA) axis, inflammation, immune system, microbiota, nervous system, neurologic, neurotransmitters, neuroimmune conditions, psychiatric, and stress. FINDINGS: Various afferent or efferent pathways are involved in the MGB axis. Antibiotics, environmental and infectious agents, intestinal neurotransmitters/neuromodulators, sensory vagal fibers, cytokines, and essential metabolites all convey information to the central nervous system about the intestinal state. Conversely, the hypothalamic-pituitary-adrenal axis, the central nervous system regulatory areas of satiety, and neuropeptides released from sensory nerve fibers affect the gut microbiota composition directly or through nutrient availability. Such interactions seem to influence the pathogenesis of a number of disorders in which inflammation is implicated, such as mood disorder, autism-spectrum disorders, attention-deficit hypersensitivity disorder, multiple sclerosis, and obesity. IMPLICATIONS: Recognition of the relationship between the MGB axis and the neuroimmune systems provides a novel approach for better understanding and management of these disorders. Appropriate preventive measures early in life or corrective measures such as use of psychobiotics, fecal microbiota transplantation, and flavonoids are discussed.",2019,https://scholar.google.com.br/,no
2070,Play preference of children with ADHD and typically developing children in Brazil: a pilot study.,"BACKGROUND/AIM: Children with attention deficit hyperactivity disorder (ADHD) have been reported to have play deficits, which can cause problems in occupational development. The aim of this paper was to report research findings on children with ADHD and typically developing children in relation to preference of play partners, play places, toys and type of play. METHODS: Thirty-two school aged children from low socioeconomic status were divided into two groups. One group of 16 children with ADHD were matched with 16 typically developing children. RESULTS AND CONCLUSION: There were no significant differences between the two groups in relation to play partners, with classmates being the most frequent play partner for both groups. There were significant differences between the two groups in preferred place to play. Children with ADHD preferred to play in school and typically developing children preferred to play on the street. There were significant differences in relation to toys and type of play engaged in with children with ADHD preferring educational materials and typically developing children preferring electronic games. These findings add to knowledge of Brazilian children with ADHD and their play preferences. Comparisons are made with research with Australian children with and without ADHD.",2019,https://scholar.google.com.br/,no
2071,I'm thrilled that you see that: guiding parents to see success in interactions  with children with deafness and autistic spectrum disorder.,"Children with deafness who are also on the autistic spectrum are a group with complex support needs. Carers worry about their ability to communicate with them, and are often uncertain about what constitutes 'good' communication in this context. This paper analyses the use of a therapeutic intervention, Video Interaction Guidance (VIG), which originates in developmental psychology and focuses on the relational foundations of communication. We draw on a single case using an ethnomethodological/conversation analytic framework, and in particular Goodwin's (1994) work on 'professional vision', to show how the ability to see 'success' is a socially situated activity. Since what counts as success in this setting is often far removed from everyday ideas of good communication, how guiders facilitate particular 'ways of seeing' are critical for both the support of carers and the impact of the intervention. We argue that this work has implications in three areas: for the practice of VIG itself, for the role of qualitative, interactional research addressing the way in which interaction-based interventions are protocolised, enacted and assessed, and for the way in which expertise is conceptualised in professional/client interactions in health and social care.",2019,https://scholar.google.com.br/,no
2072,Identifying the unmet needs of college students on the autism spectrum.,"The number of students entering college with high-functioning autism spectrum disorders (ASDs) is expected to surge in coming years. The diagnostic features and psychiatric risks of ASD, coupled with the transitions and stresses that define college life, present extraordinary challenges for these students, their parents, and institutions of higher education. This article applies a bioecological framework for conceptualizing the systemic strengths and barriers at the secondary and postsecondary levels of education in supporting students with ASD. This theoretical orientation is used to illustrate the importance of offering services and programs in a more coordinated and fluid manner within and between systems to support students more effectively. Evidence-based programs, practices, and interventions associated with successful academic and mental health outcomes for youth and young adults with ASD, as well as for college students with mental health and other challenges, are reviewed for their applicability to the target population. It is proposed that more fluid transitions and improved mental health and academic outcomes for college students with ASD can be achieved by integrating elements from secondary and postsecondary educational systems and also from existing, effective approaches with youth and young adults. Building upon the disjointed, but promising, evidence from youth, young adult, and college mental health literatures, recommendations for developing more effective transition plans for students with ASD are proposed.",2019,https://scholar.google.com.br/,no
2073,Repeated insulin-like growth factor 1 treatment in a patient with rett syndrome:  a single case study.,"Rett syndrome (RTT) is a devastating neurodevelopmental disorder that has no cure. Patients show regression of acquired skills, motor, and speech impairment, cardio-respiratory distress, microcephaly, and stereotyped hand movements. The majority of RTT patients display mutations in the gene that codes for the Methyl-CpG binding protein 2 (MeCP2), which is involved in the development of the central nervous system, especially synaptic and circuit maturation. Thus, agents that promote brain development and synaptic function are good candidates for ameliorating the symptoms of RTT. In particular, insulin-like growth factor 1 (IGF1) and its active peptide (1-3) IGF1 cross the Blood Brain Barrier, and therefore are ideal treatments for RTT Indeed, both (1-3) IGF1 and IGF1 treatment significantly ameliorates RTT symptoms in a mouse model of the disease In a previous study, we established that IGF1 is safe and well tolerated on Rett patients. In this open label clinical case study, we assess the safety and tolerability of IGF1 administration in two cycles of the treatment. Before and after each cycle, we monitored the clinical and blood parameters, autonomic function, and social and cognitive abilities, and we found that IGF1 was well tolerated each time and did not induce any side effect, nor it interfered with the other treatments that the patient was undergoing. We noticed a moderate improvement in the cognitive, social, and autonomic abilities of the patient after each cycle but the benefits were not retained between the two cycles, consistent with the pre-clinical observation that treatments for RTT should be administered through life. We find that repeated IGF1 treatment is safe and well tolerated in Rett patients but observed effects are not retained between cycles. These results have applications to other pathologies considering that IGF1 has been shown to be effective in other disorders of the autism spectrum.",2019,https://scholar.google.com.br/,no
2074,The relationship between temperament and autistic traits in a non-clinical students sample.,"Since temperament affects the development of social behaviours and interpersonal  relations, the possible links between autistic traits and temperament are of particular interest. The purpose of the study was to explore the relationships between autistic traits and temperamental characteristics in the framework of the Regulative Temperament Theory by Strelau, and the Emotionality, Activity and Sociability theory by Buss and Plomin, with particular emphasis on gender differences. The Autism Spectrum Quotient (AQ), Formal Characteristics of Behaviour--Temperament Inventory and Temperament Survey for Adults were administered. The participants were 593 university students, including 364 females and 229 males. Results showed positive correlations between autistic traits and Emotional Reactivity, Perseveration, Distress, Fear and Anger, and negative correlations with Activity, Briskness, Endurance and Sociability. The results of multiple regression analyses involving the Autism Spectrum Quotient score as a dependent measure were different for females and males. Results of exploratory PCA analysis showed that AQ score, Sociability and Activity loaded one factor (with AQ loading being opposite to two others). High AQ scorers demonstrated higher Emotional Reactivity, Perseveration, Distress and Anger, and lower Briskness, Endurance, Activity and Sociability as compared to norms for the general population. In this study we showed that temperament measures were able to identify items that correlated in parts with autistic traits, while other items were obverse. The relationships between temperament and autistic traits differ slightly between genders. We assume that with regard to the broader autism phenotype, temperaments might be helpful in characterizing healthy control samples.",2019,https://scholar.google.com.br/,no
2075,"Contrafreeloading, reinforcement rate, and behavioral momentum.","Contrafreeloading involves organisms working for food when an identical source of food is freely available. The present study assessed whether training reinforcement rates influenced contrafreeloading by arranging a within-subject and within-session design using pigeons. Across different alternating discriminative stimuli, variable-interval schedules arranged leaner (30 per hour) and richer (120 per hour) rates of food reinforcement. Responding decreased but persisted in the presence of free food during the session (i.e., contrafreeloading). Further, responding tended to be similar between components initially but greater persistence emerged in the richer component with additional exposure. With pre-session feeding, responding did not change systematically across test sessions and tended to be more persistent in the richer component. Greater persistence with greater training reinforcement rates is generally consistent with an influential theory of response persistence, behavioral momentum theory. However, the different patterns of responding across test sessions between pre- and within-session feeding reveals multiple behavioral processes involved in contrafreeloading that have yet to be fully understood. Behavioral momentum theory could provide a useful theoretical framework for understanding and quantifying the behavioral processes underlying contrafreeloading.",2019,https://scholar.google.com.br/,no
2076,[The life path of parents and of their children presenting an autism spectrum disorder (ASD)].,"OBJECTIVES: This research aims to study parents' experiences (n=41) of their autistic child. in regards to different aspects of his development, such as diagnosis, health, family, interventions, child care services, school and awareness of the disorder. METHODS: In order to ensure variability in the levels of severity of the disorder, forty-one parents of persons with an Autism Spectrum Disorder (ASD) were recruited either through the Federation quebecoise de l'autisme (FQA) or through a convenience sample. Participants were asked to complete a 192-item questionnaire covering respondents' demographic information, the child's diagnosis as well as information regarding health, family, respite services, child care setting, interventions, school setting, adolescence, adulthood, individual rights and awareness of the disorder. This questionnaire was reviewed by ten doctoral students in psychology and by three ASD experts to assess the relevance, the correctness and the richness of the questions. The questionnaire was adapted accordingly and was administered to 10 parents within the framework of a qualitative study. RESULTS: This study revealed that parents' primary concerns regarding their child's development regarded language development, visual contact, isolation and motor abilities. These parents also mentioned feeling positive emotions, such as pride and joy, as well as negative emotions, such as worries about their child's future. Only a few of these families used respite services and most deemed intervention services as insufficient, about half of parents were satisfied with the services provided at school. Moreover, most of adults with ASD have always lived with at least one of their parents, some have occupations, but their salary is minimal. In terms of disorder awareness, parents mentioned that they would have preferred that their child not have the disorder in order for them to live an easier life. CONCLUSION: Data obtained from this study serves to provide a better comprehension parents' experiences, which can contribute to adapting the services for families of children living with ASD. In addition, an increase in public funding for intervention and respite services is recommended as it was considered insufficient.",2019,https://scholar.google.com.br/,no
2077,Immigrant Children with Autism Spectrum Disorder: The Relationship between the Perspective of the Professionals and the Parents' Point of View.,"BACKGROUND: The purpose of this study was to compare a medical diagnosis of autism spectrum disorder (ASD) with the perceptions of immigrant parents regarding their child's difficulties. METHODS: Semistructured interviews were conducted with parents. The children were assessed using the ADOS, and a multiaxial diagnosis was reached using the DSM-IV. RESULTS: The majority of parents recognized symptoms in their child that were related to autism. Less often, however, parents believed their children had a developmental delay or communication problem rather than an ASD. There were also parents who failed to see any problem at all in their child although the child was, nonetheless, diagnosed as having an ASD. CONCLUSIONS: The failure of immigrant mothers to acknowledge a diagnosis of ASD in their younger children may represent an attempt to preserve hope for their child's future. Mothers of older children may not, however, agree with the psychiatric diagnosis. Community services need to balance the need to convey accurate medical information with the need to protect parents' investment in their children. This may be particularly true for immigrant parents who are living outside their cultural framework.",2019,https://scholar.google.com.br/,no
2078,The RNA binding protein HuR determines the differential translation of autism-associated FoxP subfamily members in the developing neocortex.,"Forkhead-box domain (Fox) containing family members are known to play a role in neocorticogenesis and have also been associated with disorders on the autism spectrum. Here we show that a single RNA-binding protein, Hu antigen R (HuR), dictates translation specificity of bound mRNAs and is sufficient to define distinct Foxp-characterized subpopulations of neocortical projection neurons. Furthermore, distinct phosphorylation states of HuR differentially regulate translation of Foxp mRNAs in vitro. This demonstrates the importance of RNA binding proteins within the framework of the developing brain and further confirms the role of mRNA translation in autism pathogenesis.",2019,https://scholar.google.com.br/,no
2079,Single-micronutrient and broad-spectrum micronutrient approaches for treating mood disorders in youth and adults.,"Several different vitamins and minerals appear to be effective augmenting agents  for mood-modifying drugs, but are not potent monotherapies in themselves for treating psychiatric disorders. In contrast, broad-spectrum micronutrient interventions appear in early trials to be as effective as psychiatric medications with fewer adverse effects for treating mood disorders, ADHD, aggressivity, and misconduct in youth and adults. Broad-spectrum treatments also may improve stress responses, cognition, and sense of well-being in healthy adults, but have been less well studied in youth. Current clinical data justify an extensive expansion of research on micronutrient mechanisms and treatments in psychiatry.",2019,https://scholar.google.com.br/,no
2080,The influence of task environment and health literacy on the quality of parent-reported ADHD data.,"OBJECTIVES: To determine 1) the extent to which paper-based and computer-based environments influence the sufficiency of parents' report of child behaviors and the accuracy of data on current medications, and 2) the impact of parents' health literacy on the quality of information produced. METHODS: We completed a randomized controlled trial of data entry tasks with parents of children with Attention Deficit Hyperactivity Disorder (ADHD). Parents completed the NICHQ Vanderbilt ADHD screen and a report of current ADHD medications on paper or using a computer application designed to facilitate data entry. Literacy was assessed by the Test of Functional Health Literacy in Adults (TOFHLA). Primary outcomes included sufficient data to screen for ADHD subtypes and accurate report of total daily dose of prescribed ADHD medications. RESULTS: Of 271 parents screened, 194/271 were eligible and 182 were randomized. Data from 180 parents were analyzed. 5.6{\%} parents had inadequate/marginal TOFHLA scores. Using the computer, parents provided more sufficient and accurate data compared to paper (sufficiency for ADHD screening, paper vs. computer: 87.8{\%} vs. 93.3{\%}, P = 0.20, accuracy of medication report: 14.3{\%} vs. 69.4{\%}, p{\textless}0.0001). Parents with adequate literacy had increased odds of reporting sufficient and accurate data (sufficiency for ADHD screening: OR 8.0, 95{\%} CI 2.0-32.1, accuracy of medication report: OR 4.4, 95{\%} CI 0.5-37.4). In adjusted models, the computer task environment remained a significant predictor of accurate medication report (OR 18.7, 95{\%} CI 7.5-46.9). CONCLUSIONS: Structured, computer-based data entry by parents may improve the quality of specific types of information needed for ADHD care. Health literacy affects parents' ability to share valid information.",2019,https://scholar.google.com.br/,no
2081,"AZD3480, a novel nicotinic receptor agonist, for the treatment of attention-deficit/hyperactivity disorder in adults.","BACKGROUND: Laboratory studies have found that acute stimulation of nicotinic acetylcholine receptors improves cognition in adult attention-deficit/hyperactivity disorder (ADHD). Clinical trials of nicotinic agonists have been mixed, underscoring the need to understand the mechanisms for individual differences in clinical response. Using cognitive models within a clinical trial framework may provide insight into these differences. METHODS: This was a within-subjects, randomized, placebo-controlled double-blind trial of the nicotinic agonist AZD3480 (also termed TC-1734) at doses of 5 mg and 50 mg and placebo in adults with ADHD. The order of the 2-week treatment periods was randomized, and a 3-week wash out separated each drug treatment period. Response inhibition (Stop Signal Task [SST]) and clinical efficacy (Investigator Rated Conners Adult ADHD Rating Scale [CAARS-INV]) were the a priori primary outcome measures of cognitive and clinical effects. We hypothesized that AZD3480 treatment would improve SST performance and clinical symptoms (CAARS-INV Total ADHD Symptoms Score). RESULTS: Thirty subjects were randomized, with 24 included in the intent-to-treat analyses. SST performance and total ADHD symptoms were significantly improved with 50 mg of AZD3480. CAARS-INV ratings of inattention, memory problems, and emotional lability/impulsivity were significantly improved with 50 mg of AZD3480. CONCLUSIONS: These results support previous work suggesting that nicotinic agonists are viable as treatments for adult ADHD. Measuring cognitive endophenotypes related to both the disorder and mechanism of treatment may help further rational drug development for dimensional features that cross-cut psychiatric disorders.",2019,https://scholar.google.com.br/,no
2082,Acute stimulant ingestion and neurocognitive performance in healthy participants.,"CONTEXT: Concussion management has become an area of great concern in athletics,  and neurocognitive tests, such as Immediate Post-Concussion Assessment and Cognitive Testing (ImPACT), are commonly used as management tools. Given the restrictive nature of current management plans, anecdotal concerns have been raised about athletes trying to cheat the assessments and return to participation sooner. Stimulants have been shown to improve neurocognitive measures similar to those used in ImPACT. Therefore, they could possibly improve performance during baseline and postinjury testing. OBJECTIVE: To examine the effects of a supplement containing stimulants on ImPACT performance. DESIGN: Crossover study. SETTING: Research laboratory. PATIENTS OR OTHER PARTICIPANTS: A total of 5 men (age = 20.6 +/- 1.5 years, height = 176.3 +/- 9.6 cm, mass = 76.9 +/- 18.6 kg) and 7 women (age = 20.6 +/- 1.1 years, height = 162.9 +/- 7.8 cm, mass = 60.9 +/- 8.2 kg) with no histories of physician-diagnosed head injury, learning disability, or attention-deficit disorder. INTERVENTION(S): Participants were assessed under supplement (5.5 g of Jacked 3D, which contains caffeine and 1,3-dimethylamylamine), placebo, and control conditions separated by 1 week. MAIN OUTCOME MEASURE(S): I compared ImPACT composite scores for verbal and visual memory, visual motor speed, reaction time, impulse control, and a cognitive-efficiency index under each of the 3 conditions and assessed them 30 minutes after ingestion. RESULTS: I observed a difference when comparing reaction times, as the participants reacted faster during the supplement condition (0.53 +/- 0.03 seconds) than during the placebo (0.55 +/- 0.03 seconds) and control (0.55 +/- 0.03 seconds) conditions (F2,22 = 4.31, P = .03). A difference also was observed for the cognitive-efficiency index, as participants scored higher during the supplement condition (0.49 +/- 0.09) than during the placebo (0.41 +/- 0.10) and control (0.41 +/- 0.12) conditions (F2,22 = 4.07, P = .03). CONCLUSIONS: Stimulant ingestion 30 minutes before testing resulted in improved memory, visual processing speed, and reaction time. However, the improvements were relatively nominal, and the question of clinical importance remains. Thus, it is unclear if stimulant ingestion would affect the return-to-participation progression.",2019,https://scholar.google.com.br/,no
2083,Estrogenic Endocrine Disrupting Chemicals Influencing NRF1 Regulated Gene Networks in the Development of Complex Human Brain Diseases.,"During the development of an individual from a single cell to prenatal stages to  adolescence to adulthood and through the complete life span, humans are exposed to countless environmental and stochastic factors, including estrogenic endocrine disrupting chemicals. Brain cells and neural circuits are likely to be influenced by estrogenic endocrine disruptors (EEDs) because they strongly dependent on estrogens. In this review, we discuss both environmental, epidemiological, and experimental evidence on brain health with exposure to oral contraceptives, hormonal therapy, and EEDs such as bisphenol-A (BPA), polychlorinated biphenyls (PCBs), phthalates, and metalloestrogens, such as, arsenic, cadmium, and manganese. Also we discuss the brain health effects associated from exposure to EEDs including the promotion of neurodegeneration, protection against neurodegeneration, and involvement in various neurological deficits, changes in rearing behavior, locomotion, anxiety, learning difficulties, memory issues, and neuronal abnormalities. The effects of EEDs on the brain are varied during the entire life span and far-reaching with many different mechanisms. To understand endocrine disrupting chemicals mechanisms, we use bioinformatics, molecular, and epidemiologic approaches. Through those approaches, we learn how the effects of EEDs on the brain go beyond known mechanism to disrupt the circulatory and neural estrogen function and estrogen-mediated signaling. Effects on EEDs-modified estrogen and nuclear respiratory factor 1 (NRF1) signaling genes with exposure to natural estrogen, pharmacological estrogen-ethinyl estradiol, PCBs, phthalates, BPA, and metalloestrogens are presented here. Bioinformatics analysis of gene-EEDs interactions and brain disease associations identified hundreds of genes that were altered by exposure to estrogen, phthalate, PCBs, BPA or metalloestrogens. Many genes modified by EEDs are common targets of both 17 beta-estradiol (E2) and NRF1. Some of these genes are involved with brain diseases, such as Alzheimer's Disease (AD), Parkinson's Disease, Huntington's Disease, Amyotrophic Lateral Sclerosis, Autism Spectrum Disorder, and Brain Neoplasms. For example, the search of enriched pathways showed that top ten E2 interacting genes in AD-APOE, APP, ATP5A1, CALM1, CASP3, GSK3B, IL1B, MAPT, PSEN2 and TNF-underlie the enrichment of the Kyoto Encyclopedia of Genes and Genomes (KEGG) AD pathway. With AD, the six E2-responsive genes are NRF1 target genes: APBB2, DPYSL2, EIF2S1, ENO1, MAPT, and PAXIP1. These genes are also responsive to the following EEDs: ethinyl estradiol (APBB2, DPYSL2, EIF2S1, ENO1, MAPT, and PAXIP1), BPA (APBB2, EIF2S1, ENO1, MAPT, and PAXIP1), dibutyl phthalate (DPYSL2, EIF2S1, and ENO1), diethylhexyl phthalate (DPYSL2 and MAPT). To validate findings from Comparative Toxicogenomics Database (CTD) curated data, we used Bayesian network (BN) analysis on microarray data of AD patients. We observed that both gender and NRF1 were associated with AD. The female NRF1 gene network is completely different from male human AD patients. AD-associated NRF1 target genes-APLP1, APP, GRIN1, GRIN2B, MAPT, PSEN2, PEN2, and IDE-are also regulated by E2. NRF1 regulates targets genes with diverse functions, including cell growth, apoptosis/autophagy, mitochondrial biogenesis, genomic instability, neurogenesis, neuroplasticity, synaptogenesis, and senescence. By activating or repressing the genes involved in cell proliferation, growth suppression, DNA damage/repair, apoptosis/autophagy, angiogenesis, estrogen signaling, neurogenesis, synaptogenesis, and senescence, and inducing a wide range of DNA damage, genomic instability and DNA methylation and transcriptional repression, NRF1 may act as a major regulator of EEDs-induced brain health deficits. In summary, estrogenic endocrine disrupting chemicals-modified genes in brain health deficits are part of both estrogen and NRF1 signaling pathways. Our findings suggest that in addition to estrogen signaling, EEDs influencing NRF1 regulated communities of genes across genomic and epigenomic multiple networks may contribute in the development of complex chronic human brain health disorders.",2019,https://scholar.google.com.br/,no
2084,Inadvertent fatal imipramine poisoning of a child: what happened to Tommy?,"This column illustrates the importance of considering interindividual variance when prescribing medications. In this tragic case, the failure to consider age and body weight when prescribing a drug, imipramine, with a narrow therapeutic index caused the death of an otherwise physically healthy 6-year-old child. This death could also have been avoided by using therapeutic drug monitoring to properly adjust the dose. This case illustrates the importance of the second (pharmacokinetics) and third (biological variance) variables in the equation frequently cited in this column: clinical response=affinity for and intrinsic activity at site of action x drug concentration at site of action x underlying biology of the patient.",2019,https://scholar.google.com.br/,no
2085,Clinical psychopharmacology and medical malpractice: the four Ds.,"The four Ds of medical malpractice are duty, dereliction (negligence or deviation from the standard of care), damages, and direct cause. Each of these four elements must be proved to have been present, based on a preponderance of the evidence, for malpractice to be found. The principles of psychopharmacology and the information in the package insert for a drug often play a central role in deciding whether dereliction and direct cause for damages were or were not applicable in a particular case. The author uses data from two cases in which patients were inadvertently fatally poisoned by medication to illustrate two ways in which such information can affect the outcome. In one case, the clinician should have known that he was giving a toxic dose to the patient, whereas that was not true in the other case.",2019,https://scholar.google.com.br/,no
2086,Positive family relationships: Longitudinal network of relations.,"The construct of positive family relationships (PFR), defined as family members getting along well and supporting each other, was investigated in a long-term prospective study. A newly constructed scale of positive family relationships developed using the nominal response model of item-response theory, was subject to a longitudinal network of relations analysis. The conceptualization for this research was founded on a positive psychology framework. Data derived from the Fullerton Longitudinal Study and spanned 20 years from middle childhood (age 9 years) to early adulthood (age 29 years). Evidence indicated both stability and change in PFR across time. Moderate to high stability of individual differences among families across 9 annual assessments was found from ages 9-17 years. Concomitantly across these years, there was a progressive decline in PFR. PFR proved to be independent of socioeconomic status. Specific conceptually based directional hypotheses were tested using structural equation modeling. Multiple sources of information included intra- and cross-informant, as well as objective and ecologically valid data. The network of relations involved concurrent and predictive criterion-related variables. PFR had a pervasive relation to a variety of psychological domains across time. As predicted, PFR related (a) positively to family cohesion and inversely to family conflict, (b) positively to parental social support, (c) positively to children's self-concept, (d) positively to children's academic performance and educational attainment, and (e) inversely to children's behavior problems. The theoretical importance of the findings and the applicability of the PFR Scale for both researchers and practitioners in the field of family psychology are discussed. (PsycINFO Database Record",2019,https://scholar.google.com.br/,no
2087,Automated MRI cerebellar size measurements using active appearance modeling.,"Although the human cerebellum has been increasingly identified as an important hub that shows potential for helping in the diagnosis of a large spectrum of disorders, such as alcoholism, autism, and fetal alcohol spectrum disorder, the high costs associated with manual segmentation, and low availability of reliable automated cerebellar segmentation tools, has resulted in a limited focus on cerebellar measurement in human neuroimaging studies. We present here the CATK (Cerebellar Analysis Toolkit), which is based on the Bayesian framework implemented in FMRIB's FIRST. This approach involves training Active Appearance Models (AAMs) using hand-delineated examples. CATK can currently delineate the cerebellar hemispheres and three vermal groups (lobules I-V, VI-VII, and VIII-X). Linear registration with the low-resolution MNI152 template is used to provide initial alignment, and Point Distribution Models (PDM) are parameterized using stellar sampling. The Bayesian approach models the relationship between shape and texture through computation of conditionals in the training set. Our method varies from the FIRST framework in that initial fitting is driven by 1D intensity profile matching, and the conditional likelihood function is subsequently used to refine fitting. The method was developed using T1-weighted images from 63 subjects that were imaged and manually labeled: 43 subjects were scanned once and were used for training models, and 20 subjects were imaged twice (with manual labeling applied to both runs) and used to assess reliability and validity. Intraclass correlation analysis shows that CATK is highly reliable (average test-retest ICCs of 0.96), and offers excellent agreement with the gold standard (average validity ICC of 0.87 against manual labels). Comparisons against an alternative atlas-based approach, SUIT (Spatially Unbiased Infratentorial Template), that registers images with a high-resolution template of the cerebellum, show that our AAM approach offers superior reliability and validity. Extensions of CATK to cerebellar hemisphere parcels are envisioned.",2019,https://scholar.google.com.br/,no
2088,Braingame Brian: Toward an Executive Function Training Program with Game Elements for Children with ADHD and Cognitive Control Problems.,"In the area of childhood attention-deficit hyperactivity disorder, there is an urgent need for new, innovative, and child-focused treatments. A computerized executive functioning training with game elements aimed at enhancing self-control was developed. The first results are promising, and the next steps involve replication with larger samples, evaluating transfer of training effects to daily life, and enhancing motivation through more gaming elements.",2019,https://scholar.google.com.br/,no
2089,Neuropsychological analysis of an idiot savant: A case study.,"Although biological etiologies and diffuse anatomical changes have been provided  as plausible explanations for the unusual behaviors observed in idiot savants, no neuropsychological case studies or explanations for these behaviors are found in the literature. We present a case in which the ""diagnosis"" of idiot savant was based on historical, clinical, and test data. To assess his calendar abilities, this individual was subsequently tested over a period of six months on his ability to determine the day of the week across approximately 1,000 years. For a period of approximately 100 years he was 100{\%} accurate. The neuropsychological tests revealed marked deficits in all areas with performance generally in the lower 1-5th percentile of the population (e.g., Full Scale Intelligence Quotient [FSIQ] = 54). Tests of attention yielded the best scores although still deficient. General learning, coding, and executive function tests proved to be challenging. In contrast, tests of visuo-motor abilities were only of moderate difficulty for the individual. These findings are considered within the theoretical framework of Rimland (autism) and Squyres (memory).",2019,https://scholar.google.com.br/,no
2090,Barrier coated drug layered particles for enhanced performance of amorphous solid dispersion dosage form.,"Amorphous solid dispersions (ASDs) may entail tailor-made dosage form design to exploit their solubility advantage. Surface phenomena dominated the performance of amorphous celecoxib solid dispersion (ACSD) comprising of amorphous celecoxib (A-CLB), polyvinylpyrrolidone, and meglumine (7:2:1, w/w). ACSD cohesive interfacial interactions hindered its capsule dosage form dissolution (Puri V, Dhantuluri AK, Bansal AK 2011. J Pharm Sci 100:2460-2468). Furthermore, ACSD underwent significant devitrification under environmental stress. In the present study, enthalpy relaxation studies revealed its free surface to contribute to molecular mobility. Based on all these observations, barrier coated amorphous CLB solid dispersion layered particles (ADLP) were developed by Wurster process, using microcrystalline cellulose as substrate and polyvinyl alcohol (PVA), inulin, and polyvinyl acetate phthalate (PVAP) as coating excipients. Capsule formulations of barrier coated-ADLP could achieve rapid dispersibility and high drug release. Evaluation under varying temperature and RH conditions suggested the crystallization inhibitory efficiency in order of inulin {\textless} PVA approximately PVAP, however, under only temperature treatment, crystallization inhibition increased with increase in T(g) of the coating material. Simulated studies using DSC evidenced drug-polymer mixing at the interface as a potential mechanism for surface stabilization. In conclusion, surface modification yielded a fast dispersing robust high drug load ASD based dosage form.",2019,https://scholar.google.com.br/,no
2091,Eco-HAB as a fully automated and ecologically relevant assessment of social impairments in mouse models of autism.,"Eco-HAB is an open source, RFID-based system for automated measurement and analysis of social preference and in-cohort sociability in mice. The system closely follows murine ethology. It requires no contact between a human experimenter and tested animals, overcoming the confounding factors that lead to irreproducible assessment of murine social behavior between laboratories. In Eco-HAB, group-housed animals live in a spacious, four-compartment apparatus with shadowed areas and narrow tunnels, resembling natural burrows. Eco-HAB allows for assessment of the tendency of mice to voluntarily spend time together in ethologically relevant mouse group sizes. Custom-made software for automated tracking, data extraction, and analysis enables quick evaluation of social impairments. The developed protocols and standardized behavioral measures demonstrate high replicability. Unlike classic three-chambered sociability tests, Eco-HAB provides measurements of spontaneous, ecologically relevant social behaviors in group-housed animals. Results are obtained faster, with less manpower, and without confounding factors.",2019,https://scholar.google.com.br/,no
2092,Long-lasting sensitization induced by repeated risperidone treatment in adolescent Sprague-Dawley rats: a possible D2 receptor mediated phenomenon?,"RATIONALE: Risperidone use in children and adolescents for the treatment of various neuropsychiatric disorders (e.g., schizophrenia, autism, disruptive behavior, etc.) has increased substantially in recent decades. However, its long-term effect on the brain and behavioral functions is not well understood. OBJECTIVE: The present study investigated how a short-term risperidone treatment in adolescence impacts antipsychotic response in adulthood in the conditioned avoidance response and phencyclidine (PCP)-induced hyperlocomotion tests. METHODS: Male adolescent Sprague-Dawley rats (postnatal days [P] 40-44 or 43-48) were first treated with risperidone (0.3, 0.5, or 1.0 mg/kg, subcutaneously (sc)) and tested in the conditioned avoidance or PCP (3.2 mg/kg, sc)-induced hyperlocomotion model daily for five consecutive days. After they became adults ({\~{}}P 76-80), they were challenged with risperidone (0.3 mg/kg, sc) to assess their sensitivity to risperidone reexposure. A quinpirole (a D2/3 receptor agonist, 1.0 mg/kg, sc)-induced hyperlocomotion test was later conducted to assess the risperidone-induced functional changes in D2 receptor. RESULTS: In the risperidone challenge test in adulthood, adult rats previously treated with risperidone in adolescence made significantly fewer avoidance responses and exhibited significantly lower PCP-induced hyperlocomotion than those previously treated with vehicle. They also appeared to be more hyperactive than the vehicle-pretreated ones in the quinpirole-induced hyperlocomotion test. Prepulse inhibition of acoustic startle or fear-induced 22 kHz ultrasonic vocalizations in adulthood was not altered by adolescence risperidone treatment. CONCLUSIONS: Adolescent risperidone exposure induces a long-term increase in behavioral sensitivity to risperidone that persists into adulthood. This long-lasting change might be due to functional upregulation of D2-mediated neurotransmission.",2019,https://scholar.google.com.br/,no
2093,Dopaminergic mediation of the discriminative stimulus functions of modafinil in rats.,"RATIONALE: Modafinil is a wake-promoting drug with FDA approval for the treatment of excessive daytime sleepiness that has been prescribed for ADHD and recently assessed as a potential treatment for psychostimulant dependence. Previous research indicates that modafinil modestly increases locomotor activity and produces similar discriminative stimulus effects to psychostimulants in rodents, although the subjective effects of modafinil are reportedly distinct from those of cocaine or amphetamine in humans with a history of psychostimulant abuse. OBJECTIVES: The current study employed drug discrimination procedures in rats to examine the pharmacological actions contributing to modafinil's discriminative stimulus functions. METHODS: Eight male Sprague-Dawley rats were trained to discriminate intragastric administration of 256 mg/kg modafinil from vehicle (5{\%} arabic gum) under a FR 20 schedule of food reinforcement. Substitution tests were conducted with various dopaminergic agents (d-amphetamine, cocaine, PNU-91356A, GBR 12909, methylphenidate) and nondopaminergic agents (nicotine, ethanol). Antagonist tests were conducted with the selective D1 antagonist, SCH 39166, and the nonselective D2 antagonist, haloperidol. RESULTS: Rats trained to discriminate modafinil displayed complete stimulus generalization to cocaine, methylphenidate, and GBR 12909 and the discrimination was completely blocked by both SCH 39166 and haloperidol. Evidence for significant partial substitution was obtained with d-amphetamine, PNU-91356A, and nicotine. CONCLUSIONS: Results strongly support the role of dopaminergic mechanisms in the discriminative stimulus functions of modafinil, although further evaluation regarding the contribution of other neurotransmitter systems to these effects should be continued. The findings are discussed in light of clinical research efforts with modafinil as a treatment for psychostimulant dependence.",2019,https://scholar.google.com.br/,no
2094,Humanoid robots versus humans: How is emotional valence of facial expressions recognized by individuals with schizophrenia? An exploratory study.,"BACKGROUND: The use of humanoid robots to play a therapeutic role in helping individuals with social disorders such as autism is a newly emerging field, but remains unexplored in schizophrenia. As the ability for robots to convey emotion appear of fundamental importance for human-robot interactions, we aimed to evaluate how schizophrenia patients recognize positive and negative facial emotions displayed by a humanoid robot. METHODS: We included 21 schizophrenia outpatients and 17 healthy participants. In a reaction time task, they were shown photographs of human faces and of a humanoid robot (iCub) expressing either positive or negative emotions, as well as a non-social stimulus. Patients' symptomatology, mind perception, reaction time and number of correct answers were evaluated. RESULTS: Results indicated that patients and controls recognized better and faster the emotional valence of facial expressions expressed by humans than by the robot. Participants were faster when responding to positive compared to negative human faces and inversely were faster for negative compared to positive robot faces. Importantly, participants performed worse when they perceived iCub as being capable of experiencing things (experience subscale of the mind perception questionnaire). In schizophrenia patients, negative correlations emerged between negative symptoms and both robot's and human's negative face accuracy. CONCLUSIONS: Individuals do not respond similarly to human facial emotion and to non-anthropomorphic emotional signals. Humanoid robots have the potential to convey emotions to patients with schizophrenia, but their appearance seems of major importance for human-robot interactions.",2019,https://scholar.google.com.br/,no
2095,Effect of exercise intervention on the perceptual- motor skills in adolescents with autism.,"BACKGROUND: Motor skill impairment has been reported in many studies of autistic  adolescents. The aim of this study was to examine the effect of selected physical exercise on Perceptual- motor skills in adolescents with autism. METHODS: Twenty adolescents with autism that were under special education in Tehran based on their Childhood Autism Rating Scale scores (CARS) and level of abilities were selected. Measurement tool was Bruininks Oseretsky Test of Motor Proficiency (BOTMP). Selected group motor program in this study includes motor activities, games and sports for adolescents that were performed for 10 weeks. RESULTS: Results showed that selected physical exercise training has significant effects on all of the variables (p{\textless}0.001) except the speed of running and agility (p=0.61), bilateral coordination (p=0.12) and response speed (p=0.42). CONCLUSIONS: It seems that miscellaneous physical exercise programs which include ball games, delightful play and targeted play can improve perceptual- motor skills in adolescents with autism.",2019,https://scholar.google.com.br/,no
2096,The evaluation of music therapy process in the intersubjective perspective: the music therapy rating scale. A pilot study.,"This study presents a tool (Music Therapy Rating Scale [MTRS]) to evaluate the progression of the relationship between the patient and the therapist during music therapy sessions. The rating scale was developed from an intersubjective framework and from an improvisational music therapy technique. It mainly consists of two behavioral classes: non-verbal communication (NVC) and sonorous-musical communication (SMC). Five levels for each class are given (from 0 to 4). Every 15 seconds, two sets of two music therapists coded the behaviors in seven sessions with different patients. The patients were seven children (four males, three females) aged 3-10 years (mean age = 6.28), diagnosed with Pervasive Developmental Disorder. The reliability indices were computed and there was a substantial agreement in the assessments of the video raters (non-verbal relationship: rho = 0.70, sonorous-musical relationship: rho = 0.77). A digital output of the program to use the MTRS is presented and clinical implications are discussed.",2019,https://scholar.google.com.br/,no
2097,"Parental depression, maternal antidepressant use during pregnancy, and risk of autism spectrum disorders: population based case-control study.","OBJECTIVE: To study the association between parental depression and maternal antidepressant use during pregnancy with autism spectrum disorders in offspring. DESIGN: Population based nested case-control study. SETTING: Stockholm County, Sweden, 2001-07. PARTICIPANTS: 4429 cases of autism spectrum disorder (1828 with and 2601 without intellectual disability) and 43,277 age and sex matched controls in the full sample (1679 cases of autism spectrum disorder and 16,845 controls with data on maternal antidepressant use nested within a cohort (n=589,114) of young people aged 0-17 years. MAIN OUTCOME MEASURE: A diagnosis of autism spectrum disorder, with or without intellectual disability. EXPOSURES: Parental depression and other characteristics prospectively recorded in administrative registers before the birth of the child. Maternal antidepressant use, recorded at the first antenatal interview, was available for children born from 1995 onwards. RESULTS: A history of maternal (adjusted odds ratio 1.49, 95{\%} confidence interval 1.08 to 2.08) but not paternal depression was associated with an increased risk of autism spectrum disorders in offspring. In the subsample with available data on drugs, this association was confined to women reporting antidepressant use during pregnancy (3.34, 1.50 to 7.47, P=0.003), irrespective of whether selective serotonin reuptake inhibitors (SSRIs) or non-selective monoamine reuptake inhibitors were reported. All associations were higher in cases of autism without intellectual disability, there being no evidence of an increased risk of autism with intellectual disability. Assuming an unconfounded, causal association, antidepressant use during pregnancy explained 0.6{\%} of the cases of autism spectrum disorder. CONCLUSIONS: In utero exposure to both SSRIs and non-selective monoamine reuptake inhibitors (tricyclic antidepressants) was associated with an increased risk of autism spectrum disorders, particularly without intellectual disability. Whether this association is causal or reflects the risk of autism with severe depression during pregnancy requires further research. However, assuming causality, antidepressant use during pregnancy is unlikely to have contributed significantly towards the dramatic increase in observed prevalence of autism spectrum disorders as it explained less than 1{\%} of cases.",2019,https://scholar.google.com.br/,no
2098,Network plasticity in adaptive filtering and behavioral habituation.,"The ability of organisms to seamlessly ignore familiar, inconsequential stimuli improves their selective attention and response to salient features of the environment. Here, I propose that this fundamental but unexplained phenomenon substantially derives from the ability of any pattern of neural excitation to create an enhanced inhibitory (or ""negative"") image of itself through target-specific scaling of inhibitory inputs onto active excitatory neurons. Familiar stimuli encounter strong negative images and are therefore less likely to be transmitted to higher brain centers. Integrating historical and recent observations, the negative-image model described here provides a mechanistic framework for understanding habituation, which is connected to ideas on dynamic predictive coding. In addition, it suggests insights for understanding autism spectrum disorders.",2019,https://scholar.google.com.br/,no
2099,Computer-based interventions to improve social and emotional skills in individuals with autism spectrum disorders: a systematic review.,"OBJECTIVE: To review studies involving the use of computer-based interventions (CBI) to improve the social and emotional skills (e.g. emotional recognition) of individuals with autism spectrum disorders (ASD). METHODS: The use of computer-based intervention (CBI) in the treatment of autism spectrum disorders (ASD) may offer some advantages to traditional one-to-one or group instruction including easier differentiation of instruction, decreased distractions and the incorporation of an individual's relative visual learning strengths. However, the results of past research suggest varying outcomes for CBI with individuals with ASD. This review provides a systematic analysis of studies investigating CBI to improve social and emotional skills (e.g. emotion recognition) of individuals with ASD. Electronic database searches and ancestral searches were used to identify studies that met pre-determined inclusion criteria. The included studies were then summarized in terms of: (a) participant characteristics, (b) social and emotional skills targeted, (c) details of the CBI, (d) results, and (e) certainty of evidence. RESULTS: The results of these studies indicated that CBI's effect on social and emotional skills was mixed, with the majority of studies reporting unacceptable outcomes following intervention. CONCLUSIONS: Overall, this review suggests that the use of CBI to improve the social and emotional skills of individuals with ASD is a promising practice. A comparison of CBI plus tutoring and face-to-face social skills training suggests that CBI can be as effective as face-to-face instruction. Practitioners should carefully consider the preferences and existing abilities of individuals with ASD and the customizability of the software when deciding to use CBI and selecting a software program.",2019,https://scholar.google.com.br/,no
2100,Sex effects on neurodevelopmental outcomes of innate immune activation during prenatal and neonatal life.,"Humans are exposed to potentially harmful agents (bacteria, viruses, toxins) throughout our lifespan, the consequences of such exposure can alter central nervous system development. Exposure to immunogens during pregnancy increases the risk of developing neurological disorders such as schizophrenia and autism. Further, sex hormones, such as estrogen, have strong modulatory effects on immune function and have also been implicated in the development of neuropathologies (e.g., schizophrenia and depression). Similarly, animal studies have demonstrated that immunogen exposure in utero or during the neonatal period, at a time when the brain is undergoing maturation, can induce changes in learning and memory, as well as dopamine-mediated behaviors in a sex-specific manner. Literature that covers the effects of immunogens on innate immune activation and ultimately the development of the adult brain and behavior is riddled with contradictory findings, and the addition of sex as a factor only adds to the complexity. This review provides evidence that innate immune activation during critical periods of development may have effects on the adult brain in a sex-specific manner. Issues regarding sex bias in research as well as variability in animal models of immune function are discussed.",2019,https://scholar.google.com.br/,no
2101,Structural and Mechanistic Insights into the Latrophilin3-FLRT3 Complex that Mediates Glutamatergic Synapse Development.,"Latrophilins (LPHNs) are adhesion-like G-protein-coupled receptors implicated in  attention-deficit/hyperactivity disorder. Recently, LPHN3 was found to regulate excitatory synapse number through trans interactions with fibronectin leucine-rich repeat transmembrane 3 (FLRT3). By isothermal titration calorimetry, we determined that only the olfactomedin (OLF) domain of LPHN3 is necessary for FLRT3 association. By multi-crystal native single-wavelength anomalous diffraction phasing, we determined the crystal structure of the OLF domain. This structure is a five-bladed beta propeller with a Ca(2+) ion bound in the central pore, which is capped by a mobile loop that allows the ion to exchange with the solvent. The crystal structure of the OLF/FLRT3 complex shows that LPHN3-OLF in the closed state binds with high affinity to the concave face of FLRT3-LRR with a combination of hydrophobic and charged residues. Our study provides structural and functional insights into the molecular mechanism underlying the contribution of LPHN3/FLRT3 to the development of glutamatergic synapses.",2019,https://scholar.google.com.br/,no
2102,Assisting autistic children with wireless EOG technology.,"We propose a novel intervention to train the speed and accuracy of attention orienting and eye movements in Autism Spectrum Disorder (ASD). Training eye movements and attention could not only affect those important functions directly, but could also result in broader improvement of social communication skills. To this end we describe a system that would allow ASD children to improve their fixation skills while playing a computer game controlled by an eye tracker. Because this intervention will probably be time consuming, this system should be designed to be used at homes. To make this possible, we propose an implementation based on wireless and dry electrooculography (EOG) technology. If successful, this system would develop an approach to therapy that would improve clinical and behavioral function in children and adults with ASD. As our initial steps in this direction, here we describe the design of a computer game to be used in this system, and the predictions of gaze position from EOG data recorded while a subject played this game.",2019,https://scholar.google.com.br/,no
2103,Recent updates in the treatment of neurodegenerative disorders using natural compounds.,"Neurodegenerative diseases are characterized by protein aggregates and inflammation as well as oxidative stress in the central nervous system (CNS). Multiple biological processes are linked to neurodegenerative diseases such as depletion or insufficient synthesis of neurotransmitters, oxidative stress, abnormal ubiquitination. Furthermore, damaging of blood brain barrier (BBB) in the CNS also leads to various CNS-related diseases. Even though synthetic drugs are used for the management of Alzheimer's disease, Parkinson's disease, autism, and many other chronic illnesses, they are not without side effects. The attentions of researchers have been inclined towards the phytochemicals, many of which have minimal side effects. Phytochemicals are promising therapeutic agents because many phytochemicals have anti-inflammatory, antioxidative as well as anticholinesterase activities. Various drugs of either synthetic or natural origin applied in the treatment of brain disorders need to cross the BBB before they can be used. This paper covers various researches related to phytochemicals used in the management of neurodegenerative disorders.",2019,https://scholar.google.com.br/,no
2104,Lessons learned: Engaging culturally diverse families in neurodevelopmental disorders intervention research.,"Low-income and ethnic minority families continue to face critical disparities in  access to diagnostic and treatment services for neurodevelopmental conditions, such as autism spectrum disorder and attention deficit hyperactivity disorder. Despite the growing cultural diversity of the United States, ethnic minority children and families continue to be substantially underrepresented across research on neurodevelopmental disorders, and there is a particularly concerning lack of research on the treatment of these conditions in low-income and ethnic minority communities. Of note, there are currently no published studies on adapting autism spectrum disorder treatment for low-income Latino communities and relatively few studies documenting adapted treatments for children with attention deficit hyperactivity disorder in these communities. This article describes methodological considerations and adaptations made to research procedures using a Diffusion of Innovation framework in order to effectively recruit and engage low-income, ethnic minority, particularly Latino, families of children with neurodevelopmental disorders, in a comparative effectiveness trial of two school-based interventions for executive dysfunction.",2019,https://scholar.google.com.br/,no
2105,The neuroprotective potential of low-dose methamphetamine in preclinical models of stroke and traumatic brain injury.,"Methamphetamine is a psychostimulant that was initially synthesized in 1920. Since then it has been used to treat attention deficit hyperactive disorder (ADHD), obesity and narcolepsy. However, methamphetamine has also become a major drug of abuse worldwide. Under conditions of abuse, which involve the administration of high repetitive doses, methamphetamine can produce considerable neurotoxic effects. However, recent evidence from our laboratory indicates that low doses of methamphetamine can produce robust neuroprotection when administered within 12h after severe traumatic brain injury (TBI) in rodents. Thus, it appears that methamphetamine under certain circumstances and correct dosing can produce a neuroprotective effect. This review addresses the neuroprotective potential of methamphetamine and focuses on the potential beneficial application for TBI.",2019,https://scholar.google.com.br/,no
2106,"Increased secreted amyloid precursor protein-alpha (sAPPalpha) in severe autism:  proposal of a specific, anabolic pathway and putative biomarker.","Autism is a neurodevelopmental disorder characterized by deficits in verbal communication, social interactions, and the presence of repetitive, stereotyped and compulsive behaviors. Excessive early brain growth is found commonly in some patients and may contribute to disease phenotype. Reports of increased levels of brain-derived neurotrophic factor (BDNF) and other neurotrophic-like factors in autistic neonates suggest that enhanced anabolic activity in CNS mediates this overgrowth effect. We have shown previously that in a subset of patients with severe autism and aggression, plasma levels of the secreted amyloid-beta (Abeta) precursor protein-alpha form (sAPPalpha) were significantly elevated relative to controls and patients with mild-to-moderate autism. Here we further tested the hypothesis that levels of sAPPalpha and sAPPbeta (proteolytic cleavage products of APP by alpha- and beta-secretase, respectively) are deranged in autism and may contribute to an anabolic environment leading to brain overgrowth. We measured plasma levels of sAPPalpha, sAPPbeta, Abeta peptides and BDNF by corresponding ELISA in a well characterized set of subjects. We included for analysis 18 control, 6 mild-to-moderate, and 15 severely autistic patient plasma samples. We have observed that sAPPalpha levels are increased and BDNF levels decreased in the plasma of patients with severe autism as compared to controls. Further, we show that Abeta1-40, Abeta1-42, and sAPPbeta levels are significantly decreased in the plasma of patients with severe autism. These findings do not extend to patients with mild-to-moderate autism, providing a biochemical correlate of phenotypic severity. Taken together, this study provides evidence that sAPPalpha levels are generally elevated in severe autism and suggests that these patients may have aberrant non-amyloidogenic processing of APP.",2019,https://scholar.google.com.br/,no
2107,Finding novel distinctions between the sAPPalpha-mediated anabolic biochemical pathways in Autism Spectrum Disorder and Fragile X Syndrome plasma and brain tissue.,"Autism spectrum disorder (ASD) and Fragile X syndrome (FXS) are developmental disorders. No validated blood-based biomarkers exist for either, which impedes bench-to-bedside approaches. Amyloid-beta (Abeta) precursor protein (APP) and metabolites are usually associated with Alzheimer's disease (AD). APP cleavage by alpha-secretase produces potentially neurotrophic secreted APPalpha (sAPPalpha) and the P3 peptide fragment. beta-site APP cleaving enzyme (BACE1) cleavage produces secreted APPbeta (sAPPbeta) and intact Abeta. Excess Abeta is potentially neurotoxic and can lead to atrophy of brain regions such as amygdala in AD. By contrast, amygdala is enlarged in ASD but not FXS. We previously reported elevated levels of sAPPalpha in ASD and FXS vs. CONTROLS: We now report elevated plasma Abeta and total APP levels in FXS compared to both ASD and typically developing controls, and elevated levels of sAPPalpha in ASD and FXS vs. CONTROLS: By contrast, plasma and brain sAPPbeta and Abeta were lower in ASD vs. controls but elevated in FXS plasma vs. CONTROLS: We also detected age-dependent increase in an alpha-secretase in ASD brains. We report a novel mechanistic difference in APP pathways between ASD (processing) and FXS (expression) leading to distinct APP metabolite profiles in these two disorders. These novel, distinctive biochemical differences between ASD and FXS pave the way for blood-based biomarkers for ASD and FXS.",2019,https://scholar.google.com.br/,no
2108,Intersections of Critical Systems Thinking and Community Based Participatory Research: A Learning Organization Example with the Autistic Community.,"Critical systems thinking (CST) and community based participatory research (CBPR) are distinct approaches to inquiry which share a primary commitment to holism and human emancipation, as well as common grounding in critical theory and emancipatory and pragmatic philosophy. This paper explores their intersections and complements on a historical, philosophical, and theoretical level, and then proposes a hybrid approach achieved by applying CBPR's principles and considerations for operationalizing emancipatory practice to traditional systems thinking frameworks and practices. This hybrid approach is illustrated in practice with examples drawn from of the implementation of the learning organization model in an action research setting with the Autistic community. Our experience of being able to actively attend to, and continuously equalize, power relations within an organizational framework that otherwise has great potential for reinforcing power inequity suggests CBPR's principles and considerations for operationalizing emancipatory practice could be useful in CST settings, and CST's vocabulary, methods, and clarity around systems thinking concepts could be valuable to CBPR practioners.",2019,https://scholar.google.com.br/,no
2109,Prognostic factors that increase the risk for reduced white matter volumes and deficits in attention and learning for survivors of childhood cancers.,"OBJECTIVE: In children, CNS-directed cancer therapy is thought to result in decreased cerebral white matter volumes (WMV) and subsequent neurocognitive deficits. This study was designed as a prospective validation of the purported reduction in WMV, associated influential factors, and its relationship to neurocognitive deficits in a very large cohort of both acute lymphoblastic leukemia (ALL) and malignant brain tumors (BT) survivors in comparison to an age similar cohort of healthy sibling controls. PROCEDURES: The effects of host characteristics and CNS treatment intensity on WMV were investigated in 383 childhood cancer survivors (199 ALL, 184 BT) at least 12 months post-completion of therapy and 67 healthy siblings that served as a control group. t-Tests and multiple variable linear models were used to assess cross-sectional WMV and its relation with neurocognitive function. RESULTS: BT survivors had lower WMV than ALL survivors, who had less than the control group. Increased CNS treatment intensity, younger age at treatment, and greater time since treatment were significantly associated with lower WMV. Additionally, cancer survivors did not perform as well as the control group on neurocognitive measures of intelligence, attention, and academic achievement. Reduced WMV had a larger impact on estimated IQ among females and children treated at a younger age. CONCLUSIONS: Survivors of childhood cancer that have undergone higher intensity therapy at a younger age have significantly less WMV than their peers and this difference increases with time since therapy. Decreased WMV is associated with significantly lower scores in intelligence, attention, and academic performance in survivors.",2019,https://scholar.google.com.br/,no
2110,Systematic review and meta-analysis of pharmacological treatment of the symptoms  of attention-deficit/hyperactivity disorder in children with pervasive developmental disorders.,"Many children with pervasive developmental disorders (PDD) exhibit behaviors and  symptoms of attention-deficit/hyperactivity disorder (ADHD). We sought to determine the relative efficacy of medications for treating ADHD symptoms in children with PDD by identifying all double-blind, randomized, placebo-controlled trials examining the efficacy of medications for treating ADHD symptoms in children with PDD. We located seven trials involving 225 children. A random effects meta-analysis of four methylphenidate trials showed methylphenidate to be effective for treating ADHD symptoms in children with PDD (ES = .67). Several adverse events were greater for children were taking methylphenidate compared to placebo. An individual trial of clonidine and two trials of atomoxetine suggest these agents may also be effective in treating ADHD symptoms in children with PDD.",2019,https://scholar.google.com.br/,no
2111,An association study of sequence variants in the forkhead box P2 (FOXP2) gene and adulthood attention-deficit/hyperactivity disorder in two European samples.,"OBJECTIVES: Attention-deficit/hyperactivity disorder (ADHD) is a common psychiatric disorder manifesting as symptoms of inattention, hyperactivity, and/or impulsivity. Learning disabilities co-occur with ADHD in 20-30{\%} of cases and this high co-occurrence raises the possibility of a common etiological background. Forkhead box P2 (FOXP2) encodes a transcription factor involved in speech and language impairment and in the control of the corticobasal ganglia circuits known to be relevant in ADHD, suggesting a possible role of FOXP2 in ADHD. Our aim was to carry out an association study between FOXP2 and adulthood ADHD. METHODS: We carried out a case-control association study in 643 adult ADHD patients and 619 controls from Germany and in 361 adult ADHD patients and 442 controls from Spain with 12 tagging single nucleotide polymorphisms covering the FOXP2 gene. RESULTS: The single-marker and multiple-marker analyses showed an association between FOXP2 and combined ADHD in the German cohort [rs12533005: P=0.0033, odds ratio=1.30 (1.09-1.56), rs12533005/rs1229761: P=4.1e-04, odds ratio=1.38 (1.15-1.66)]. These positive results, however, were not confirmed in the Spanish sample. CONCLUSION: Although these preliminary findings provide a tentative evidence for the contribution of FOXP2 to ADHD and suggest common genetic factors for this psychiatric disorder and learning disabilities, they should be interpreted with caution. Further studies in larger samples are needed to clarify the role of this transcription factor in ADHD.",2019,https://scholar.google.com.br/,no
2112,Developing a User-Centred Planning Tool for Young Adults with Development Disorders: A Research-Based Teaching Project.,"People with development disorders, for instance autism, need structured plans to  help create predictability in their daily lives. Digital plans can facilitate enhanced independency, learning, and quality of life, but existing apps are largely general purpose and lack the flexibility required by this specific but heterogeneous user group. Universal design is both a goal and a process and should be based on a holistic approach and user-centered design, interacting with the users in all stages of the development process. At Oslo and Akershus University College (HiOA) we conducted a research-based teaching project in co-operation with the Department of Neuro-habilitation at Oslo University Hospital (OUS) with two employees acting as project managers and students as developers. Three groups of Computer Science bachelor students developed digital prototypes for a planning tool for young adults with pervasive development disorders, who live either with their families or in supervised residences, and do not receive extensive public services. The students conducted the initial planning phase of the software development process, focusing on prototyping the system requirements, whilst a professional software company programmed the end solution. The goal of the project was to develop flexible and adaptive user-oriented and user-specific app solutions for tablets that can aid this diverse user group in structuring daily life, whereby, for example, photos of objects and places known to the individual user replace general pictures or drawings, and checklists can be elaborate or sparse as necessary. The three student groups worked independently of each other and created interactive working prototypes based on tests, observations and short interviews with end users (both administrators and residents) and regular user feedback from the project managers. Three very different solutions were developed that were of high enough quality that an external software company were able to continue the work and create a beta version of the app. The first phase in software development process is always challenging and time consuming. Using a research-based teaching approach allowed us to not only save time and expense in the development phase, but, importantly, allowed us to thoroughly investigate a variety of aspects of the problem to create an accessible solution, whilst leveraging our students' knowledge, competencies and creativity. The next stage will be to evaluate the beta version of the app and study its impact on the user's quality of life. Although the end solution is designed for a specific user group, the built-in flexibility of its structure and function means there is the inherent potential to open it up to all users. The universal benefit lies in the flexibility of the solution.",2019,https://scholar.google.com.br/,no
2113,"Specific Language Impairment, Nonverbal IQ, Attention-Deficit/Hyperactivity Disorder, Autism Spectrum Disorder, Cochlear Implants, Bilingualism, and Dialectal Variants: Defining the Boundaries, Clarifying Clinical Conditions, and Sorting Out Causes.","PURPOSE: The purpose of this research forum article is to provide an overview of  a collection of invited articles on the topic ""specific language impairment (SLI) in children with concomitant health conditions or nonmainstream language backgrounds."" Topics include SLI, attention-deficit/hyperactivity disorder, autism spectrum disorder, cochlear implants, bilingualism, and dialectal language learning contexts. METHOD: The topic is timely due to current debates about the diagnosis of SLI. An overarching comparative conceptual framework is provided for comparisons of SLI with other clinical conditions. Comparisons of SLI in children with low-normal or normal nonverbal IQ illustrate the unexpected outcomes of 2 x 2 comparison designs. RESULTS: Comparative studies reveal unexpected relationships among speech, language, cognitive, and social dimensions of children's development as well as precise ways to identify children with SLI who are bilingual or dialect speakers. CONCLUSIONS: The diagnosis of SLI is essential for elucidating possible causal pathways of language impairments, risks for language impairments, assessments for identification of language impairments, linguistic dimensions of language impairments, and long-term outcomes. Although children's language acquisition is robust under high levels of risk, unexplained individual variations in language acquisition lead to persistent language impairments.",2019,https://scholar.google.com.br/,no
2114,Research review: reading comprehension in developmental disorders of language and communication.,"BACKGROUND: Deficits in reading airment (SLI), Down syndrome (DS) and autism spectrum disorders (ASD). METHODS: In this review (based on a search of the ISI Web of Knowledge database to 2011), the Simple View of Reading is used as a framework for considering reading comprehension in these groups. CONCLUSIONS: There is substantial evidence for reading comprehension impairments in SLI and growing evidence that weaknesses in this domain are common in DS and ASD. Further, in these groups reading comprehension is typically more impaired than word recognition. However, there is also evidence that some children and adolescents with DS, ASD and a history of SLI develop reading comprehension and word recognition skills at or above the age appropriate level. This review of the literature indicates that factors including word recognition, oral language, nonverbal ability and working memory may explain reading comprehension difficulties in SLI, DS and ASD. In addition, it highlights methodological issues, implications of poor reading comprehension and fruitful areas for future research.",2019,https://scholar.google.com.br/,no
2115,Pediatric psychopharmacology in primary care: a conceptual framework.,"In a 2009 policy statement focused on children's mental health, the American Academy of Pediatrics recommended that pediatric primary care physicians achieve competence in initiating care for children with attention-deficit/hyperactivity disorder (ADHD), anxiety, depression, and substance use/abuse. Because treatment for 3 of these conditions--ADHD, anxiety, and depression--may, under certain conditions, include medication, the primary purpose of this article is to offer guidance to assist primary care physicians in decision-making about their use of psychotropic medications for these conditions. A few medications with proven efficacy and safety are emphasized. Secondarily, other medications that may be useful for other disorders are noted.",2019,https://scholar.google.com.br/,no
2116,Study on developmental-behavioural pediatrics training experiences of pediatricians and pediatric trainees working in Nepal.,"BACKGROUND: There are growing concerns about developmental, behavioural, social and emotional wellbeing of children throughout the world. A huge gap exists between the instructions provided on medical disciplines and on areas of Developmental-Behavioural Pediatrics (DBP) during pediatric training in our region. OBJECTIVE: This study aims to evaluate the Developmental-Behavioural pediatrics (DBP) training experiences of pediatricians and pediatric trainees during their post graduate training in pediatrics. METHODS: Questionnaires were sent to the pediatricians / trainees and data was analyzed using SPSS software. RESULT: More than 56 {\%} of respondents were satisfied in 10 out of 11 medical disciplines whereas more than 56{\%} were unsatisfied in 10 out of 11 developmental behavioural pediatrics disciplines. This study has demonstrated that between 50-60 {\%} of pediatricians did not see the cases of ADHD, learning difficulty and family dysfunction for a period of three months prior to the survey which are relatively common conditions. Even in post graduate training nearly 66 {\%} of pediatricians were unsatisfied with their instructions in DB pediatrics. CONCLUSION: Pediatricians working in Nepal have difficulties in addressing the issues of developmental pediatrics, raising a question about the need to review the curriculum of post graduate training in Pediatrics.",2019,https://scholar.google.com.br/,no
2117,Stop and look! Evidence for a bias towards virtual navigation response strategies in children with ADHD symptoms.,"Studies in children show that the development of spatial competence emerges between seven and eight years of age. Multiple memory systems (hippocampus-dependent spatial and caudate nucleus-dependent response learning) are involved in parallel processing of information during navigation. As a hippocampus-dependent spatial strategy also relies on frontoparietal executive control and working memory networks that are impaired in ADHD, we predicted that children will be more likely to adopt a response strategy as they exhibit ADHD symptoms. We tested 285 healthy children on a virtual radial-arm maze paradigm in order to test this hypothesis. We found that children displaying at least one ADHD symptom were more likely to have a perfect performance on a probe trial, which suggests that they did not rely on environmental landmarks. Children with ADHD symptoms may primarily rely on caudate nucleus-dependent response learning strategies at the expense of hippocampus-dependent spatial strategies. Repetition and reward based learning strategies, which are hallmarks of response learning, may be most effective in children exhibiting ADHD symptoms.",2019,https://scholar.google.com.br/,no
2118,Three-dimensional transesophageal echocardiography of atrial septal defect: a qualitative and quantitative anatomic study.,"BACKGROUND: Real-time three-dimensional (3D) transesophageal echocardiography (TEE) was used to analyze atrial septal defect (ASD) with 4 goals: (1) to determine feasibility, (2) to analyze the accuracy of qualitative and quantitative data, (3) to assess strengths and weaknesses of the available modes of 3D TEE, and (4) to provide 3D transesophageal echocardiographic reference images. METHODS: Sixty-five patients with ASDs (age, 5-64 years, weight, 20-114 kg, body surface area, 0.8-2.4 m(2)) underwent 3D TEE during catheter intervention or surgery. Three-dimensional transesophageal echocardiographic formats included live 3D, 3D zoom, and full-volume 3D modes. Qualitative and quantitative analysis of the 3D data was compared with two-dimensional echocardiographic data and intraoperative inspection. RESULTS: Diagnostic-quality 3D TEE was successfully performed in all 65 patients. Fifty had secundum ASDs and 15 had other ASD types (seven sinus venosus, six primum, one common atrium, and one coronary sinus ASD). ASD type and location were correctly diagnosed in all patients. ASD shape and orientation were confirmed in 21 patients at surgery. Quantitative analysis of ASDs successfully demonstrated rims and changes in dimensions from systole to diastole. Live 3D mode had the highest volume rate, the best transgastric views, and the best views during device deployment but was limited by small sector size. Three-dimensional zoom mode allowed precropped live 3D images but was limited by slow volume rate. Full-volume mode had the best views of large defects and surrounding anatomy. However, it was limited by stitch artifact and required postacquisition cropping. CONCLUSIONS: Three-dimensional TEE is feasible and accurate. Each of the 3D transesophageal echocardiographic modalities has strengths and limitations.",2019,https://scholar.google.com.br/,no
2119,An evaluation of speech production in two boys with neurodevelopmental disorders  who received communication intervention with a speech-generating device.,"BACKGROUND: Children with neurodevelopmental disorders often present with little  or no speech. Augmentative and alternative communication (AAC) aims to promote functional communication using non-speech modes, but it might also influence natural speech production. METHOD: To investigate this possibility, we provided AAC intervention to two boys with neurodevelopmental disorders and severe communication impairment. Intervention focused on teaching the boys to use a tablet computer-based speech-generating device (SGD) to request preferred stimuli. During SGD intervention, both boys began to utter relevant single words. In an effort to induce more speech, and investigate the relation between SGD availability and natural speech production, the SGD was removed during some requesting opportunities. RESULTS: With intervention, both participants learned to use the SGD to request preferred stimuli. After learning to use the SGD, both participants began to respond more frequently with natural speech when the SGD was removed. CONCLUSION: The results suggest that a rehabilitation program involving initial SGD intervention, followed by subsequent withdrawal of the SGD, might increase the frequency of natural speech production in some children with neurodevelopmental disorders. This effect could be an example of response generalization.",2019,https://scholar.google.com.br/,no
2120,[Therapy of tic disorders].,"Tremendous progress has taken place in the last 8 years since the publication of  our review on {\textless}{\textless}Therapy of Tic Disorders{\textgreater}{\textgreater} in the Zeitschrift fur Kinder- und Jugendpsychiatrie. Several steps in treatment have been specified. For example, consensus-based indications for treatment have been published, and a detailed manual for a so-called habit-reversal training program has been developed and evaluated. In addition, new treatment options such as aripiprazole and deep-brain stimulation have been implemented. Increasing attention is being given to the disabling consequences of the commonly co-occurring psychiatric conditions known as ADHD or OCD. Nevertheless, there is still much to be learned about the treatment of tic disorders, standardized and sufficiently large drug trials in patients with tic disorders fulfilling evidence-based medicine standards are still scarce. The same is true for direct comparisons of different agents as well as of medication versus behavioral treatment. Finally, the question of how to predict the individual course of tics and how best to deal with the problems of waxing and waning of tics in this context still limits evidence base for treatment decisions. Large clinical experience is still a pre-requisite for making optimal decisions for the treatment of individual patients suffering from a tic disorder.",2019,https://scholar.google.com.br/,no
2121,Systematic review of medical home models to promote transitions to primary adult  health care for adolescents living with autism spectrum disorder.,"BACKGROUND: There is a growing number of children diagnosed and living with autism spectrum disorders (ASDs) in the United States. This increasing incidence and prevalence of ASDs require care coordination within a medical home model, which needs to continue into adulthood. AIM: This paper is an evidence review of medical home models for transitioning adolescents living with ASDs from pediatric primary healthcare practices to adult primary care practices. METHOD: Databases were reviewed and articles selected based on inclusion and exclusion criteria. RESULTS: Nine articles were reviewed and four met criteria. None of the articles addressed medical home models to transition adolescents living with ASDs into adult primary healthcare services. LINKING EVIDENCE TO ACTION: There is a need for nursing to work within an interdisciplinary framework to educate adult healthcare providers on the needs of adolescents living with ASDs and to evaluate medical home transition models for this vulnerable population.",2019,https://scholar.google.com.br/,no
2122,"A population-based study of antipsychotic prescription trends in children and adolescents in British Columbia, from 1996 to 2011.","OBJECTIVES: To establish prevalence rates of antipsychotic (AP) prescriptions for children 18 years of age or younger in British Columbia (BC) from 1996 to 2011 by age, sex, AP type, and primary diagnosis, and to identify the predominant AP prescribers for children by specialty training. METHODS: BC Ministry of Health administrative data were used to describe AP prescriptions for youth aged 18 years or younger. Comparisons were made using population prevalence based on sex, age group, AP, International Classification of Diseases, Ninth Revision, diagnosis, and prescriber specialty. RESULTS: From 1996 to 2011, overall AP (both first and second generation) prescription prevalence rate increased 3.8-fold (1.66 to 6.37 per 1000 population), second-generation AP (SGA) prescriptions increased 18.1-fold (0.33 to 5.98 per 1000 population). The highest increase in all AP prescriptions occurred in males aged 13 to 18 years (3.3 to 14.4 per 1000 population, 4.4-fold), followed by similar increases in males aged 6 to 12 years (2.3 to 8.6 per 1000 population, 3.7-fold) and in females aged 13 to 18 years (2.8 to 10.7 per 1000 population, 3.8-fold). Overall, the 3 most common diagnoses associated with all AP prescriptions were depressive disorders (12.8{\%}), hyperkinetic syndrome of childhood (11.7{\%}), and neurotic disorders (11.1{\%}), however, variation was observed by prescriber specialty training. Among all new AP prescriptions in 2010/11, 38.6{\%}, 34.3{\%}, and 15.6{\%} were provided by psychiatrists, family physicians, and pediatricians, respectively. CONCLUSIONS: There has been an exponential rise in SGA prescriptions in BC secondary to extensive off-label use, not only by psychiatrists but also by family physicians and pediatricians. Knowledge translation initiatives promoting evidence-based prescribing and monitoring practices related to SGA treatment need to target all 3 prescriber groups and be tailored for age subgroups.",2019,https://scholar.google.com.br/,no
2123,Caregiver burden and sibling relationships in families raising children with disabilities and typically developing children.,"Using family systems theory as a theoretical framework, we investigated direct and indirect associations between type of disability, caregiver burden, and sibling relationships with structural equation modeling. We recruited 172 families raising typically developing children or a child with a disability. Participants volunteered at meetings and workshops for families of children with disabilities and were also recruited through snowball sampling. Mothers and fathers independently completed self-report questionnaires on caregiver burden and perceptions of the sibling relationship. Mothers experienced higher levels of caregiver burden than fathers. Parents of children with autism reported higher levels of caregiver burden than parents of typically developing children. Mothers of children with Down syndrome and multiple disabilities reported more positive sibling relationships than mothers of typically developing children. Mothers' and fathers' perceptions of caregiver burden were negatively related to their perceptions of the sibling relationship. Caregiver burden mediated the relationship between having a child with autism and positive sibling relationships. Results indicate the benefits of using a systems framework in examining families raising children with disabilities. Future research should focus on interventions for families of children with disabilities that help alleviate parental burden and foster positive sibling relationships.",2019,https://scholar.google.com.br/,no
2124,Evaluation of children with ADHD on the Ball-Search Field Task.,"Searching, defined for the purpose of the present study as the displacement of an individual to locate resources, is a fundamental behavior of all mobile organisms. In humans this behavior underlies many aspects of everyday life, involving cognitive processes such as sustained attention, memory and inhibition. We explored the performance of 36 treatment-free children diagnosed with attention-deficit hyperactivity disorder (ADHD) and 132 children from a control school sample on the ecologically based ball-search field task (BSFT), which required them to locate and collect golf balls in a large outdoor area. Children of both groups enjoyed the task and were motivated to participate in it. However, performance showed that ADHD-diagnosed subjects were significantly less efficient in their searching. We suggest that the BSFT provides a promising basis for developing more complex ecologically-derived tests that might help to better identify particular cognitive processes and impairments associated with ADHD.",2019,https://scholar.google.com.br/,no
2125,Brief Report: Coaching Adolescents with Autism Spectrum Disorder in a School-Based Multi-Sport Program.,"While physical activity (PA) is often overwhelming for people with ASD, appropriate engagement strategies can result in increased motivation to participate and associated physical and psychosocial benefits. In this framework, the multi-sport Supporting Success program aims to inform good-practice coaching strategies for community coaches to engage with adolescents with ASD in order to foster socialisation. The project employs a community development approach and a Participatory Action Research (PAR) design. Methods include ongoing consultation, focus groups, briefing/debriefing sessions and questionnaire surveys. Preliminary findings indicate that coaching strategies and program design are fundamental variables in the use of sport/PA to help adolescents with ASD to develop social skills and share positive experiences with peers, coaches, educators and local community members.",2019,https://scholar.google.com.br/,no
2126,"Treatment-refractory anxiety, definition, risk factors, and treatment challenges.","A sizable proportion of psychiatric patients will seek clinical evaluation and treatment for anxiety symptoms reportedly refractory to treatment. This apparent lack of response is either due to ""pseudo-resistance"" (a failure to have received and adhered to a recognized and effective treatment or treatments for their condition) or to true ""treatment resistance."" Pseudo-resistance can be due to clinician errors in selecting and delivering an appropriate treatment effectively, or to patient nonadherence to a course of treatment. True treatment resistance can be due to unrecognized exogenous anxiogenic factors (eg, caffeine overuse, sleep deprivation, use of alcohol or marijuana) or an incorrect diagnosis (eg, atypical bipolar illness, occult substance abuse, attention deficit-hyperactivity disorder). Once the above factors are eliminated, treatment should focus on combining effective medications and cognitive behavioral therapy, combining several medications (augmentation), or employing novel medications or psychotherapies not typically indicated as first-line evidence-based anxiety treatments.",2019,https://scholar.google.com.br/,no
2127,"Analysis of Parent, Teacher, and Consultant Speech Exchanges and Educational Outcomes of Students With Autism During COMPASS Consultation.","The significant increase in the numbers of students with autism combined with the need for better trained teachers (National Research Council, 2001) call for research on the effectiveness of alternative methods, such as consultation, that have the potential to improve service delivery. Data from 2 randomized controlled single-blind trials indicate that an autism-specific consultation planning framework known as the collaborative model for promoting competence and success (COMPASS) is effective in increasing child Individual Education Programs (IEP) outcomes (Ruble, Dal-rymple, {\&} McGrew, 2010, Ruble, McGrew, {\&} Toland, 2011). In this study, we describe the verbal interactions, defined as speech acts and speech act exchanges that take place during COMPASS consultation, and examine the associations between speech exchanges and child outcomes. We applied the Psychosocial Processes Coding Scheme (Leaper, 1991) to code speech acts. Speech act exchanges were overwhelmingly affiliative, failed to show statistically significant relationships with child IEP outcomes and teacher adherence, but did correlate positively with IEP quality.",2019,https://scholar.google.com.br/,no
2128,Teacher and child predictors of achieving IEP goals of children with autism.,"It is encouraging that children with autism show a strong response to early intervention, yet more research is needed for understanding the variability in responsiveness to specialized programs. Treatment predictor variables from 47 teachers and children who were randomized to receive the COMPASS intervention (Ruble et al. in The collaborative model for promoting competence and success for students with ASD. Springer, New York, 2012a) were analyzed. Predictors evaluated against child IEP goal attainment included child, teacher, intervention practice, and implementation practice variables based on an implementation science framework (Dunst and Trivette in J Soc Sci 8:143-148, 2012). Findings revealed one child (engagement), one teacher (exhaustion), two intervention quality (IEP quality for targeted and not targeted elements), and no implementation quality variables accounted for variance in child outcomes when analyzed separately. When the four significant variables were compared against each other in a single regression analysis, IEP quality accounted for one quarter of the variance in child outcomes.",2019,https://scholar.google.com.br/,no
2129,[Therapeutic approaches in autism spectrum disorders].,"Autistic spectrum disorders affect one out of every 68 persons, with a 4:1 dominance in males. Since they are dysfunctions rather than irreversible injuries to the central nervous system, which can be attributed to deficits in the neuronal networks and synaptogenesis and are modifiable thanks to the plasticity of the brain, starting therapy as early as possible is essential for more favourable progress. Very few treatments are backed by solid scientific evidence. We will analyse the therapeutic approaches oriented towards improving autism spectrum disorders which showed a clinical improvement that can be related to neurophysiological or functional changes in the central nervous system. We will classify the behavioural educational treatments and those in the research phase into a hierarchy, highlighting the neurogenetic entities with a high prevalence of autism, in which their pathophysiology and molecular base are known, that attempt to modify the consequences of those alterations by means of pharmacological agents. These entities include fragile X syndrome (GABAergic and metabotropic glutamate receptor inhibitors), tuberous sclerosis (mTOR inhibitors), Phelan-McDermid syndrome and Rett syndrome (insulin-like growth factor 1 inhibitors). Oxytocin, which has been shown to improve social cognition in persons with autism spectrum disorders, is analysed separately.",2019,https://scholar.google.com.br/,no
2130,High-functioning autism and Asperger's disorder: utility and meaning for families.,"We used framework analysis to investigate the utility of pervasive developmental  disorder diagnoses, interviewing young people (aged 9-16 years) with high-functioning autistic disorder (AD) and Asperger's disorder (AsD), and their parents. Twenty two participants from ten families described both gains and costs resulting from diagnosis. Perceived advantages of AD and AsD diagnosis were increased understanding and practical support, and parental empowerment. Disadvantages included the effects of stigma and concerns about validity. Participants tended to consider AsD and AD as interchangeable terms. Findings suggest that the utility of AD and AsD depends upon both their validity and how these diagnoses are received in their cultural, economic and legislative context. Improvement of post-diagnostic services will improve the utility of AD and AsD.",2019,https://scholar.google.com.br/,no
2131,"Case Report: ""ADHD Trainer"": the mobile application that enhances cognitive skills in ADHD patients.","We report the case of a 10 year old patient diagnosed with attention deficit hyperactivity disorder (ADHD) and comorbid video game addiction, who was treated with medication combined with a novel cognitive training method based on video games called TCT method. A great risk of developing video game or internet addiction has been reported in children, especially in children with ADHD. Despite this risk, we hypothesize that the good use of these new technologies might be useful to develop new methods of cognitive training. The cognitive areas in which a greater improvement was observed through the use of video games were visuospatial working memory and fine motor skills. TCT method is a cognitive training method that enhances cognitive skills such as attention, working memory, processing speed, calculation ability, reasoning, and visuomotor coordination. The purpose of reviewing this case is to highlight that regular cognitive computerized training in ADHD patients may improve some of their cognitive symptoms and might be helpful for treating video game addiction.",2019,https://scholar.google.com.br/,no
2132,"Participant satisfaction in a study of stimulant, parent training, and risperidone in children with severe physical aggression.","OBJECTIVE: The purpose of this study was to examine the satisfaction of families  who participated in the Treatment of Severe Childhood Aggression (TOSCA) study. METHODS: TOSCA was a randomized clinical trial of psychostimulant plus parent training plus placebo (basic treatment) versus psychostimulant plus parent training plus risperidone (augmented treatment) for children with severe physical aggression, disruptive behavior disorder, and attention-deficit/hyperactivity disorder. Parents completed a standardized Parent Satisfaction Questionnaire (PSQ). RESULTS: Of the 168 families randomized, 150 (89.3{\%}) provided consumer satisfaction data. When they were asked if they would join the study again if they had the option to repeat, 136 (91{\%}) said ""yes,"" 11 (7{\%}) said ""maybe,"" and one ({\textless}1{\%}) said ""no."" When asked if they would recommend the study to other parents with children having similar problems, 147 (98{\%}) said ""yes"" and 3 (2{\%}) said ""maybe."" Between 71{\%} (rating one aspect of the Parent Training) and 96{\%} (regarding the diagnostic interview) endorsed study procedures using the most positive response option. Asked if there were certain aspects of the study that they especially liked, 64 (43{\%}) spontaneously reported parent training. Treatment assignment (basic vs. augmented) and responder status were not associated with reported satisfaction. However, responder status was strongly associated with parent confidence in managing present (p{\textless}0.001) and future (p{\textless}0.005) problem behaviors. CONCLUSIONS: These findings indicate high levels of satisfaction with TOSCA study involvement and, taken together with previous pediatric psychopharmacology social validity studies, suggest high levels of support for the research experience. These findings may inform research bioethics and may have implications for deliberations of institutional review boards. TRIAL REGISTRY: Treatment of Severe Childhood Aggression (The TOSCA Study), NCT00796302, clinicaltrials.gov .",2019,https://scholar.google.com.br/,no
2133,"Prepuberal intranasal dopamine treatment in an animal model of ADHD ameliorates deficient spatial attention, working memory, amino acid transmitters and synaptic markers in prefrontal cortex, ventral and dorsal striatum.","Intranasal application of dopamine (IN-DA) has been shown to increase motor activity and to release DA in the ventral (VS) and dorsal striatum (DS) of rats. The aim of the present study was to assess the effects of IN-DA treatment on parameters of DA and excitatory amino acid (EAA) function in prepuberal rats of the Naples high-excitability (NHE) line, an animal model for attention-deficit hyperactivity disorder (ADHD) and normal random bred (NRB) controls. NHE and NRB rats were daily administered IN-DA (0.075, 0.15, 0.30 mg/kg) or vehicle for 15 days from postnatal days 28-42 and subsequently tested in the Lat maze and in the Eight-arm radial Olton maze. Soluble and membrane-trapped L-glutamate (L-Glu) and L-aspartate (L-Asp) levels as well as NMDAR1 subunit protein levels were determined after sacrifice in IN-DA- and vehicle-treated NHE and NRB rats in prefrontal cortex (PFc), DS and VS. Moreover, DA transporter (DAT) protein and tyrosine hydroxylase (TH) levels were assessed in PFc, DS, VS and mesencephalon (MES) and in ventral tegmental area (VTA) and substantia nigra, respectively. In NHE rats, IN-DA (0.30 mg/kg) decreased horizontal activity and increased nonselective attention relative to vehicle, whereas the lower dose (0.15 mg/kg) increased selective spatial attention. In NHE rats, basal levels of soluble EAAs were reduced in PFc and DS relative to NRB controls, while membrane-trapped EAAs were elevated in VS. Moreover, basal NMDAR1 subunit protein levels were increased in PFc, DS and VS relative to NRB controls. In addition, DAT protein levels were elevated in PFc and VS relative to NRB controls. IN-DA led to a number of changes of EAA, NMDAR1 subunit protein, TH and DAT protein levels in PFc, DS, VS, MES and VTA, in both NHE and NRB rats with significant differences between lines. Our findings indicate that the NHE rat model of ADHD may be characterized by (1) prefrontal and striatal DAT hyperfunction, indicative of DA hyperactivty, and (2) prefrontal and striatal NMDA receptor hyperfunction indicative of net EAA hyperactivty. IN-DA had ameliorative effects on activity level, attention, and working memory, which are likely to be associated with DA action at inhibitory D2 autoreceptors, leading to a reduction in striatal DA hyperactivity and, possibly, DA action on striatal EAA levels, resulting in a decrease of striatal EAA hyperfunction (with persistence of prefrontal EAA hyperfunction). Previous studies on IN-DA treatment in rodents have indicated antidepressant, anxiolytic and anti-parkinsonian effects in relation to enhanced central DAergic activity. Our present results strengthen the prospects of potential therapeutic applications of intranasal DA by indicating an enhancement of selective attention and working memory in a deficit model.",2019,https://scholar.google.com.br/,no
2134,"Prepuberal stimulation of 5-HT7-R by LP-211 in a rat model of hyper-activity and  attention-deficit: permanent effects on attention, brain amino acids and synaptic markers in the fronto-striatal interface.","The cross-talk at the prefronto-striatal interface involves excitatory amino acids, different receptors, transducers and modulators. We investigated long-term effects of a prepuberal, subchronic 5-HT7-R agonist (LP-211) on adult behaviour, amino acids and synaptic markers in a model for Attention-Deficit/Hyperactivity Disorder (ADHD). Naples High Excitability rats (NHE) and their Random Bred controls (NRB) were daily treated with LP-211 in the 5th and 6th postnatal week. One month after treatment, these rats were tested for indices of activity, non selective (NSA), selective spatial attention (SSA) and emotionality. The quantity of L-Glutamate (L-Glu), L-Aspartate (L-Asp) and L-Leucine (L-Leu), dopamine transporter (DAT), NMDAR1 subunit and CAMKIIalpha, were assessed in prefrontal cortex (PFC), dorsal (DS) and ventral striatum (VS), for their role in synaptic transmission, neural plasticity and information processing. Prepuberal LP-211 (at lower dose) reduced horizontal activity and (at higher dose) increased SSA, only for NHE but not in NRB rats. Prepuberal LP-211 increased, in NHE rats, L-Glu in the PFC and L-Asp in the VS (at 0.250 mg/kg dose), whereas (at 0.125 mg/kg dose) it decreased L-Glu and L-Asp in the DS. The L-Glu was decreased, at 0.125 mg/kg, only in the VS of NRB rats. The DAT levels were decreased with the 0.125 mg/kg dose (in the PFC), and increased with the 0.250 mg/kg dose (in the VS), significantly for NHE rats. The basal NMDAR1 level was higher in the PFC of NHE than NRB rats, LP-211 treatment (at 0.125 mg/kg dose) decreased NMDAR1 in the VS of NRB rats. This study represents a starting point about the impact of developmental 5-HT7-R activation on neuro-physiology of attentive processes, executive functions and their neural substrates.",2019,https://scholar.google.com.br/,no
2135,Concurrent and predictive associations between early adolescent perceptions of peer affiliates and mood states collected in real time via ecological momentary assessment methodology.,"This study uses ecological momentary assessment (EMA) to simultaneously capture youths' perceptions of peer affiliates and social contexts to determine their association with youths' current and future mood states. A sample of 82 seventh grade students (36 at risk for developing or escalating rule breaking and substance use and 46 randomly selected) from 4 schools participated. Using EMA methodology, we had students report their peer affiliations, perceptions of peer affiliates, moods, activities, location, and behaviors during their free time. Data from 3 assessment waves were collected, each wave consisted of 27 randomly prompted assessments during a week. Youths spent a large portion of their free time watching television, on the computer, or playing video games. Being ""out and about"" increased over the school year, whereas adult supervision decreased, showing an increase in potentially risky situations. Happiness was associated with affiliating with peers who were perceived to be popular. Negative moods were associated with affiliating with peers by whom they were teased or treated meanly. Multilevel models found that both levels and lability of negative moods (i.e., sadness, anxiety) were predicted by risk status and affiliation with peers who tease them. Compared with boys, girls who affiliated more with peers who teased them and were classified as at risk had more extreme negative moods and negative mood lability. EMA methodology has demonstrated the ways in which salient intrapersonal and peer processes are associated over time, which can inform efforts to prevent the development and escalation of behavior problems, substance use, and mood disorders in adolescence.",2019,https://scholar.google.com.br/,no
2136,Theory of mind mediates the prospective relationship between abnormal social brain network morphology and chronic behavior problems after pediatric traumatic brain injury.,"Childhood and adolescence coincide with rapid maturation and synaptic reorganization of distributed neural networks that underlie complex cognitive-affective behaviors. These regions, referred to collectively as the 'social brain network' (SBN) are commonly vulnerable to disruption from pediatric traumatic brain injury (TBI), however, the mechanisms that link morphological changes in the SBN to behavior problems in this population remain unclear. In 98 children and adolescents with mild to severe TBI, we acquired 3D T1-weighted MRIs at 2-8 weeks post-injury. For comparison, 33 typically developing controls of similar age, sex and education were scanned. All participants were assessed on measures of Theory of Mind (ToM) at 6 months post-injury and parents provided ratings of behavior problems at 24-months post-injury. Severe TBI was associated with volumetric reductions in the overall SBN package, as well as regional gray matter structural change in multiple component regions of the SBN. When compared with TD controls and children with milder injuries, the severe TBI group had significantly poorer ToM, which was associated with more frequent behavior problems and abnormal SBN morphology. Mediation analysis indicated that impaired theory of mind mediated the prospective relationship between abnormal SBN morphology and more frequent chronic behavior problems. Our findings suggest that sub-acute alterations in SBN morphology indirectly contribute to long-term behavior problems via their influence on ToM. Volumetric change in the SBN and its putative hub regions may represent useful imaging biomarkers for prediction of post-acute social cognitive impairment, which may in turn elevate risk for chronic behavior problems.",2019,https://scholar.google.com.br/,no
2137,Environmental and state-level regulatory factors affect the incidence of autism and intellectual disability.,"Many factors affect the risks for neurodevelopmental maladies such as autism spectrum disorders (ASD) and intellectual disability (ID). To compare environmental, phenotypic, socioeconomic and state-policy factors in a unified geospatial framework, we analyzed the spatial incidence patterns of ASD and ID using an insurance claims dataset covering nearly one third of the US population. Following epidemiologic evidence, we used the rate of congenital malformations of the reproductive system as a surrogate for environmental exposure of parents to unmeasured developmental risk factors, including toxins. Adjusted for gender, ethnic, socioeconomic, and geopolitical factors, the ASD incidence rates were strongly linked to population-normalized rates of congenital malformations of the reproductive system in males (an increase in ASD incidence by 283{\%} for every percent increase in incidence of malformations, 95{\%} CI: [91{\%}, 576{\%}], p{\textless}6x10(-5)). Such congenital malformations were barely significant for ID (94{\%} increase, 95{\%} CI: [1{\%}, 250{\%}], p = 0.0384). Other congenital malformations in males (excluding those affecting the reproductive system) appeared to significantly affect both phenotypes: 31.8{\%} ASD rate increase (CI: [12{\%}, 52{\%}], p{\textless}6x10(-5)), and 43{\%} ID rate increase (CI: [23{\%}, 67{\%}], p{\textless}6x10(-5)). Furthermore, the state-mandated rigor of diagnosis of ASD by a pediatrician or clinician for consideration in the special education system was predictive of a considerable decrease in ASD and ID incidence rates (98.6{\%}, CI: [28{\%}, 99.99{\%}], p = 0.02475 and 99{\%} CI: [68{\%}, 99.99{\%}], p = 0.00637 respectively). Thus, the observed spatial variability of both ID and ASD rates is associated with environmental and state-level regulatory factors, the magnitude of influence of compound environmental predictors was approximately three times greater than that of state-level incentives. The estimated county-level random effects exhibited marked spatial clustering, strongly indicating existence of as yet unidentified localized factors driving apparent disease incidence. Finally, we found that the rates of ASD and ID at the county level were weakly but significantly correlated (Pearson product-moment correlation 0.0589, p = 0.00101), while for females the correlation was much stronger (0.197, p{\textless}2.26x10(-16)).",2019,https://scholar.google.com.br/,no
2138,The impact of neuroscience on society: cognitive enhancement in neuropsychiatric  disorders and in healthy people.,"In addition to causing distress and disability to the individual, neuropsychiatric disorders are also extremely expensive to society and governments. These disorders are both common and debilitating and impact on cognition, functionality and wellbeing. Cognitive enhancing drugs, such as cholinesterase inhibitors and methylphenidate, are used to treat cognitive dysfunction in Alzheimer's disease and attention deficit hyperactivity disorder, respectively. Other cognitive enhancers include specific computerized cognitive training and devices. An example of a novel form of cognitive enhancement using the technological advancement of a game on an iPad that also acts to increase motivation is presented. Cognitive enhancing drugs, such as methylphenidate and modafinil, which were developed as treatments, are increasingly being used by healthy people. Modafinil not only affects 'cold' cognition, but also improves 'hot' cognition, such as emotion recognition and task-related motivation. The lifestyle use of 'smart drugs' raises both safety concerns as well as ethical issues, including coercion and increasing disparity in society. As a society, we need to consider which forms of cognitive enhancement (e.g. pharmacological, exercise, lifelong learning) are acceptable and for which groups (e.g. military, doctors) under what conditions (e.g. war, shift work) and by what methods we would wish to improve and flourish.",2019,https://scholar.google.com.br/,no
2139,"Effectiveness and safety of donepezil in boys with fragile x syndrome: a double-blind, randomized, controlled pilot study.","The present study was designed as a 12-week, randomized, double-blind, placebo-controlled pilot study to evaluate the effectiveness and safety of donepezil in boys with fragile X syndrome. Twenty boys with fragile X syndrome were randomized to receive 12 weeks of treatment with either placebo or donepezil (2.5 mg daily for initial 4 weeks followed by 5 mg daily for next 8 weeks). The outcome measures included change in intelligence quotient scores on Stanford-Binet Intelligence Scale (Hindi adaptation by Kulshrestha), change in behavioral scores by Conners 3 Parent Rating Scale (Short) and Childhood Autism Rating Scale, safety, and tolerability of donepezil. The study failed to show significant difference in intelligence quotient and behavioral scales with donepezil therapy over 12 weeks. However, donepezil appeared to be safe and well tolerated.",2019,https://scholar.google.com.br/,no
2140,Effect of interface type in the VR-based acquisition of pedestrian skills in persons with ASD.,"Possession of `social' skills is crucial for persons with autism spectrum disorders (ASD) to maintain a certain independence and a better quality of life, and interaction with virtual environments seems an effective learning aid. In a previous study, we reported that in adults with ASD interaction with a virtual environment (a virtual city) is beneficial to the acquisition of pedestrian skills (street crossing and street navigation). Interaction was based on a gesture-based interface (Microsoft Kinect). Here we compare the learning performance when the same virtual environment is operated by a gamepad interface. We used exactly the same training protocol and data analysis than the original study. We found that both interface types are effective in the acquisition of street crossing and city navigation skills. The gamepad interface seems easier to use (thus leading to faster interaction), but gesture-based interfaces are superior in terms of transfer of the learned skills to real road environments (as reported by parents and caregivers).",2019,https://scholar.google.com.br/,no
2141,Natural interfaces and virtual environments for the acquisition of street crossing and path following skills in adults with Autism Spectrum Disorders: a feasibility study.,"BACKGROUND: Lack of social skills and/or a reduced ability to determine when to use them are common symptoms of Autism Spectrum Disorder (ASD). Here we examine whether an integrated approach based on virtual environments and natural interfaces is effective in teaching safety skills in adults with ASD. We specifically focus on pedestrian skills, namely street crossing with or without traffic lights, and following road signs. METHODS: Seven adults with ASD explored a virtual environment (VE) representing a city (buildings, sidewalks, streets, squares), which was continuously displayed on a wide screen. A markerless motion capture device recorded the subjects' movements, which were translated into control commands for the VE according to a predefined vocabulary of gestures. The treatment protocol consisted of ten 45-minutes sessions (1 session/week). During a familiarization phase, the participants practiced the vocabulary of gestures. In a subsequent training phase, participants had to follow road signs (to either a police station or a pharmacy) and to cross streets with and without traffic lights. We assessed the performance in both street crossing (number and type of errors) and navigation (walking speed, path length and ability to turn without stopping). To assess their understanding of the practiced skill, before and after treatment subjects had to answer a test questionnaire. To assess transfer of the learned skill to real-life situations, another specific questionnaire was separately administered to both parents/legal guardians and the subjects' personal caregivers. RESULTS: One subject did not complete the familiarization phase because of problems with depth perception. The six subjects who completed the protocol easily learned the simple body gestures required to interact with the VE. Over sessions they significantly improved their navigation performance, but did not significantly reduce the errors made in street crossing. In the test questionnaire they exhibited no significant reduction in the number of errors. However, both parents and caregivers reported a significant improvement in the subjects' street crossing performance. Their answers were also highly consistent, thus pointing at a significant transfer to real-life behaviors. CONCLUSIONS: Rehabilitation of adults with ASD mainly focuses on educational interventions that have an impact in their quality of life, which includes safety skills. Our results confirm that interaction with VEs may be effective in facilitating the acquisition of these skills.",2019,https://scholar.google.com.br/,no
2142,WhiteRef: a new tower-based hyperspectral system for continuous reflectance measurements.,"Proximal sensing is fundamental to monitor the spatial and seasonal dynamics of ecosystems and can be considered as a crucial validation tool to upscale in situ observations to the satellite level. Linking hyperspectral remote sensing with carbon fluxes and biophysical parameters is critical to allow the exploitation of spatial and temporal extensive information for validating model simulations at different scales. In this study, we present the WhiteRef, a new hyperspectral system designed as a direct result of the needs identified during the EUROSPEC ES0903 Cost Action, and developed by Fondazione Edmund Mach and the Institute of Biometeorology, CNR, Italy. The system is based on the ASD FieldSpec Pro spectroradiometer and was designed to acquire continuous radiometric measurements at the Eddy Covariance (EC) towers and to fill a gap in the scientific community: in fact, no system for continuous spectral measurements in the Short Wave Infrared was tested before at the EC sites. The paper illustrates the functioning of the WhiteRef and describes its main advantages and disadvantages. The WhiteRef system, being based on a robust and high quality commercially available instrument, has a clear potential for unattended continuous measurements aiming at the validation of satellites' vegetation products.",2019,https://scholar.google.com.br/,no
2143,Female Mecp2(+/-) mice display robust behavioral deficits on two different genetic backgrounds providing a framework for pre-clinical studies.,"Rett syndrome (RTT) is an X-linked neurological disorder caused by mutations in the gene encoding the transcriptional modulator methyl-CpG-binding protein 2 (MeCP2). Typical RTT primarily affects girls and is characterized by a brief period of apparently normal development followed by the loss of purposeful hand skills and language, the onset of anxiety, hand stereotypies, autistic features, seizures and autonomic dysfunction. Mecp2 mouse models have extensively been studied to demonstrate the functional link between MeCP2 dysfunction and RTT pathogenesis. However, the majority of studies have focused primarily on the molecular and behavioral consequences of the complete absence of MeCP2 in male mice. Studies of female Mecp2(+/-) mice have been limited because of potential phenotypic variability due to X chromosome inactivation effects. To determine whether reproducible and reliable phenotypes can be detected Mecp2(+/-) mice, we analyzed Mecp2(+/-) mice of two different F1 hybrid isogenic backgrounds and at young and old ages using several neurobehavioral and physiological assays. Here, we report a multitude of phenotypes in female Mecp2(+/-) mice, some presenting as early as 5 weeks of life. We demonstrate that Mecp2(+/-) mice recapitulate several aspects of typical RTT and show that mosaic expression of MeCP2 does not preclude the use of female mice in behavioral and molecular studies. Importantly, we uncover several behavioral abnormalities that are present in two genetic backgrounds and report on phenotypes that are unique to one background. These findings provide a framework for pre-clinical studies aimed at improving the constellation of phenotypes in a mouse model of RTT.",2019,https://scholar.google.com.br/,no
2144,A framework for the interpretation of de novo mutation in human disease.,"Spontaneously arising (de novo) mutations have an important role in medical genetics. For diseases with extensive locus heterogeneity, such as autism spectrum disorders (ASDs), the signal from de novo mutations is distributed across many genes, making it difficult to distinguish disease-relevant mutations from background variation. Here we provide a statistical framework for the analysis of excesses in de novo mutation per gene and gene set by calibrating a model of de novo mutation. We applied this framework to de novo mutations collected from 1,078 ASD family trios, and, whereas we affirmed a significant role for loss-of-function mutations, we found no excess of de novo loss-of-function mutations in cases with IQ above 100, suggesting that the role of de novo mutations in ASDs might reside in fundamental neurodevelopmental processes. We also used our model to identify approximately 1,000 genes that are significantly lacking in functional coding variation in non-ASD samples and are enriched for de novo loss-of-function mutations identified in ASD cases.",2019,https://scholar.google.com.br/,no
2145,Physical activity intervention (Movi-Kids) on improving academic achievement and  adiposity in preschoolers with or without attention deficit hyperactivity disorder: study protocol for a randomized controlled trial.,"BACKGROUND: The prevention of obesity and improvement of academic achievement in  children are concerns of industrialized societies. Obesity has been associated with psychological disorders, including attention deficit hyperactivity disorder, whose prevalence has been estimated at 6.8 {\%} in Spanish children and adolescents. It is known that physical activity is positively related to academic achievement and negatively related to the risk of obesity in children. However, studies to test the effectiveness of physical activity interventions in improving academic achievement in preschool children are scarce and have some weaknesses that threaten their validity. Moreover, very few studies have examined their effectiveness in improving symptoms of attention deficit hyperactivity disorder. This paper outlines a two-year multidimensional preschool intervention (Movi-Kids) aimed at preventing obesity and improving academic achievement in children with or without attention deficit hyperactivity disorder. METHODS/DESIGN: Twenty-one schools from Ciudad Real and Cuenca, Spain, were randomized to intervention and control groups. In the first academic year, children in the third grade of preschool and the first grade of primary school in the intervention group received the Movi-Kids intervention. In the second academic year, schools were crossed over to the other group. The intervention included children, parents and teachers, and the school environment, and consisted of: (i) three hour-long sessions of recreational non-competitive physical activity after school, weekly, (ii) educational materials for parents and teachers addressing sedentary lifestyle risks and (iii) playground modifications to promote physical activity during breaks. Primary outcome measures of this study were academic achievement (intelligence, cognition, memory, attention and perception), assessed by the Battery of General and Differential Aptitudes, and adiposity measures (body mass index, waist circumference, triceps skinfold thickness and body fat percentage). Secondary outcome measures were: attention deficit hyperactivity disorder risk, motor skills, health-related quality of life and sleep quality. These variables will all be measured in both groups at baseline and at the end of the first and second academic years. DISCUSSION: It seems reasonable that an intervention to promote physical activity based on playground games will be useful for simultaneously improving academic achievement and controlling obesity. TRIAL REGISTRATION: ClinicalTrials.gov NCT01971827 .",2019,https://scholar.google.com.br/,no
2146,[Effects of methylphenidate on anxiety].,"The attention deficit disorder with hyperactivity (ADDH) is a widely recognized disorder of unknown etiology. Methylphenidate administration is one of the most commonly used treatments to improve symptoms associated with ADDH. Although it is generally a well tolerated drug, several secondary effects may occur. In particular, this paper will focus on the effects on anxiety, in humans and experimental animal models. It has been shown that acute administration of methylphenidate in adults reduces anxiety, in both animal models and humans. On the other hand, chronic treatment during early ages (postnatal and young subjects) results in higher anxiety in adults. In some cases this effect appears together with higher susceptibility of drug consumption. Thus, we find that, in the literature, methylphenidate is capable of inducing different and opposite effects. Thus, further experiments would be required to elucidate the mechanisms by which methylphenidate exert its actions.",2019,https://scholar.google.com.br/,no
2147,Common behavioral problems among children with asthma: is there a role of asthma  treatment?,"BACKGROUND: An increased prevalence of behavioral problems has been described among children with asthma. OBJECTIVE: To investigate those associations between common behavioral problems and asthma, with an emphasis on the roles of medications used for asthma. METHOD: We studied 409 children who had been followed-up in pediatric allergy clinics and 157 age-matched healthy controls. A diagnostic and statistical manual disorder-referenced symptom inventory was used to assess ""attention deficit-hyperactivity disorder"" (ADHD), ""attention deficit"" (AD), ""hyperactivity and impulsivity"" (HI), and ""oppositional defiant disorder"" (ODD) behavioral problems. RESULTS: The study group consisted of 409 patients (male: 251, female: 158), with a mean age of 9.0 +/- 2.67 years, and the control group consisted of 157 children (male: 75, female: 82), with a mean age of 9.0 +/- 2.86 years. Prevalences of AD, hyperactivity, ADHD, and ODD were not significantly different between the study and control groups. Among those patients receiving leukotriene antagonist (LA) drugs adjunctive to inhaled corticosteroids (ICS), duration of treatment was correlated with total scores calculated for hyperactivity (P = .035, r = 0.432), AD (P = .044, r = 0.414), ADHD (P = .042, r = 0.418), and ODD (P = .032, r = 0.439). Among patients with asthma, children with ODD had a significantly longer duration of LA+ICS use (P = .024) compared with those with no ODD. Patients with hyperactivity had a longer duration of ICS+LA use compared with those with no hyperactivity (P = .009). Patients with asthma receiving LA+ICS treatment had a higher risk for oppositional behavior (4.282 times compared with the control group [P = .042, confidence interval (CI): 1.542-15.949]) and 8.3 times compared with patients with asthma not using any drug (P = .021, CI: 1.419-48.543). CONCLUSION: Rather than asthma itself, adjunctive use of ICS+LA therapy appears to be related with symptoms of common behavioral problems, including hyperactivity, AD, ADHD, and ODD and to increase the risk of ODD.",2019,https://scholar.google.com.br/,no
2148,A toothbrush impalement injury of the floor of mouth in autism child.,"Penetrating injuries in the oral cavity are common in children. However, penetrating injuries with retained foreign bodies are rare. We report a case of a toothbrush impalement injury of the floor of the mouth in a child with autism. A 5-year-old boy with autism presented with an accidentally impaled toothbrush in the oral cavity. He was taken to the operation room and examined under general anesthesia. The handle of the toothbrush was cut off using rib scissors for mask ventilation, and intra-oral intubation was performed. The toothbrush was located approximately 2.5 cm into the floor of the mouth. The toothbrush was removed uneventfully. Intravenous antibiotic therapy was instituted during hospitalization, and discharge from the hospital occurred 4 days after the operation.",2019,https://scholar.google.com.br/,no
2149,Inter-regional cortical thickness correlations are associated with autistic symptoms: a machine-learning approach.,"The investigation of neural substrates of autism spectrum disorder using neuroimaging has been the focus of recent literature. In addition, machine-learning approaches have also been used to extract relevant information from neuroimaging data. There are only few studies directly exploring the inter-regional structural relationships to identify and characterize neuropsychiatric disorders. In this study, we concentrate on addressing two issues: (i) a novel approach to extract individual subject features from inter-regional thickness correlations based on structural magnetic resonance imaging (MRI), (ii) using these features in a machine-learning framework to obtain individual subject prediction of a severity scores based on neurobiological criteria rather than behavioral information. In a sample of 82 autistic patients, we have shown that structural covariances among several brain regions are associated with the presence of the autistic symptoms. In addition, we also demonstrated that structural relationships from the left hemisphere are more relevant than the ones from the right. Finally, we identified several brain areas containing relevant information, such as frontal and temporal regions. This study provides evidence for the usefulness of this new tool to characterize neuropsychiatric disorders.",2019,https://scholar.google.com.br/,no
2150,FMR1-Related Disorders,"FMR1-related disorders include fragile X syndrome, fragile X-associated tremor/ataxia syndrome (FXTAS), and FMR1-related primary ovarian insufficiency (POI). Fragile X syndrome occurs in individuals with an FMR1 full mutation or other loss-of-function variant and is nearly always characterized by moderate intellectual disability in affected males and mild intellectual disability in affected females. Because FMR1 pathogenic variants are complex alterations involving non-classic gene-disrupting alterations (trinucleotide repeat expansion) and abnormal gene methylation, affected individuals occasionally have an atypical presentation with an IQ above 70, the traditional demarcation denoting intellectual disability (previously referred to as mental retardation). Males with an FMR1 full mutation accompanied by aberrant methylation may have a characteristic appearance (large head, long face, prominent forehead and chin, protruding ears), connective tissue findings (joint laxity), and large testes after puberty. Behavioral abnormalities, sometimes including autism spectrum disorder, are common. FXTAS occurs in males (and some females) who have an FMR1 premutation and is characterized by late-onset, progressive cerebellar ataxia and intention tremor. FMR1-related POI (age at cessation of menses {\textless}40 years) occurs in approximately 20{\%} of females who have an FMR1 premutation. The diagnosis of FMR1-related disorders rests on the detection of an alteration in FMR1. More than 99{\%} of individuals with fragile X syndrome have a loss-of-function variant of FMR1 caused by an increased number of CGG trinucleotide repeats (typically {\textgreater}200) accompanied by aberrant methylation of FMR1. Other pathogenic variants within FMR1 that cause fragile X syndrome include deletions and single-nucleotide variants. All individuals with FXTAS and FMR1-related POI have FMR1 premutation trinucleotide repeats ranging from 55 to approximately 200. Both increased trinucleotide repeats and methylation changes in FMR1 can be detected by molecular genetic testing. Treatment of manifestations: Fragile X syndrome: early developmental intervention, special education (individual attention, small class size, and avoiding sudden change and excessive stimulation), and vocational training, individualized pharmacologic management of behavioral issues that significantly affect social interaction, routine treatment of medical problems. FXTAS: supportive care for gait disturbance and/or cognitive deficits. POI: reproductive endocrine evaluation for treatment and counseling for reproductive options. Agents/circumstances to avoid: Folic acid in individuals with poorly controlled seizures. All mothers of individuals with an FMR1 full mutation (expansion {\textgreater}200 CGG trinucleotide repeats and abnormal methylation) are carriers of an FMR1 pathogenic variant. Mothers and their female relatives who are premutation carriers are at increased risk for FXTAS and POI, those with a full mutation may have findings of fragile X syndrome. All are at increased risk of having offspring with fragile X syndrome, FXTAS, and POI. Males with premutations are at increased risk for FXTAS. Males with FXTAS will transmit their FMR1 premutation expansion to none of their sons and to all of their daughters, who will be premutation carriers. Carrier testing for at-risk relatives and prenatal testing for pregnancies at increased risk are possible if the diagnosis of an FMR1-related disorder has been confirmed in a family member.",2019,https://scholar.google.com.br/,no
2151,Combining surface and fiber geometry: an integrated approach to brain morphology.,"Despite the fact that several theories link cortical development and function to  the development of white matter and its geometrical structure, the relationship between gray and white matter morphology has not been widely researched. In this paper, we propose a novel framework for investigating this relationship. Given a set of fiber tracts which connect to a particular cortical region, the key idea is to compute two scalar fields that represent geometrical characteristics of the white matter and of the surface of the cortical region. The distributions of these scalar values are then linked via Mutual Information, which results in a quantitative marker that can be used in the study of normal and pathological brain structure and development. We apply this framework to a population study on autism spectrum disorder in children.",2019,https://scholar.google.com.br/,no
2152,Fusion of white and gray matter geometry: a framework for investigating brain development.,"Current neuroimaging investigation of the white matter typically focuses on measurements derived from diffusion tensor imaging, such as fractional anisotropy (FA). In contrast, imaging studies of the gray matter oftentimes focus on morphological features such as cortical thickness, folding and surface curvature. As a result, it is not clear how to combine findings from these two types of approaches in order to obtain a consistent picture of morphological changes in both gray and white matter. In this paper, we propose a joint investigation of gray and white matter morphology by combining geometrical information from white and the gray matter. To achieve this, we first introduce a novel method for computing multi-scale white matter tract geometry. Its formulation is based on the differential geometry of curve sets and is easily incorporated into a continuous scale-space framework. We then incorporate this method into a novel framework for ""fusing"" white and gray matter geometrical information. Given a set of fiber tracts originating in a particular cortical region, the key idea is to compute two scalar fields that represent geometrical characteristics of the white matter and of the surface of the cortical region. A quantitative marker is created by combining the distributions of these scalar values using Mutual Information. This marker can be then used in the study of normal and pathological brain structure and development. We apply this framework to a study on autism spectrum disorder in children. Our preliminary results support the view that autism may be characterized by early brain overgrowth, followed by reduced or arrested growth (Courchesne, 2004).",2019,https://scholar.google.com.br/,no
2153,Brief Report: social disability in autism spectrum disorder: results from Research Units on Pediatric Psychopharmacology (RUPP) Autism Network trials.,"There is growing interest in measuring social disability as a core element of autism spectrum disorders in medication trials. We conducted a secondary analysis on the Aberrant Behavior Checklist Social Withdrawal subscale using data from two federally-funded, multi-site, randomized trials with risperidone. Study 1 included 52 subjects assigned to placebo and 49 subjects to risperidone under double-blind conditions. Study 2 included 49 subjects assigned to risperidone only and 75 subjects assigned to risperidone plus parent training. After 8 weeks of treatment, all active treatments were superior to placebo (effect sizes ranging from 0.42 to 0.65). The findings suggest that the Social Withdrawal subscale may be a useful measure of social disability in acute treatment trials.",2019,https://scholar.google.com.br/,no
2154,Effects of risperidone and parent training on adaptive functioning in children with pervasive developmental disorders and serious behavioral problems.,"OBJECTIVE: Children with Pervasive Developmental Disorders (PDDs) have social interaction deficits, delayed communication, and repetitive behaviors as well as impairments in adaptive functioning. Many children actually show a decline in adaptive skills compared with age mates over time. METHOD: This 24-week, three-site, controlled clinical trial randomized 124 children (4 through 13 years of age) with PDDs and serious behavioral problems to medication alone (MED, n = 49, risperidone 0.5 to 3.5 mg/day, if ineffective, switch to aripiprazole was permitted) or a combination of medication plus parent training (PT) (COMB, n = 75). Parents of children in COMB received an average of 11.4 PT sessions. Standard scores and Age-Equivalent scores on Vineland Adaptive Behavior Scales were the outcome measures of primary interest. RESULTS: Seventeen subjects did not have a post-randomization Vineland assessment. Thus, we used a mixed model with outcome conditioned on the baseline Vineland scores. Both groups showed improvement over the 24-week trial on all Vineland domains. Compared with MED, Vineland Socialization and Adaptive Composite Standard scores showed greater improvement in the COMB group (p = .01 and .05, and effect sizes = 0.35 and 0.22, respectively). On Age Equivalent scores, Socialization and Communication domains showed greater improvement in COMB versus MED (p = .03 and 0.05, and effect sizes = 0.33 and 0.14, respectively). Using logistic regression, children in the COMB group were twice as likely to make at least 6 months' gain (equal to the passage of time) in the Vineland Communication Age Equivalent score compared with MED (p = .02). After controlling for IQ, this difference was no longer significant. CONCLUSION: Reduction of serious maladaptive behavior promotes improvement in adaptive behavior. Medication plus PT shows modest additional benefit over medication alone. Clinical trial registration information-RUPP PI PDD: Drug and Behavioral Therapy for Children With Pervasive Developmental Disorders, http://www.clinicaltrials.gov, NCT00080145.",2019,https://scholar.google.com.br/,no
2155,Sensitivity of the modified Children's Yale-Brown Obsessive Compulsive Scale to detect change: Results from two multi-site trials.,"Repetitive behavior is a core feature of autism spectrum disorder. We used 8-week data from two federally funded, multi-site, randomized trials with risperidone conducted by the Research Units on Pediatric Psychopharmacology Autism Network to evaluate the sensitivity of the Children's Yale-Brown Obsessive Compulsive Scale modified for autism spectrum disorder to detect change with treatment. Study 1 included 52 subjects assigned to placebo and 49 subjects to risperidone under double-blind conditions. In Study 2, 49 subjects received risperidone only and 75 subjects received risperidone plus parent training. The combined sample consisted of 187 boys and 38 girls (aged 4-17 years). At the medication-free baseline, the internal consistency on the Children's Yale-Brown Obsessive Compulsive Scale modified for autism spectrum disorder total score was excellent (Cronbach's alpha = 0.84) and the mean scores were similar across the four groups. Compared to placebo in Study 1, all three active treatment groups showed significant improvement (effect sizes: 0.74-0.88). There were no differences between active treatment groups. These results indicate that the Children's Yale-Brown Obsessive Compulsive Scale modified for autism spectrum disorder has acceptable test-retest as evidenced by the medium to high correlations in the placebo group and demonstrated sensitivity to change with treatment.",2019,https://scholar.google.com.br/,no
2156,Linking Sensory Factors to Participation: Establishing Intervention Goals With Parents for Children With Autism Spectrum Disorder.,"Parents often focus on independence in activities of daily living and social participation when setting goals for their children with autism spectrum disorders. Occupational therapy practitioners use clinical reasoning to translate these goals to define occupation-based outcomes. This article describes an exploratory analysis of 160 parent-identified goals for children with autism. We identified sensory integrative factors hypothesized to influence each goal and then categorized the goals using the Occupational Therapy Practice Framework: Domain and Process and the International Classification of Functioning, Disability and Health (ICF). Most goals were at the ICF participation and activity levels. Activities of daily living were the most common area of occupation identified, followed by social participation and play. Sensory reactivity and somatopraxis were the most frequently occurring sensory integrative factors. The value of addressing parent goals using a systematic reasoning process to identify factors affecting participation and the importance of measuring participation outcomes are discussed.",2019,https://scholar.google.com.br/,no
2157,Assistive technology evaluations: Remote-microphone technology for children with  Autism Spectrum Disorder.,"The goal of this study was to conduct assistive technology evaluations on 12 children diagnosed with Autism Spectrum Disorder (ASD) to evaluate the potential benefits of remote-microphone (RM) technology. A single group, within-subjects design was utilized to explore individual and group data from functional questionnaires and behavioral test measures administered, designed to assess school- and home-based listening abilities, once with and once without RM technology. Because some of the children were unable to complete the behavioral test measures, particular focus was given to the functional questionnaires completed by primary teachers, participants, and parents. Behavioral test measures with and without the RM technology included speech recognition in noise, auditory comprehension, and acceptable noise levels. The individual and group teacher (n=8-9), parent (n=8-9), and participant (n=9) questionnaire ratings revealed substantially less listening difficulty when RM technology was used compared to the no-device ratings. On the behavioral measures, individual data revealed varied findings, which will be discussed in detail in the results section. However, on average, the use of the RM technology resulted in improvements in speech recognition in noise (4.6dB improvement) in eight children, higher auditory working memory and comprehension scores (12-13 point improvement) in seven children, and acceptance of poorer signal-to-noise ratios (8.6dB improvement) in five children. The individual and group data from this study suggest that RM technology may improve auditory function in children with ASD in the classroom, at home, and in social situations. However, variability in the data and the inability of some children to complete the behavioral measures indicates that individualized assistive technology evaluations including functional questionnaires will be necessary to determine if the RM technology will be of benefit to a particular child who has ASD.",2019,https://scholar.google.com.br/,no
2158,An oxytocin-induced facilitation of neural and emotional responses to social touch correlates inversely with autism traits.,"Social communication through touch and mutual grooming can convey highly salient  socio-emotional signals and has been shown to involve the neuropeptide oxytocin (OXT) in several species. Less is known about the modulatory influence of OXT on the neural and emotional responses to human interpersonal touch. The present randomized placebo (PLC)-controlled within-subject pharmaco-functional magnetic resonance imaging (fMRI) study was designed to test the hypothesis that a single intranasal dose of synthetic OXT (24 IU) would facilitate both neural and emotional responses to interpersonal touch in a context- (female vs male touch) and trait- (autistic trait load) specific manner. Specifically, the experimental rationale was to manipulate the reward value of interpersonal touch independent of the intensity and type of actual cutaneous stimulation administered. Thus, 40 heterosexual males believed that they were touched by either a man or a woman, although in fact an identical pattern of touch was always given by the same female experimenter blind to condition type. Our results show that OXT increased the perceived pleasantness of female, but not male touch, and associated neural responses in insula, precuneus, orbitofrontal, and pregenual anterior cingulate cortex. Moreover, the behavioral and neural effects of OXT were negatively correlated with autistic-like traits. Taken together, this is the first study to show that the perceived hedonic value of human heterosexual interpersonal touch is facilitated by OXT in men, but that its behavioral and neural effects in this context are blunted in individuals with autistic traits.",2019,https://scholar.google.com.br/,no
2159,New perspectives on self-control development: highlighting the role of intentional inhibition.,"The ability to exert self-control over ones thoughts and actions is crucial for successful functioning in daily life. To date, self-control development has been primarily studied from the perspective of externally driven inhibition. In this review, we introduce a new perspective on the development of self-control by highlighting the importance of intentional inhibition. First, we will review the existing behavioral and neuroscientific literature on the development of self-control from the perspective of externally driven inhibition. Next, we will introduce a new framework for studying the development of self-control from the perspective of intentional inhibition. We will discuss several recent studies in this domain, showing that intentional inhibition within cold contexts has an early development, but continues to develop through adolescence in motivational contexts. We conclude that understanding the developmental trajectory of intentional inhibition in cold and motivationally relevant contexts and its underlying mechanisms is an important direction for future research, which has important implications for our understanding of developmental disorders associated with problems in self-control, such as Attention Deficit Hyperactivity Disorder.",2019,https://scholar.google.com.br/,no
2160,Cardiovascular events and death in children exposed and unexposed to ADHD agents.,"OBJECTIVE: The objective of this study was to compare the rate of severe cardiovascular events and death in children who use attention-deficit/hyperactivity disorder (ADHD) medications versus nonusers. PATIENTS AND METHODS: We performed a large cohort study using data from 2 administrative databases. All children aged 3 to 17 years with a prescription for an amphetamine, atomoxetine, or methylphenidate were included and matched with up to 4 nonusers on the basis of data source, gender, state, and age. Cardiovascular events were validated using medical records. Proportional hazards regression was used to calculated hazard ratios. RESULTS: We identified 241 417 incident users (primary cohort). No statistically significant difference between incident users and nonusers was observed in the rate of validated sudden death or ventricular arrhythmia (hazard ratio: 1.60 [95{\%} confidence interval (CI): 0.19-13.60]) or all-cause death (hazard ratio: 0.76 [95{\%} CI: 0.52-1.12]). None of the strokes identified during exposed time to ADHD medications were validated. No myocardial infarctions were identified in ADHD medication users. No statistically significant difference between prevalent users and nonusers (secondary cohort) was observed (hazard ratios for validated sudden death or ventricular arrhythmia: 1.43 [95{\%} CI: 0.31-6.61], stroke: 0.89 [95{\%} CI: 0.11-7.11], stroke/myocardial infarction: 0.72 [95{\%} CI: 0.09-5.57], and all-cause death: 0.77 [95{\%} CI: 0.56-1.07). CONCLUSIONS: The rate of cardiovascular events in exposed children was very low and in general no higher than that in unexposed control subjects. Because of the low number of events, we have limited ability to rule out relative increases in rate.",2019,https://scholar.google.com.br/,no
2161,Speech Output Technologies in Interventions for Individuals with Autism Spectrum  Disorders: A Scoping Review.,"The purpose of this scoping review was to (a) map the research evidence on the effectiveness of augmentative and alternative communication (AAC) interventions using speech output technologies (e.g., speech-generating devices, mobile technologies with AAC-specific applications, talking word processors) for individuals with autism spectrum disorders, (b) identify gaps in the existing literature, and (c) posit directions for future research. Outcomes related to speech, language, and communication were considered. A total of 48 studies (47 single case experimental designs and 1 randomized control trial) involving 187 individuals were included. Results were reviewed in terms of three study groupings: (a) studies that evaluated the effectiveness of treatment packages involving speech output, (b) studies comparing one treatment package with speech output to other AAC modalities, and (c) studies comparing the presence with the absence of speech output. The state of the evidence base is discussed and several directions for future research are posited.",2019,https://scholar.google.com.br/,no
2162,A selective dopamine reuptake inhibitor improves prefrontal cortex-dependent cognitive function: potential relevance to attention deficit hyperactivity disorder.,"Drugs used to treat attention deficit hyperactivity disorder (ADHD) improve prefrontal cortex (PFC)-dependent cognitive function. The majority of ADHD-related treatments act either as dual norepinephrine (NE) and dopamine (DA) reuptake inhibitors (psychostimulants) or selective NE reuptake inhibitors (SNRIs). Certain benztropine analogs act as highly selective DA reuptake inhibitors while lacking the reinforcing actions, and thus abuse potential, of psychostimulants. To assess the potential use of these compounds in the treatment of ADHD, we examined the effects of a well-characterized benztropine analog, AHN 2-005, on performance of rats in a PFC-dependent delayed-alternation task of spatial working memory. Similar to that seen with all drugs currently approved for ADHD, AHN 2-005 dose-dependently improved performance in this task. Clinically-relevant doses of psychostimulants and SNRIs elevate NE and DA preferentially in the PFC. Despite the selectivity of this compound for the DA transporter, additional microdialysis studies demonstrated that a cognition-enhancing dose of AHN 2-005 that lacked locomotor activating effects increased extracellular levels of both DA and NE in the PFC. AHN 2-005 produced a larger increase in extracellular DA in the nucleus accumbens, although the magnitude of this was well below that seen with motor activating doses of psychostimulants. Collectively, these observations suggest that benztropine analogs may be efficacious in the treatment of ADHD or other disorders associated with PFC dysfunction. These studies provide a strong rationale for future research focused on the neural mechanisms contributing to the cognition-enhancing actions and the potential clinical utility of AHN 2-005 and related compounds. This article is part of a Special Issue entitled 'Cognitive Enhancers'.",2019,https://scholar.google.com.br/,no
2163,The relationship between addictive use of social media and video games and symptoms of psychiatric disorders: A large-scale cross-sectional study.,"Over the last decade, research into ""addictive technological behaviors"" has substantially increased. Research has also demonstrated strong associations between addictive use of technology and comorbid psychiatric disorders. In the present study, 23,533 adults (mean age 35.8 years, ranging from 16 to 88 years) participated in an online cross-sectional survey examining whether demographic variables, symptoms of attention-deficit/hyperactivity disorder (ADHD), obsessive-compulsive disorder (OCD), anxiety, and depression could explain variance in addictive use (i.e., compulsive and excessive use associated with negative outcomes) of two types of modern online technologies: social media and video games. Correlations between symptoms of addictive technology use and mental disorder symptoms were all positive and significant, including the weak interrelationship between the two addictive technological behaviors. Age appeared to be inversely related to the addictive use of these technologies. Being male was significantly associated with addictive use of video games, whereas being female was significantly associated with addictive use of social media. Being single was positively related to both addictive social networking and video gaming. Hierarchical regression analyses showed that demographic factors explained between 11 and 12{\%} of the variance in addictive technology use. The mental health variables explained between 7 and 15{\%} of the variance. The study significantly adds to our understanding of mental health symptoms and their role in addictive use of modern technology, and suggests that the concept of Internet use disorder (i.e., ""Internet addiction"") as a unified construct is not warranted.",2019,https://scholar.google.com.br/,no
2164,Placental methylome analysis from a prospective autism study.,"BACKGROUND: Autism spectrum disorders (ASD) are increasingly prevalent neurodevelopmental disorders that are behaviorally diagnosed in early childhood. Most ASD cases likely arise from a complex mixture of genetic and environmental factors, an interface where the epigenetic marks of DNA methylation may be useful as risk biomarkers. The placenta is a potentially useful surrogate tissue characterized by a methylation pattern of partially methylated domains (PMDs) and highly methylated domains (HMDs) reflective of methylation patterns observed in the early embryo. METHODS: In this study, we investigated human term placentas from the MARBLES (Markers of Autism Risk in Babies: Learning Early Signs) prospective study by whole genome bisulfite sequencing. We also examined the utility of PMD/HMDs in detecting methylation differences consistent with ASD diagnosis at age three. RESULTS: We found that while human placental methylomes have highly reproducible PMD and HMD locations, there is a greater variation between individuals in methylation levels over PMDs than HMDs due to both sampling and individual variability. In a comparison of methylation differences in placental samples from 24 ASD and 23 typically developing (TD) children, a HMD containing a putative fetal brain enhancer near DLL1 was found to reach genome-wide significance and was validated for significantly higher methylation in ASD by pyrosequencing. CONCLUSIONS: These results suggest that the placenta could be an informative surrogate tissue for predictive ASD biomarkers in high-risk families.",2019,https://scholar.google.com.br/,no
2165,Designing an iPad App to Monitor and Improve Classroom Behavior for Children with ADHD: iSelfControl Feasibility and Pilot Studies.,"Children with Attention Deficit/Hyperactivity Disorder (ADHD) receive approximately 80{\%} of instruction in the general education classroom, where individualized behavioral management strategies may be difficult for teachers to consistently deliver. Mobile device apps provide promising platforms to manage behavior. This pilot study evaluated the utility of a web-based application (iSelfControl) designed to support classroom behavior management. iSelfControl prompted students every 'Center' (30-minutes) to self-evaluate using a universal token-economy classroom management system focused on compliance, productivity, and positive relationships. Simultaneously, the teacher evaluated each student on a separate iPad. Using Multi Level Modeling, we examined 13 days of data gathered from implementation with 5th grade students (N = 12) at a school for children with ADHD and related executive function difficulties. First, an unconditional growth model evaluated the overall amount of change in aggregated scores over time as well as the degree of systematic variation in scores within and across teacher-student dyads. Second, separate intercepts and slopes were estimated for teacher and student to estimate degree of congruency between trajectories. Finally, differences between teacher and student scores were tested at each time-point in separate models to examine unique 'Center' effects. 51{\%} of the total variance in scores was attributed to differences between dyads. Trajectories of student and teacher scores remained relatively stable across seven time-points each day and did not statistically differ from each other. On any given day, students tended to evaluate their behaviors more positively (entered higher scores for themselves) compared to corresponding teacher scores. In summary, iSelfControl provides a platform for self and teacher evaluation that is an important adjunct to conventional classroom management strategies. The application captured teacher/student discrepancies and significant variations across the day. Future research with a larger, clinically diagnosed sample in multiple classrooms is needed to assess generalizability to a wider variety of classroom settings.",2019,https://scholar.google.com.br/,no
2166,DISCOVERING PATIENT PHENOTYPES USING GENERALIZED LOW RANK MODELS.,"The practice of medicine is predicated on discovering commonalities or distinguishing characteristics among patients to inform corresponding treatment. Given a patient grouping (hereafter referred to as a phenotype), clinicians can implement a treatment pathway accounting for the underlying cause of disease in that phenotype. Traditionally, phenotypes have been discovered by intuition, experience in practice, and advancements in basic science, but these approaches are often heuristic, labor intensive, and can take decades to produce actionable knowledge. Although our understanding of disease has progressed substantially in the past century, there are still important domains in which our phenotypes are murky, such as in behavioral health or in hospital settings. To accelerate phenotype discovery, researchers have used machine learning to find patterns in electronic health records, but have often been thwarted by missing data, sparsity, and data heterogeneity. In this study, we use a flexible framework called Generalized Low Rank Modeling (GLRM) to overcome these barriers and discover phenotypes in two sources of patient data. First, we analyze data from the 2010 Healthcare Cost and Utilization Project National Inpatient Sample (NIS), which contains upwards of 8 million hospitalization records consisting of administrative codes and demographic information. Second, we analyze a small (N=1746), local dataset documenting the clinical progression of autism spectrum disorder patients using granular features from the electronic health record, including text from physician notes. We demonstrate that low rank modeling successfully captures known and putative phenotypes in these vastly different datasets.",2019,https://scholar.google.com.br/,no
2167,False-belief understanding in 2.5-year-olds: evidence from two novel verbal spontaneous-response tasks.,"Recent research indicates that toddlers and infants succeed at various non-verbal spontaneous-response false-belief tasks, here we asked whether toddlers would also succeed at verbal spontaneous-response false-belief tasks that imposed significant linguistic demands. We tested 2.5-year-olds using two novel tasks: a preferential-looking task in which children listened to a false-belief story while looking at a picture book (with matching and non-matching pictures), and a violation-of-expectation task in which children watched an adult 'Subject' answer (correctly or incorrectly) a standard false-belief question. Positive results were obtained with both tasks, despite their linguistic demands. These results (1) support the distinction between spontaneous- and elicited-response tasks by showing that toddlers succeed at verbal false-belief tasks that do not require them to answer direct questions about agents' false beliefs, (2) reinforce claims of robust continuity in early false-belief understanding as assessed by spontaneous-response tasks, and (3) provide researchers with new experimental tasks for exploring early false-belief understanding in neurotypical and autistic populations.",2019,https://scholar.google.com.br/,no
2168,"Stolen twin: fascination and curiosity/twin research reports: evolution of sleep  length, dental treatment of craniopagus twins, cryopreserved double embryo transfer, gender options in multiple pregnancy/current events: appendectomy in one twin, autistic twin marathon runners, 3D facial recognition, twin biathletes.","The story of her allegedly stolen twin brother in Armenia is recounted by a 'singleton twin' living in the United States. The behavioral consequences and societal implications of this loss are considered. This case is followed by twin research reports on the evolution of sleep length, dental treatment of craniopagus conjoined twins, cryopreserved double embryo transfer (DET), and gender options in multiple pregnancy. Current events include the diagnosis of appendectomy in one identical twin, the accomplishments of autistic twin marathon runners, the power of three-dimensional (3D) facial recognition, and the goals of twin biathletes heading to the 2014 Sochi Olympics in Russia.",2019,https://scholar.google.com.br/,no
2169,"Health effects of energy drinks on children, adolescents, and young adults.","OBJECTIVE: To review the effects, adverse consequences, and extent of energy drink consumption among children, adolescents, and young adults. METHODS: We searched PubMed and Google using ""energy drink,"" ""sports drink,"" ""guarana,"" ""caffeine,"" ""taurine,"" ""ADHD,"" ""diabetes,"" ""children,"" ""adolescents,"" ""insulin,"" ""eating disorders,"" and ""poison control center"" to identify articles related to energy drinks. Manufacturer Web sites were reviewed for product information. RESULTS: According to self-report surveys, energy drinks are consumed by 30{\%} to 50{\%} of adolescents and young adults. Frequently containing high and unregulated amounts of caffeine, these drinks have been reported in association with serious adverse effects, especially in children, adolescents, and young adults with seizures, diabetes, cardiac abnormalities, or mood and behavioral disorders or those who take certain medications. Of the 5448 US caffeine overdoses reported in 2007, 46{\%} occurred in those younger than 19 years. Several countries and states have debated or restricted energy drink sales and advertising. CONCLUSIONS: Energy drinks have no therapeutic benefit, and many ingredients are understudied and not regulated. The known and unknown pharmacology of agents included in such drinks, combined with reports of toxicity, raises concern for potentially serious adverse effects in association with energy drink use. In the short-term, pediatricians need to be aware of the possible effects of energy drinks in vulnerable populations and screen for consumption to educate families. Long-term research should aim to understand the effects in at-risk populations. Toxicity surveillance should be improved, and regulations of energy drink sales and consumption should be based on appropriate research.",2019,https://scholar.google.com.br/,no
2170,[Integration in the workforce of Quebec of adults living with Autism Spectrum Disorder or Asperger Syndrome].,"This article presents an exploratory study evaluating the impact of the program Employment Pact: Quebec in full force (2008) aimed at the integration in the workforce of adults living with Autism Spectrum Disorder (ASD) or Asperger Syndrome (AS). This program is implemented in different regions in Quebec. The evaluation takes into consideration working conditions, integration procedures, as well as receptivity of eventual employers. Results demonstrate that the working conditions for these individuals are relatively similar, however, the type and number of services offered, as well as the training of service agents vary from one centre to another.",2019,https://scholar.google.com.br/,no
2171,A 40-bp VNTR polymorphism in the 3'-untranslated region of DAT1/SLC6A3 is associated with ADHD but not with alcoholism.,"BACKGROUND: ADHD and alcoholism are psychiatric diseases with pathophysiology related to dopamine system. DAT1 belongs to the SLC6 family of transporters and is involved in the regulation of extracellular dopamine levels. A 40 bp variable number tandem repeat (VNTR) polymorphism in the 3'-untranslated region of DAT1/SLC6A3 gene was previously reported to be associated with various phenotypes involving disturbed regulation of dopaminergic neurotransmission. METHODS: A total of 1312 subjects were included and genotyped for 40 bp VNTR polymorphism of DAT1/SLC6A3 gene in this study (441 alcoholics, 400 non-alcoholic controls, 218 ADHD children and 253 non ADHD children). Using miRBase software, we have performed a computer analysis of VNTR part of DAT1 gene for presence of miRNA binding sites. RESULTS: We have found significant relationships between ADHD and the 40 bp VNTR polymorphisms of DAT1/SLC6A3 gene (P {\textless} 0.01). The 9/9 genotype appeared to reduce the risk of ADHD about 0.4-fold (p {\textless} 0.04). We also noted an occurrence of rare genotypes in ADHD (frequency different from controls at p {\textless} 0.01). No association between alcoholism and genotype frequencies of 40 bp VNTR polymorphism of DAT1/SLC6A3 gene has been detected. CONCLUSIONS: We have found an association between 40 bp VNTR polymorphism of DAT1/SLC6A3 gene and ADHD in the Czech population, in a broad agreement with studies in other population samples. Furthermore, we detected rare genotypes 8/10, 7/10 and 10/11 present in ADHD boys only and identified miRNAs that should be looked at as potential novel targets in the research on ADHD.",2019,https://scholar.google.com.br/,no
2172,Emotional face identification in youths with primary bipolar disorder or primary  attention-deficit/hyperactivity disorder.,"OBJECTIVE: Bipolar disorder (BD) and attention-deficit/hyperactivity disorder (ADHD) are often comorbid or confounded, therefore, we evaluated emotional face identification to better understand brain/behavior interactions in children and adolescents with either primary BD, primary ADHD, or typically developing controls (TDC). METHOD: Participants included individuals 7 to 17 years of age (overall sample mean age 12.40 +/- 3.01 years), with ""narrow-phenotype"" pediatric BD (n = 30) or ADHD (n = 38), or typically developing controls (TDC) with no psychiatric disorders themselves or in their first-degree relatives (n = 41). In the BD group, comorbid diagnoses were allowed, however, youth in the ADHD group were excluded for comorbid mood or anxiety disorders. Patient groups were not excluded for psychotropic medication use. Emotional face identification was assessed using the computerized Diagnostic Analysis of Non-Verbal Accuracy (DANVA). RESULTS: Participants with BD made significantly more identification errors on child happy faces than either TDCs (p = .03) or participants with ADHD (p = .01). Furthermore, youth with BD (0.33 +/- 0.55) were more likely than youth with ADHD (0.11 +/- 0.31) to make errors on low-intensity child happy faces (p = .05) but not high-intensity happy faces (p = NS). Participants with BD and ADHD made significantly more total errors in child face labeling than did TDCs, although participants with BD and ADHD did not differ from one another. CONCLUSION: Our data suggest that youths with BD have specific alterations in emotional face identification of happy faces, an important finding that supports theories that response to positively valenced emotional stimuli may be especially salient in BD. Clinical trial registration information-Brain Imaging and Computer Games in Children With Either Bipolar Disorder, ADHD, Anxiety or Healthy Controls (BBPP), http://clinicaltrials.gov/, NCT01570426.",2019,https://scholar.google.com.br/,no
2173,Efficacy of risperidone in managing maladaptive behaviors for children with autistic spectrum disorder: a meta-analysis.,"INTRODUCTION: Atypical antipsychotic agents are widely used psychopharmacological interventions for autism spectrum disorders (ASDs). Among the atypical antipsychotic agents, risperidone has demonstrated considerable benefits in reducing several behavioral symptoms associated with ASDs. This meta-analysis examined research regarding the effectiveness of risperidone use among children with ASD using articles published since the year 2000. METHODS: The database for the analyses comprised 22 studies including 16 open-label and six placebo-controlled studies. Based on the quality, sample size, and study design of studies prior to 2000, the database was then restricted to articles published after the year 2000. Effect sizes were calculated for each reported measure within a study to calculate an average effect size per study. RESULTS: The mean effect size for the database was 1.047 and the sample weighted mean effect size was 1.108, with a variance of 0.18. CONCLUSIONS: Outcome measures demonstrated mean improvement in problematic behaviors equaling one standard deviation, and thus current evidence supports the effectiveness of risperidone in managing behavioral problems and symptoms for children with ASD. Although Risperdal has several adverse effects, most are manageable or extremely rare. An exception is rapid weight gain, which is common and can create significant health problems. Overall, for most children with autism and irritable and aggressive behavior, risperidone is an effective psychopharmacological treatment.",2019,https://scholar.google.com.br/,no
2174,A multivariate distance-based analytic framework for connectome-wide association  studies.,"The identification of phenotypic associations in high-dimensional brain connectivity data represents the next frontier in the neuroimaging connectomics era. Exploration of brain-phenotype relationships remains limited by statistical approaches that are computationally intensive, depend on a priori hypotheses, or require stringent correction for multiple comparisons. Here, we propose a computationally efficient, data-driven technique for connectome-wide association studies (CWAS) that provides a comprehensive voxel-wise survey of brain-behavior relationships across the connectome, the approach identifies voxels whose whole-brain connectivity patterns vary significantly with a phenotypic variable. Using resting state fMRI data, we demonstrate the utility of our analytic framework by identifying significant connectivity-phenotype relationships for full-scale IQ and assessing their overlap with existent neuroimaging findings, as synthesized by openly available automated meta-analysis (www.neurosynth.org). The results appeared to be robust to the removal of nuisance covariates (i.e., mean connectivity, global signal, and motion) and varying brain resolution (i.e., voxelwise results are highly similar to results using 800 parcellations). We show that CWAS findings can be used to guide subsequent seed-based correlation analyses. Finally, we demonstrate the applicability of the approach by examining CWAS for three additional datasets, each encompassing a distinct phenotypic variable: neurotypical development, Attention-Deficit/Hyperactivity Disorder diagnostic status, and L-DOPA pharmacological manipulation. For each phenotype, our approach to CWAS identified distinct connectome-wide association profiles, not previously attainable in a single study utilizing traditional univariate approaches. As a computationally efficient, extensible, and scalable method, our CWAS framework can accelerate the discovery of brain-behavior relationships in the connectome.",2019,https://scholar.google.com.br/,no
2175,Atypical cry acoustics in 6-month-old infants at risk for autism spectrum disorder.,"This study examined differences in acoustic characteristics of infant cries in a  sample of babies at risk for autism and a low-risk comparison group. Cry samples derived from vocal recordings of 6-month-old infants at risk for autism spectrum disorder (ASD, n = 21) and low-risk infants (n = 18) were subjected to acoustic analyses using analysis software designed for this purpose. Cries were categorized as either pain-related or non-pain-related based on videotape coding. At-risk infants produced pain-related cries with higher and more variable fundamental frequency (F (0) ) than low-risk infants. At-risk infants later classified with ASD at 36 months had among the highest F (0) values for both types of cries and produced cries that were more poorly phonated than those of nonautistic infants, reflecting cries that were less likely to be produced in a voiced mode. These results provide preliminary evidence that disruptions in cry acoustics may be part of an atypical vocal signature of autism in early life.",2019,https://scholar.google.com.br/,no
2176,ASD v3.0: unraveling allosteric regulation with structural mechanisms and biological networks.,"Allosteric regulation, the most direct and efficient way of regulating protein function, is induced by the binding of a ligand at one site that is topographically distinct from an orthosteric site. Allosteric Database (ASD, available online at http://mdl.shsmu.edu.cn/ASD) has been developed to provide comprehensive information featuring allosteric regulation. With increasing data, fundamental questions pertaining to allostery are currently receiving more attention from the mechanism of allosteric changes in an individual protein to the entire effect of the changes in the interconnected network in the cell. Thus, the following novel features were added to this updated version: (i) structural mechanisms of more than 1600 allosteric actions were elucidated by a comparison of site structures before and after the binding of an modulator, (ii) 261 allosteric networks were identified to unveil how the allosteric action in a single protein would propagate to affect downstream proteins, (iii) two of the largest human allosteromes, protein kinases and GPCRs, were thoroughly constructed, and (iv) web interface and data organization were completely redesigned for efficient access. In addition, allosteric data have largely expanded in this update. These updates are useful for facilitating the investigation of allosteric mechanisms, dynamic networks and drug discoveries.",2019,https://scholar.google.com.br/,no
2177,Preschoolers' self-regulation moderates relations between mothers' representations and children's adjustment to school.,"Consistent with models of environmental sensitivity (Pluess, 2015), research suggests that the effects of parents' behaviors on child adjustment are stronger among children who struggle to regulate their thoughts, feelings, and behaviors compared with children with better self-regulation. This study extended prior research by assessing maternal representations of the child, which presumably underlie mothers' parenting behaviors, to evaluate the moderating influence of preschoolers' self-regulation on relations between mothers' representations and changes in children's negative and positive developmental adjustment outcomes from preschool to first grade. Participants were 187 mothers and their preschoolers. Mothers' representations were assessed via the coherence of their verbal narratives regarding their preschooler and teachers reported on preschoolers' self-regulation. In preschool and first grade, examiners rated children's externalizing behavior problems and ego-resilience, and teachers rated children's externalizing behavior problems and peer acceptance. Consistent with the environmental sensitivity framework, the coherence of mothers' narratives predicted changes in adjustment among children with self-regulation difficulties, but not among children with better self-regulation. Preschoolers with self-regulation difficulties whose mothers produced incoherent narratives showed increased externalizing behavior problems, decreased ego-resilience, and lower peer acceptance across the transition to school. In contrast, preschoolers with better self-regulation did not evidence such effects when their mothers produced incoherent narratives. The implications of these findings for understanding and supporting children's adjustment during the early school years are discussed. (PsycINFO Database Record",2019,https://scholar.google.com.br/,no
2178,"CBRAIN: a web-based, distributed computing platform for collaborative neuroimaging research.","The Canadian Brain Imaging Research Platform (CBRAIN) is a web-based collaborative research platform developed in response to the challenges raised by data-heavy, compute-intensive neuroimaging research. CBRAIN offers transparent access to remote data sources, distributed computing sites, and an array of processing and visualization tools within a controlled, secure environment. Its web interface is accessible through any modern browser and uses graphical interface idioms to reduce the technical expertise required to perform large-scale computational analyses. CBRAIN's flexible meta-scheduling has allowed the incorporation of a wide range of heterogeneous computing sites, currently including nine national research High Performance Computing (HPC) centers in Canada, one in Korea, one in Germany, and several local research servers. CBRAIN leverages remote computing cycles and facilitates resource-interoperability in a transparent manner for the end-user. Compared with typical grid solutions available, our architecture was designed to be easily extendable and deployed on existing remote computing sites with no tool modification, administrative intervention, or special software/hardware configuration. As October 2013, CBRAIN serves over 200 users spread across 53 cities in 17 countries. The platform is built as a generic framework that can accept data and analysis tools from any discipline. However, its current focus is primarily on neuroimaging research and studies of neurological diseases such as Autism, Parkinson's and Alzheimer's diseases, Multiple Sclerosis as well as on normal brain structure and development. This technical report presents the CBRAIN Platform, its current deployment and usage and future direction.",2019,https://scholar.google.com.br/,no
2179,Introduction to Technologies in the Daily Lives of Individuals with Autism.,"In this introduction to the Special Issue on Technology we explore the continued  evolution of technologies designed to help individuals with autism. Through review articles, empirical reports, and perspectives, we examine how far the field has come and how much further we still can go. Notably, even as we highlight the continuing need for larger empirical studies of autism-focused technology, we note how improvements in the portability, sophistication, ubiquity, and reach of daily technologies are providing new opportunities for research, education, enhancement, knowledge, and inspiration. We conclude by discussing how the next generation of technologies may leverage the increasing promise of big-data approaches to move us towards a future where technology is more personal, more relevant, and pervasively transformative.",2019,https://scholar.google.com.br/,no
2180,Improving thoracic four-dimensional cone-beam CT reconstruction with anatomical-adaptive image regularization (AAIR).,"Total-variation (TV) minimization reconstructions can significantly reduce noise  and streaks in thoracic four-dimensional cone-beam computed tomography (4D CBCT) images compared to the Feldkamp-Davis-Kress (FDK) algorithm currently used in practice. TV minimization reconstructions are, however, prone to over-smoothing anatomical details and are also computationally inefficient. The aim of this study is to demonstrate a proof of concept that these disadvantages can be overcome by incorporating the general knowledge of the thoracic anatomy via anatomy segmentation into the reconstruction. The proposed method, referred as the anatomical-adaptive image regularization (AAIR) method, utilizes the adaptive-steepest-descent projection-onto-convex-sets (ASD-POCS) framework, but introduces an additional anatomy segmentation step in every iteration. The anatomy segmentation information is implemented in the reconstruction using a heuristic approach to adaptively suppress over-smoothing at anatomical structures of interest. The performance of AAIR depends on parameters describing the weighting of the anatomy segmentation prior and segmentation threshold values. A sensitivity study revealed that the reconstruction outcome is not sensitive to these parameters as long as they are chosen within a suitable range. AAIR was validated using a digital phantom and a patient scan and was compared to FDK, ASD-POCS and the prior image constrained compressed sensing (PICCS) method. For the phantom case, AAIR reconstruction was quantitatively shown to be the most accurate as indicated by the mean absolute difference and the structural similarity index. For the patient case, AAIR resulted in the highest signal-to-noise ratio (i.e. the lowest level of noise and streaking) and the highest contrast-to-noise ratios for the tumor and the bony anatomy (i.e. the best visibility of anatomical details). Overall, AAIR was much less prone to over-smoothing anatomical details compared to ASD-POCS and did not suffer from residual noise/streaking and motion blur migrated from the prior image as in PICCS. AAIR was also found to be more computationally efficient than both ASD-POCS and PICCS, with a reduction in computation time of over 50{\%} compared to ASD-POCS. The use of anatomy segmentation was, for the first time, demonstrated to significantly improve image quality and computational efficiency for thoracic 4D CBCT reconstruction. Further developments are required to facilitate AAIR for practical use.",2019,https://scholar.google.com.br/,no
2181,Assisting people with attention deficit hyperactivity disorder by actively reducing limb hyperactive behavior with a gyration air mouse through a controlled environmental stimulation.,"The latest researches have adopted software technology turning the gyration air mouse into a high performance limb movement detector, and have assessed whether two persons with multiple disabilities would be able to control an environmental stimulation using limb movement. This study extends gyration air mouse functionality by actively reducing limb hyperactive behavior to assess whether two persons with attention deficit hyperactivity disorder (ADHD) would be able to actively reduce their limb hyperactive behavior by controlling their favorite stimulation on/off using a gyration air mouse with a newly developed actively limb hyperactive behavior reducing program (ALHBRP). The study was performed according to an ABAB design, in which A represented the baseline and B represented intervention phases. Data showed that both participants significantly increased their time duration of maintaining a static limb posture (TDMSLP) to activate the control system in order to produce environmental stimulation during the intervention phases. Practical and developmental implications of the findings are discussed.",2019,https://scholar.google.com.br/,no
2182,Assisting children with attention deficit hyperactivity disorder to reduce the hyperactive behavior of arbitrary standing in class with a Nintendo Wii remote controller through an active reminder and preferred reward stimulation.,"Recent studies in the field of special education have shown that in combination with software technology, high-tech commercial products can be applied as useful assistive technology devices to help people with disabilities. This study extended this concept to turn a Nintendo Wii Remote Controller into a high-performance limb action detector, in order to evaluate whether two students with Attention Deficit Hyperactivity Disorder (ADHD) could reduce their hyperactive behavior through an active reminder and stimulation in the form of the participants' preferred rewards. This study focused on one particular hyperactive behavior common to both students: standing up arbitrarily during class. The active reminder was in the form of vibration feedback provided via the built-in function of the Wii Remote Controller, which was controlled and triggered by a control system to remind participants when they were engaging in standing behavior. This study was performed according to a multiple baseline design across participants. The results showed that both participants significantly improved their control over their hyperactive behavior during the intervention phase, and retained this effective performance in the maintenance phase. The practical and developmental implications of the findings are discussed.",2019,https://scholar.google.com.br/,no
2183,Assisting children with Attention Deficit Hyperactivity Disorder actively reduces limb hyperactive behavior with a Nintendo Wii Remote Controller through controlling environmental stimulation.,"The latest studies have adopted software technology which turns the Wii Remote Controller into a high-performance limb action detector, we assessed whether two persons with multiple disabilities would be able to control an environmental stimulus through limb action. This study extends the functionality of the Wii Remote Controller to the correction of limb hyperactive behavior to assess whether two children with Attention Deficit Hyperactivity Disorder (ADHD) would be able to actively reduce their limb hyperactive behavior through controlling their favorite stimuli by turning them on/off using a Wii Remote Controller. An ABAB design, in which A represented the baseline and B represented intervention phases, was adopted in this study. Result showed that both participants significantly increased their time duration of maintaining a static limb posture (TDMSLP) to activate the control system in order to produce environmental stimulation in the intervention phases. Practical and developmental implications of the findings are discussed.",2019,https://scholar.google.com.br/,no
2184,Isolated Atrial Septal Defect Complicated by Tricuspid Valve Infective Endocarditis.,"Infective endocarditis (IE) associated with atrial septal defect (ASD) is extremely rare. However, tricuspid regurgitation (TR) secondary to right ventricular overload is a potential cause of IE, and once it occurs, the development of a paradoxical embolism may lead to fatal complications. We herein report the case of a 50-year-old woman who was admitted due to a persistent fever resistant to antibiotics. Echocardiography showed secundum ASD, moderate TR and a mobile vegetation measuring 15x10 mm attached to the tricuspid valve. Given the risk of developing a paradoxical embolism, urgent surgery was successfully performed.",2019,https://scholar.google.com.br/,no
2185,Effects of Smart-Tablet-Based Neurofeedback Training on Cognitive Function in Children with Attention Problems.,"We sought to determine whether smart-tablet-based neurofeedback could improve executive function-including attention, working memory, and self-regulation-in children with attention problems. Forty children (10-12 years old) with attention problems, as determined by ratings on the Conners Parent Rating Scale, were assigned to either a neurofeedback group that received 16 sessions or a control group. A comprehensive test battery that assessed general intelligence, visual and auditory attention, attentional shifting, response inhibition and behavior rating scales were administered to both groups before neurofeedback training. Several neuropsychological tests were conducted at posttraining and follow-up assessment. Scores on several neuropsychological tests and parent behavior rating scales showed significant improvement in the training group but not in the controls. The improvements remained through the follow-up assessment. This study suggests that the smart-tablet-based neurofeedback training program might improve cognitive function in children with attention problems.",2019,https://scholar.google.com.br/,no
2186,Copy-number variation in the pathogenesis of autism spectrum disorder.,"Autism spectrum disorder is a neurodevelopmental disorder present in 1{\%} of the population, characterized by impairments in reciprocal social interaction, communication deficits and restricted patterns of behavior. Approximately 10{\%} of the autism spectrum disorder population is thought to have large chromosomal rearrangements. Copy-number variations (CNV) alter the genome structure either by duplication or deletion of a chromosomal region. The association between CNV and autism susceptibility has become more apparent through the use of methods based on comparative genomic hybridization in screening CNV. The nature of the high CNV rate in the human genome is partly explained by non-allelic homologous recombination between flanking repeated sequences derived from multiple copies of transposons or mobile genetic elements. There are hotspots for CNV in the human genome, such as 16p11.2 and 22q11.2. Genes involved in CNV are supposed to have copy-number dose-dependent effects on the behavior of affected individuals. Animal models give insight into the possible interactions between core genetic loci and additional factors contributing to the phenotypes of each individual. If affected genes code for cellular signaling molecules, reducing the dosage in the intracellular signaling pathway may result in the malfunction of the nervous system. The genetic background of autism spectrum disorder is highly heterogenic and most common or rare CNV do not lead to autism spectrum disorders in the majority of cases, but may occasionally increase the risk of developing an autism spectrum disorder.",2019,https://scholar.google.com.br/,no
2187,The Cooperative Research Centre for Living with Autism (Autism CRC) Conceptual Model to Promote Mental Health for Adolescents with ASD.,"Despite an increased risk of mental health problems in adolescents with autism spectrum disorder (ASD), there is limited research on effective prevention approaches for this population. Funded by the Cooperative Research Centre for Living with Autism, a theoretically and empirically supported school-based preventative model has been developed to alter the negative trajectory and promote wellbeing and positive mental health in adolescents with ASD. This conceptual paper provides the rationale, theoretical, empirical and methodological framework of a multilayered intervention targeting the school, parents and adolescents on the spectrum. Two important interrelated protective factors have been identified in community adolescent samples, namely the sense of belonging (connectedness) to school and the capacity for self and affect regulation in the face of stress (i.e. resilience). We describe how a confluence of theories from social psychology, developmental psychology and family systems theory, along with empirical evidence (including emerging neurobiological evidence), supports the interrelationships between these protective factors and many indices of wellbeing. However, the characteristics of ASD (including social and communication difficulties, and frequently difficulties with changes and transitions, and diminished optimism and self-esteem) impair access to these vital protective factors. The paper describes how evidence-based interventions at the school level for promoting inclusive schools (using the Index for Inclusion) and interventions for adolescents and parents to promote resilience and belonging [using the Resourceful Adolescent Program (RAP)] are adapted and integrated for adolescents with ASD. This multisite proof-of-concept study will confirm whether this multilevel school-based intervention is promising, feasible and sustainable.",2019,https://scholar.google.com.br/,no
2188,"Prevalence of treatment, risk factors, and management of atrial septal defects in a pediatric Medicaid cohort.","Atrial septal defects (ASDs) vary greatly depending on their size, age at closure, and clinical management. This report characterizes the prevalence, complexity, and clinical management of these lesions in a statewide pediatric cohort and examines predictors for receiving closures. A 15-year Medicaid data set (1996-2010) from one state was analyzed. The selection criteria specified patients 17 years of age or younger with a diagnosis of ASD primum, secundum, or sinus venosus on one or more service visits to a pediatrician or pediatric cardiologist. During the 15-year period, ASDs represented a prevalence rate for treatment of 0.47/1000 CHDs identified, with 61 {\%} presenting as complex lesions. Concomitant cardiac anomalies that might have a negative impact on prognosis were present including patent ductus arteriosus (26.1 {\%}), pulmonary hypertension (3.8 {\%}), and supraventricular tachycardia (2.4 {\%}). Pharmacologic treatments, predominantly diuretics, were prescribed for 21 {\%} of the cohort. Both surgical closures (6.3 {\%}) and transcatheter closures (1.4 {\%}) were used for ASD secundum cases, whereas surgical closures predominated for ASD primum (25.6 {\%}) and sinus venosus (13.5 {\%}) lesions. The postoperative follow-up period was two to three times longer for children with ASD primum or sinus venosus than for those with ASD secundum (average, {\~{}}1 year). Factors predicting the likelihood of having ASD closure were older age, having a concomitant patent ductus arteriosus (PDA) repair, treatment with ibuprofen, having two or more concomitant CHDs, and receiving diuretics or preload/afterload-reducing agents. Care of ASDs in routine practice settings involves more complications and appears to be more conservative than portrayed in previous investigations of isolated ASDs.",2019,https://scholar.google.com.br/,no
2189,Preliminary investigation of lithium for mood disorder symptoms in children and adolescents with autism spectrum disorder.,"OBJECTIVE: Children with autism spectrum disorder (ASD) have higher rates of comorbid psychiatric disorders, including mood disorders, than the general child population. Although children with ASD may experience irritability (aggression, self-injury, and tantrums), a portion also experience symptoms that are typical of a mood disorder, such as euphoria/elevated mood, mania, hypersexuality, paranoia, or decreased need for sleep. Despite lithium's established efficacy in controlling mood disorder symptoms in the neurotypical population, lithium has been rarely studied in children with ASD. METHODS: We performed a retrospective chart review of 30 children and adolescents diagnosed with ASD by the Diagnostic and Statistical Manual of Mental Disorders, 4th ed., Text Revision (DSM-IV-TR) criteria who were prescribed lithium in order to assess target symptoms, safety, and tolerability. Clinical Global Impressions - Improvement (CGI-I) ratings were performed by two board-certified child psychiatrists with expertise in ASD. CGI-I scores were dichotomized into ""improved"" (CGI-I score of 1 or 2) or ""not improved"" (CGI-I score {\textgreater}/=3). RESULTS: Forty-three percent of patients who received lithium were rated as ""improved"" on the CGI-I. Seventy-one percent of patients who had two or more pretreatment mood disorder symptoms were rated as ""improved."" The presence of mania (p=0.033) or euphoria/elevated mood (p=0.041) were the pretreatment symptoms significantly associated with an ""improved"" rating. The mean lithium blood level was 0.70 mEq/L (SD=0.26), and the average length of lithium treatment was 29.7 days (SD=23.9). Forty-seven percent of patients were reported to have at least one side effect, most commonly vomiting (13{\%}), tremor (10{\%}), fatigue (10{\%}), irritability (7{\%}), and enuresis (7{\%}). CONCLUSIONS: This preliminary assessment of lithium in children and adolescents with ASD suggests that lithium may be a medication of interest for those who exhibit two or more mood disorder symptoms, particularly mania or euphoria/elevated mood. A relatively high side effect rate merits caution, and these results are limited by the retrospective, uncontrolled study design. Future study of lithium in a prospective trial with treatment-sensitive outcome measures may be indicated.",2019,https://scholar.google.com.br/,no
2190,Measurement of the effect of physical exercise on the concentration of individuals with ADHD.,"Attention Deficit Hyperactivity Disorder (ADHD) mainly affects the academic performance of children and adolescents. In addition to bringing physical and mental health benefits, physical activity has been used to prevent and improve ADHD comorbidities, however, its effectiveness has not been quantified. In this study, the effect of physical activity on children's attention was measured using a computer game. Intense physical activity was promoted by a relay race, which requires a 5-min run without a rest interval. The proposed physical stimulus was performed with 28 volunteers: 14 with ADHD (GE-EF) and 14 without ADHD symptoms (GC-EF). After 5 min of rest, these volunteers accessed the computer game to accomplish the tasks in the shortest time possible. The computer game was also accessed by another 28 volunteers: 14 with ADHD (GE) and 14 without these symptoms (GC). The response time to solve the tasks that require attention was recorded. The results of the four groups were analyzed using D'Agostino statistical tests of normality, Kruskal-Wallis analyses of variance and post-hoc Dunn tests. The groups of volunteers with ADHD who performed exercise (GE-EF) showed improved performance for the tasks that require attention with a difference of 30.52{\%} compared with the volunteers with ADHD who did not perform the exercise (GE). The (GE-EF) group showed similar performance (2.5{\%} difference) with the volunteers in the (GC) group who have no ADHD symptoms and did not exercise. This study shows that intense exercise can improve the attention of children with ADHD and may help their school performance.",2019,https://scholar.google.com.br/,no
2191,AMPAKINE enhancement of social interaction in the BTBR mouse model of autism.,"Autism is a neurodevelopmental disorder in which the first diagnostic symptom is  unusual reciprocal social interactions. Approximately half of the children diagnosed with an autism spectrum disorder also have intellectual impairments. General cognitive abilities may be fundamental to many aspects of social cognition. Cognitive enhancers could conceivably be of significant benefit to children and adults with autism. AMPAKINE compounds are a novel class of pharmacological agents that act as positive modulators of AMPA receptors to enhance excitatory glutamatergic neurotransmission. This class of compounds was reported to improve learning and memory in several rodent and non-human primate tasks, and to normalize respiratory abnormalities in a mouse model of Rett syndrome. Here we evaluate the actions of AMPA compounds in adult male and female BTBR mice, a well characterized mouse model of autism. Acute treatment with CX1837 and CX1739 reversed the deficit in sociability in BTBR mice on the most sensitive parameter, time spent sniffing a novel mouse as compared to time spent sniffing a novel object. The less sensitive parameter, time in the chamber containing the novel mouse versus time in the chamber containing the novel object, was not rescued by CX1837 or CX1739 treatment. Preliminary data with CX546, in which beta-cyclodextrin was the vehicle, revealed behavioral effects of the acute intraperitoneal and oral administration of vehicle alone. To circumvent the artifacts introduced by the vehicle administration, we employed a novel treatment regimen using pellets of peanut butter for drug delivery. Absence of vehicle treatment effects when CX1837 and CX1739 were given in the peanut butter pellets, to multiple cohorts of BTBR and B6 control mice, confirmed that the pharmacologically-induced improvements in sociability in BTBR were not confounded by the administration procedures. The highest dose of CX1837 improved the cognitive deficit in novel object recognition in BTBR. No drug effects were detected on the high levels of repetitive self-grooming in BTBR. In open field tests, CX1837 and CX1739 did not induce hyperactivity or sedation in either strain. It is interesting to speculate that the ability of CX1837 and CX1739 to restore aspects of sociability in BTBR mice could utilize synaptic mechanisms regulating social cognition, suggesting a potential pharmacological target for interventions to treat symptoms of autism. This article is part of a Special Issue entitled 'Cognitive Enhancers'.",2019,https://scholar.google.com.br/,no
2192,The promising trajectory of autism therapeutics discovery.,"Pharmacological interventions for neurodevelopmental disorders are increasingly tractable. Autism is a neurodevelopmental disorder that affects approximately 1{\%} of the population. Currently, the standard of care is early behavioral therapy. No approved medical treatments for the diagnostic symptoms are available. Strong evidence for genetic causes of autism implicates proteins that mediate synaptic transmission and structure. Mouse models with targeted mutations in these synaptic genes display behavioral symptoms relevant to the social communication abnormalities and repetitive behaviors that define autism spectrum disorder (ASD), along with biological abnormalities in synaptic physiology and morphology. As we discuss here, promising pharmacological targets, emerging from the mouse model studies, are now being pursued in early clinical trials. Thus, a high-prevalence disorder that was previously considered to be medically untreatable is now moving into the therapeutic arena.",2019,https://scholar.google.com.br/,no
2193,Brief Report: A Mobile Application to Treat Prosodic Deficits in Autism Spectrum  Disorder and Other Communication Impairments: A Pilot Study.,"This study examined the acceptability of a mobile application, SpeechPrompts, designed to treat prosodic disorders in children with ASD and other communication impairments. Ten speech-language pathologists (SLPs) in public schools and 40 of their students, 5-19 years with prosody deficits participated. Students received treatment with the software over eight weeks. Pre- and post-treatment speech samples and student engagement data were collected. Feedback on the utility of the software was also obtained. SLPs implemented the software with their students in an authentic education setting. Student engagement ratings indicated students' attention to the software was maintained during treatment. Although more testing is warranted, post-treatment prosody ratings suggest that SpeechPrompts has potential to be a useful tool in the treatment of prosodic disorders.",2019,https://scholar.google.com.br/,no
2194,National prevalence of receipt of antidepressant prescriptions by persons without a psychiatric diagnosis.,"OBJECTIVE: The study addressed recent concerns regarding increasing prescription  of antidepressant drugs to patients with no recorded psychiatric diagnosis. METHODS: Records from ten large integrated health systems in the Mental Health Research Network were used to examine diagnoses received by 1,011,946 health plan members who filled at least one antidepressant prescription in 2010. RESULTS: Among individuals filling antidepressant prescriptions, psychiatric diagnoses recorded during the year were depressive disorders (48{\%}), anxiety disorders (27{\%}), bipolar disorders (3{\%}), and attention deficit disorders (3{\%}). The proportion of those filling prescriptions who had no psychiatric diagnosis was 39{\%}, which fell to 27{\%} after the analysis excluded prescriptions for antidepressants often prescribed for nonpsychiatric indications (tricyclic antidepressants, trazodone, and bupropion). CONCLUSIONS: Prescription of antidepressants to patients without an appropriate diagnosis appears to be less common than previously reported.",2019,https://scholar.google.com.br/,no
2195,Cognitive abnormalities and hippocampal alterations in monoamine oxidase A and B  knockout mice.,"The monoamine oxidase isoenzymes (MAOs) A and B play important roles in the homeostasis of monoaminergic neurotransmitters. The combined deficiency of MAO A and B results in significantly elevated levels of serotonin (5-hydroxytryptamine), norepinephrine, dopamine, and beta-phenylethylamine, in humans and mice, these neurochemical changes are accompanied by neurodevelopmental perturbations as well as autistic-like responses. Ample evidence indicates that normal levels of monoamines in the hippocampus, amygdala, frontal cortex, and cerebellum are required for the integrity of learning and memory. Thus, in the present study, the cognitive status of MAO A/B knockout (KO) mice was examined with a wide array of behavioral tests. In comparison with male wild-type littermates, MAO A/B KO mice exhibited abnormally high and overgeneralized fear conditioning and enhanced eye-blink conditioning. These alterations were accompanied by significant increases in hippocampal long-term potentiation and alterations in the relative expression of NMDA glutamate receptor subunits. Our data suggest that chronic elevations of monoamines, because of the absence of MAO A and MAO B, cause functional alterations that are accompanied with changes in the cellular mechanisms underlying learning and memory. The characteristics exhibited by MAO A/B KO mice highlight the potential of these animals as a useful tool to provide further insight into the molecular bases of disorders associated with abnormal monoaminergic profiles.",2019,https://scholar.google.com.br/,no
2196,Electrocardiac effects associated with lithium toxicity in children: an illustrative case and review of the pathophysiology.,"Lithium is a potent psychotherapeutic agent that has gained wide acceptance in paediatrics, especially as adjunct treatment for severe behavioural, anxiety, and attention-deficit hyperactivity disorders, along with bipolar conditions. Its cardiac toxicity has been well-documented in adults, however, information is limited regarding lithium's effects on the heart in children. Therefore, paediatric cardiologists following-up children on lithium therapy should be cognizant of the cardiac side-effects and pathophysiology associated with this drug. In this manuscript, we used an illustrative case of a child who presented with lithium poisoning, in order to highlight adverse clinical manifestations that can arise from this medication. The cardiac cell membrane is thought to be the primary site of lithium's action. Thus, we reviewed lithium's effects on membrane electrogenic pumps and channels involved in the distribution and passage of sodium, potassium, and calcium across the sarcolemma, as these ions, and their associated currents, are the primary determinates of the action potentials underlying auto-rhythmicity and contractile activity of the heart.",2019,https://scholar.google.com.br/,no
2197,Communication about ADHD and its treatment during pediatric asthma visits.,"The objectives of the study were to examine provider-family communication about attention deficit disorder during pediatric asthma visits. Children with asthma, aged 8 through 16 and their parents were recruited at five pediatric practices. All medical visits were audio-taped. There were 296 asthmatic children enrolled into the study and 67 of them also had attention deficit hyperactivity disorder (ADHD). ADHD communication elements suggested by national guidelines were discussed infrequently. Providers were more likely to discuss, educate, and ask one or more questions about ADHD medications if the visit was non-asthma related. Providers included child input into the ADHD treatment regimen during 3{\%} of visits and they included parent input during 4.5{\%} of visits. Only one child and three parents asked questions about ADHD. Providers may neglect essential aspects of good ADHD management and communication in children who have ADHD plus another chronic condition such as asthma. Providers should set appropriate treatment expectations, establish target symptoms, and encourage children and parents to ask questions so mutual decision-making can occur.",2019,https://scholar.google.com.br/,no
2198,Evidence-Based Interventions for Increasing Work Participation for Persons With Various Disabilities: A Systematic Review.,"Title I of the Americans With Disabilities Act prohibits discrimination in employment, however, 26 years later, employment rates for persons with disabilities hover at 34{\%}. This systematic review investigates the effectiveness of evidence-based interventions to increase employment for people with various disabilities. Forty-six articles met the inclusion criteria for evidence-based interventions. The majority of studies assessed interventions for persons with mental health disabilities. Strong evidence was found for ongoing support and work-related social skills training prior to and during competitive employment for persons with mental health disabilities. Moderate evidence supported simulation and use of assistive technology, especially apps for cueing and peer support to increase work participation for persons with intellectual disabilities, neurological/cognitive disabilities, and autism spectrum disorder. Many of the strategies to increase work participation were appropriate for occupational therapy intervention. Suggestions were made for research, specifically looking at more rigorous evaluation of strategies in the long term.",2019,https://scholar.google.com.br/,no
2199,Initiation and Generalization of Self-Instructional Skills in Adolescents with Autism and Intellectual Disability.,"Self-instruction using videos or other supports on a mobile device is a pivotal skill and can increase independence for individuals with disabilities by decreasing a need for adult supports. This study evaluated the effects of progressive time delay (PTD) to teach four adolescents with autism and intellectual disability how to initiate self-instruction in the presence of a task direction for an untrained task. Participants were screened for imitating video models prior to the study and were taught to navigate to videos on an iPhone((R)) in history training. A multiple probe design across settings embedded in a multiple probe design across participants was used to evaluate the effects of PTD on initiation of self-instruction. All participants learned to self-instruct. Two participants generalized self-instruction to two novel settings. Two participants required instruction in two settings before generalizing to the third. Three participants generalized self-instruction in the presence of a task direction from the researcher to a task direction from their classroom teacher in all three settings. One participant generalized to a task direction presented by the classroom teacher in one setting, but not in the other two. All participants maintained self-instruction behaviors assessed 1 week after all participants met criteria in all settings. Self-instruction using videos or other supports on a mobile device is a pivotal skill and can increase independence for individuals with disabilities by decreasing a need for adult supports.",2019,https://scholar.google.com.br/,yes
2200,Virtual reality job interview training in adults with autism spectrum disorder.,"The feasibility and efficacy of virtual reality job interview training (VR-JIT) was assessed in a single-blinded randomized controlled trial. Adults with autism spectrum disorder were randomized to VR-JIT (n = 16) or treatment-as-usual (TAU) (n = 10) groups. VR-JIT consisted of simulated job interviews with a virtual character and didactic training. Participants attended 90 {\%} of laboratory-based training sessions, found VR-JIT easy to use and enjoyable, and they felt prepared for future interviews. VR-JIT participants had greater improvement during live standardized job interview role-play performances than TAU participants (p = 0.046). A similar pattern was observed for self-reported self-confidence at a trend level (p = 0.060). VR-JIT simulation performance scores increased over time (R(2) = 0.83). Results indicate preliminary support for the feasibility and efficacy of VR-JIT, which can be administered using computer software or via the internet.",2019,https://scholar.google.com.br/,no
2201,Long-chain n-3 PUFA supplementation decreases physical activity during class time in iron-deficient South African school children.,"Both Fe deficiency and poor n-3 fatty acid status have been associated with behavioural changes in children. In the present study, we investigated the effects of Fe and DHA+EPA supplementation, alone or in combination, on physical activity during school days and on teacher-rated behaviour in healthy Fe-deficient school children. In a 2 x 2 factorial design, children (n 98, 6-11 years) were randomly assigned to receive (1) Fe (50 mg) plus DHA (420 mg)+EPA (80 mg), (2) Fe plus placebo, (3) placebo plus DHA+EPA or (4) placebo plus placebo as oral supplements (4 d/week) for 8.5 months. Physical activity was measured during four school days at baseline and endpoint using accelerometers, and data were stratified into morning class time (08.00-10.29 hours), break time (10.30-11.00 hours) and after-break class time (11.01-12.00 hours) for analysis. Classroom behaviour was assessed at endpoint using Conners' Teacher Rating Scales. DHA+EPA supplementation decreased physical activity counts during morning class time, increased sedentary physical activity, and decreased light- and moderate-intensity physical activities. Consistently, DHA+EPA supplementation increased sedentary physical activity and decreased light-intensity physical activity during after-break class time. Even though there were no treatment effects found on teacher-rated behaviour, lower physical activity during morning class time was associated with lower levels of teacher-rated hyperactivity and oppositional behaviour at endpoint. Despite a positive association between Fe status and physical activity during break time at baseline, Fe supplementation did not affect physical activity during break time and class time. Our findings suggest that DHA+EPA supplementation may decrease physical activity levels during class time, and further indicate that accelerometry might be a useful tool to assess classroom behaviour in healthy children.",2019,https://scholar.google.com.br/,no
2202,The Link Between ADHD and the Risk of Sexual Victimization Among College Women: Expanding the Lifestyles/Routine Activities Framework.,"Using data from a nationally representative sample of college women, the current  study examines attention deficit hyperactivity disorder (ADHD) as a potential risk factor in the prediction of sexual victimization among college women and as an extension of the lifestyles/routine activities framework. The findings indicate that college women with ADHD experienced sexual victimization at significantly higher rates than college women without ADHD. Furthermore, ADHD emerged as a significant predictor of sexual victimization across models. The lifestyles/routine activities theory also received general support, particularly for the concepts of exposure, proximity, and guardianship. This research suggests that other risk factors outside the lifestyles/routine activities framework are important in the prediction of sexual victimization in college women.",2019,https://scholar.google.com.br/,no
2203,"Autism, Alzheimer disease, and fragile X: APP, FMRP, and mGluR5 are molecular links.","The present review highlights an association between autism, Alzheimer disease (AD), and fragile X syndrome (FXS). We propose a conceptual framework involving the amyloid-beta peptide (Abeta), Abeta precursor protein (APP), and fragile X mental retardation protein (FMRP) based on experimental evidence. The anabolic (growth-promoting) effect of the secreted alpha form of the amyloid-beta precursor protein (sAPPalpha) may contribute to the state of brain overgrowth implicated in autism and FXS. Our previous report demonstrated that higher plasma sAPPalpha levels associate with more severe symptoms of autism, including aggression. This molecular effect could contribute to intellectual disability due to repression of cell-cell adhesion, promotion of dense, long, thin dendritic spines, and the potential for disorganized brain structure as a result of disrupted neurogenesis and migration. At the molecular level, APP and FMRP are linked via the metabotropic glutamate receptor 5 (mGluR5). Specifically, mGluR5 activation releases FMRP repression of APP mRNA translation and stimulates sAPP secretion. The relatively lower sAPPalpha level in AD may contribute to AD symptoms that significantly contrast with those of FXS and autism. Low sAPPalpha and production of insoluble Abeta would favor a degenerative process, with the brain atrophy seen in AD. Treatment with mGluR antagonists may help repress APP mRNA translation and reduce secretion of sAPP in FXS and perhaps autism.",2019,https://scholar.google.com.br/,no
2204,"The Effect of Conflict Resolution Training on Children's Behavioral Problems in Shiraz, Southern Iran: A Randomized Controlled Trial.","BACKGROUND: There is evidence that marital problems can contribute to child behavior problems. In fact, the way that parents solve their conflicts, such as aggression, physical violence, and poor communication skills, can eventually culminate in aggression and emotional problems in children. This study aimed to evaluate the effectiveness of conflict resolution training on children's behavioral problems in a sample of Iranian couples. METHODS: This randomized controlled trial study was carried out on the couples who referred to counseling centers in Shiraz, Iran. In this study, 56 couples were selected through convenience sampling and assigned to an intervention and a control group. The intervention group received 10 sessions of communication skills training. All the participants filled out conflict resolution questionnaire and Child Behavior Problem Checklist (CBCL). To analyze the data we used the SPSS statistical software (version 16), using repeated measurement test, paired t-test, and independent t test. RESULTS: In this study, no statistically significant differences were found between the two groups regarding the demographic characteristics. Also, no significant difference was observed between the two groups regarding the mean score of child behavior problems. Besides, a significant difference was found in the intervention group's mean score of marital conflict in post-test compared to the pre-test, however, no such trend was observed in the control group. CONCLUSION: Conflict resolution skill training was effective in reducing marital conflict. Also, it showed a slight reduction in the score of child behavior problems after the intervention. But this reduction wasn't statisticaly significant. TRIAL REGISTRATION NUMBER: IRCT201109112812N2.",2019,https://scholar.google.com.br/,no
2205,PLAY Project Home Consultation intervention program for young children with autism spectrum disorders: a randomized controlled trial.,"OBJECTIVE: To evaluate the effectiveness of the Play and Language for Autistic Youngsters (PLAY) Project Home Consultation model, in combination with usual community services (CS), to improve parent-child interaction, child development, and autism symptomatology in young children with autism spectrum disorders (ASDs) compared with CS only. METHODS: Children (N = 128) with autism or PDD-NOS (DSM-4 criteria) aged 2 years 8 months to 5 years 11 months and recruited from 5 disability agencies in 4 US states were randomized in two 1-year cohorts. Using videotape and written feedback within a developmental framework, PLAY consultants coached caregivers monthly for 12 months to improve caregiver-child interaction. CS included speech/language and occupational therapy and public education services. Primary outcomes included change in parent-child interactions, language and development, and autism-related diagnostic category/symptoms. Secondary outcomes included parent stress and depression and home consultant fidelity. Data were collected pre- and post-intervention. RESULTS: Using intent-to-treat analysis (ITT), large treatment effects were evident for parent and child interactional behaviors on the Maternal and Child Behavior Rating Scales. Child language and developmental quotient did not differ over time by group, although functional development improved significantly. PLAY children improved in diagnostic categories on the Autism Diagnostic Observation Schedule (ADOS). PLAY caregivers' stress did not increase, and depressive symptomatology decreased. Home consultants administered the intervention with fidelity. CONCLUSIONS: PLAY intervention demonstrated substantial changes in parent-child interaction without increasing parents' stress/depression. ADOS findings must be interpreted cautiously because results do not align with clinical experience. PLAY offers communities a relatively inexpensive effective intervention for children with ASD and their parents.",2019,https://scholar.google.com.br/,no
2206,An integrated meta-analysis of two variants in HOXA1/HOXB1 and their effect on the risk of autism spectrum disorders.,"BACKGROUND: HOXA1 and HOXB1 have been strongly posed as candidate genes for autism spectrum disorders (ASD) given their important role in the development of hindbrain. The A218G (rs10951154) in HOXA1 and the insertion variant in HOXB1 (nINS/INS, rs72338773) were of special interest for ASD but with inconclusive results. Thus, we conducted a meta-analysis integrating case-control and transmission/disequilibrium test (TDT) studies to clearly discern the effect of these two variants in ASD. METHODS AND FINDINGS: Multiple electronic databases were searched to identify studies assessing the A218G and/or nINS/INS variant in ASD. Data from case-control and TDT studies were analyzed in an allelic model using the Catmap software. A total of 10 and 7 reports were found to be eligible for meta-analyses of A218G and nINS/INS variant, respectively. In overall meta-analysis, the pooled OR for the 218G allele and the INS allele was 0.97 (95{\%} CI = 0.76-1.25, P(heterogeneity) = 0.029) and 1.14 (95{\%} CI = 0.97-1.33, P(heterogeneity) = 0.269), respectively. No significant association was also identified between these two variants and ASD risk in stratified analysis. Further, cumulative meta-analysis in chronologic order showed the inclination toward null-significant association for both variants with continual adding studies. Additionally, although the between-study heterogeneity regarding the A218G is not explained by study design, ethnicity, and sample size, the sensitive analysis indicated the stability of the result. CONCLUSIONS: This meta-analysis suggests the HOXA1 A218G and HOXB1 nINS/INS variants may not contribute significantly to ASD risk.",2019,https://scholar.google.com.br/,no
2207,Nonpharmacological interventions for ADHD: systematic review and meta-analyses of randomized controlled trials of dietary and psychological treatments.,"OBJECTIVE: Nonpharmacological treatments are available for attention deficit hyperactivity disorder (ADHD), although their efficacy remains uncertain. The authors undertook meta-analyses of the efficacy of dietary (restricted elimination diets, artificial food color exclusions, and free fatty acid supplementation) and psychological (cognitive training, neurofeedback, and behavioral interventions) ADHD treatments. METHOD: Using a common systematic search and a rigorous coding and data extraction strategy across domains, the authors searched electronic databases to identify published randomized controlled trials that involved individuals who were diagnosed with ADHD (or who met a validated cutoff on a recognized rating scale) and that included an ADHD outcome. RESULTS: Fifty-four of the 2,904 nonduplicate screened records were included in the analyses. Two different analyses were performed. When the outcome measure was based on ADHD assessments by raters closest to the therapeutic setting, all dietary (standardized mean differences=0.21-0.48) and psychological (standardized mean differences=0.40-0.64) treatments produced statistically significant effects. However, when the best probably blinded assessment was employed, effects remained significant for free fatty acid supplementation (standardized mean difference=0.16) and artificial food color exclusion (standardized mean difference=0.42) but were substantially attenuated to nonsignificant levels for other treatments. CONCLUSIONS: Free fatty acid supplementation produced small but significant reductions in ADHD symptoms even with probably blinded assessments, although the clinical significance of these effects remains to be determined. Artificial food color exclusion produced larger effects but often in individuals selected for food sensitivities. Better evidence for efficacy from blinded assessments is required for behavioral interventions, neurofeedback, cognitive training, and restricted elimination diets before they can be supported as treatments for core ADHD symptoms.",2019,https://scholar.google.com.br/,no
2208,Computer-based cognitive training for ADHD: a review of current evidence.,"There has been an increasing interest in and the use of computer-based cognitive  training as a treatment of attention-deficit/hyperactivity disorder (ADHD). The authors' review of current evidence, based partly on a stringent meta-analysis of 6 randomized controlled trials (RCTs) published in 2013, and an overview of 8 recently published RCTs highlights the inconsistency of findings between trials and across blinded and nonblinded ADHD measures within trials. Based on this, they conclude that more evidence from well-blinded studies is required before cognitive training can be supported as a frontline treatment of core ADHD symptoms.",2019,https://scholar.google.com.br/,no
2209,Development of social skills in children: neural and behavioral evidence for the  elaboration of cognitive models.,"Social skills refer to a wide group of abilities that allow us to interact and communicate with others. Children learn how to solve social situations by predicting and understanding other's behaviors. The way in which humans learn to interact successfully with others encompasses a complex interaction between neural, behavioral, and environmental elements. These have a role in the accomplishment of positive developmental outcomes, including peer acceptance, academic achievement, and mental health. All these social abilities depend on widespread brain networks that are recently being studied by neuroscience. In this paper, we will first review the studies on this topic, aiming to clarify the behavioral and neural mechanisms related to the acquisition of social skills during infancy and their appearance in time. Second, we will briefly describe how developmental diseases like Autism Spectrum Disorders (ASD) can inform about the neurobiological mechanisms of social skills. We finally sketch a general framework for the elaboration of cognitive models in order to facilitate the comprehension of human social development.",2019,https://scholar.google.com.br/,no
2210,Enhanced mental image mapping in autism.,"The formation and manipulation of mental images represents a key ability for successfully solving visuospatial tasks like Wechsler's Block Design or visual reasoning problems, tasks where autistics perform at higher levels than predicted by their Wechsler IQ. Visual imagery can be used to compare two mental images, allowing judgment of their relative properties. To examine higher visual processes in autism, and their possible role in explaining autistic visuospatial peaks, we carried out two mental imagery experiments in 23 autistic and 14 age and IQ matched, non-autistic adolescents and adults. Among autistics, 11 had significantly higher Block Design scores than predicted by their IQ. Experiment 1 involved imagining a letter inside a circle, followed by a decision concerning which of two highlighted portions of the circle would contain the greater proportion of the letter. Experiment 2 involved four classic mental rotation tasks utilizing two- and three-dimensional geometric figures, hands and letters. Autistics were more accurate in the formation and comparison of mental images than non-autistics. Autistics with a Block Design peak outperformed other participants in both speed and accuracy of mental rotation. Also, Performance IQ and Block Design scores were better predictors of mental rotation accuracy in autistic compared to non-autistic participants. The ability to form, access and manipulate visual mental representations may be more developed in autistics. We propose two complementary mechanisms to explain these processing advantages: (1) a global advantage in perceptual processing, discussed in the framework of the enhanced perceptual functioning model, and (2) particular strengths in veridical mapping, the ability to efficiently detect isomorphisms among entities and then to use these mappings to process stimulus characteristics, thereby facilitating judgments about their differences.",2019,https://scholar.google.com.br/,no
2211,[Anxiety in children and adolescents with pervasive developmental disorder without mental retardation: review of literature].,"OBJECTIVE: Anxiety is highly prevalent in Pervasive Developmental Disorder (PDD)  without mental retardation but is too often misdiagnosed. The authors suggest a critical review of current data of the PDD without mental retardation in children and adolescents, in order to summarize research published in this field. After describing specific features, this article tackles the issue of prevalence of anxiety among this population, then deals with present-time assessment and treatments of comorbid anxiety. METHODS: This review was based on a systematic search of the main online databases (Science Direct, PsychInfo, Medline and Pubmed) in order to compile surveys published on Asperger syndrome and high-functioning autism-related anxiety among children and adolescents. This study focuses on papers published between 1995 and 2010, using strict diagnostic criteria for anxiety and PDD, and a controlled group, with the exception of pharmacological studies because none are controlled. We found seven studies assessing the prevalence of anxiety among children and adolescents with PDD, four assessment tools and 12 treatments. RESULTS: Anxiety disorders were shown in 42{\%} of children and adolescents with PDD without mental retardation. This disorder is related to age and level of cognitive functioning and is likely to affect PDD without mental retardation as children and adolescents with anxiety disorder without PDD. This review highlights a major problem: assessment of anxiety in PDD without mental retardation. Actually, only two PDD adapted instruments have been found: the Autism Co-Morbidity Interview Present and Lifetime Version (ACI-PI) and the Stress Survey Schedule (SSS) for persons with autism. Such tools being methodologically limited, the diagnosis of anxiety disorder is all the more difficult to establish. Consequently, considering suitable treatment is not always proposed. Recent surveys show how profitable pharmacological treatment and behavioral intervention like Cognitive-Behavior Therapy (CBT) or psychosocial treatments are. However, important methodological limitations are evoked: there is no control study assessing the efficiency of a pharmacological treatment in Asperger syndrome and high-functioning autism. Besides, the research on how profitable cognitive and behavioral treatment is, gives heterogeneous results. Finally, social skills' training does not treat anxiety disorder directly, but skills abilities that are the most important disabilities in PDD without mental retardation. Therefore, authors advocate adapting treatment in order to treat anxiety disorder. CONCLUSION: The research revealed an important need to create new assessment instruments suitable to PDD without mental retardation in order to facilitate the co-morbidity diagnosis. This survey also underlines the necessity to develop controlled research testing the efficiency of such treatments as pharmacological ones, cognitive and behavioral therapies as well as social skills training.",2019,https://scholar.google.com.br/,no
2212,Untrivial Pursuit: Measuring Motor Procedures Learning in Children with Autism.,"Numerous studies have underscored prevalence of motor impairments in children with autism spectrum disorders (ASD), but only few of them have analyzed motor strategies exploited by ASD children when learning a new motor procedure. To evaluate motor procedure learning and performance strategies in both ASD and typically developing (TD) children, we built a virtual pursuit rotor (VPR) task, requiring tracking a moving target on a computer screen using a digitalized pen and tablet. Procedural learning was measured as increased time on target (TT) across blocks of trials on the same day and consolidation was assessed after a 24-hour rest. The program and the experimental setting (evaluated in a first experiment considering two groups of TD children) allowed also measures of continuous time on target (CTT), distance from target (DT) and distance from path (DP), as well as 2D reconstructions of children's trajectories. Results showed that the VPR was harder for children with ASD than for TD controls matched for chronological age and intelligence quotient, but both groups displayed comparable motor procedure learning (i.e., similarly incremented their TT). However, closer analysis of CTT, DT, and DP as well as 2D trajectories, showed different motor performance strategies in ASD, highlighting difficulties in overall actions planning. Data underscore the need for deeper investigations of motor strategies exploited by children with ASD when learning a new motor procedure.",2019,https://scholar.google.com.br/,no
2213,Video Modeling and Observational Learning to Teach Gaming Access to Students with ASD.,"The purpose of this study was to evaluate both video modeling and observational learning to teach age-appropriate recreation and leisure skills (i.e., accessing video games) to students with autism spectrum disorder. Effects of video modeling were evaluated via a multiple probe design across participants and criteria for mastery were based on these results. Secondary measures were collected on observational learning across participants and behaviors. Participants included 4 children with autism, ages 8-11, who were served in self-contained special education classrooms. Results indicated a functional relation between video modeling and increased independence in gaming, observational learning occurred for at least some steps across students. Results, implications for practitioners, limitations, and ideas for future research are discussed.",2019,https://scholar.google.com.br/,no
2214,Talking Picture Schedules: Embedding Video Models into Visual Activity Schedules  to Increase Independence for Students with ASD.,"Studies examining video modeling and visual activity schedules independent of one another have been shown to be effective in teaching skills for students with autism, but there is little research about the effectiveness of combining the two methods. Use of visual activity schedules with embedded video models via an iPad application was investigated to determine if high school students with autism could transition within and between novel activities (e.g., writing paragraphs, setting a table, data entry) using a multiple probe across participants design. Findings indicate youth with autism were able to independently transition within and between tasks. Students exhibited high rates of generalization to the static visual activity schedules and novel task exemplars after the embedded video model was removed.",2019,https://scholar.google.com.br/,no
2215,The effects of embodied rhythm and robotic interventions on the spontaneous and responsive verbal communication skills of children with Autism Spectrum Disorder (ASD): A further outcome of a pilot randomized controlled trial.,"The current manuscript is the second in a mini-series of manuscripts reporting the effects of alternative, movement-based, rhythm and robotic interventions on the social communication skills of 36 school-age children with ASD. This pilot randomized controlled trial compared the effects of 8-weeks of rhythm and robotic interventions to those of a standard-of-care, comparison intervention. The first manuscript reported intervention effects on the spontaneous and responsive social attention skills of children. In this manuscript, we report intervention effects on the spontaneous and responsive verbal communication skills of children. Communication skills were assessed within a standardized test of responsive communication during the pretest and posttest as well as using training-specific measures of social verbalization during early, mid, and late training sessions. The rhythm and comparison groups improved on the standardized test in the posttest compared to the pretest. The rhythm and robot groups increased levels of social verbalization across training sessions. Movement-based and stationary contexts afforded different types and amounts of communication in children with ASD. Overall, movement-based interventions are a promising tool to enhance verbal and non-verbal communication skills in children with ASD.",2019,https://scholar.google.com.br/,no
2216,The effects of embodied rhythm and robotic interventions on the spontaneous and responsive social attention patterns of children with Autism Spectrum Disorder (ASD): A pilot randomized controlled trial.,"We compared the effects of 8-weeks of rhythm and robotic interventions with those of a comparison, standard-of-care intervention, on the spontaneous and responsive social attention patterns of school-age children with Autism Spectrum Disorder. Attention patterns were examined within a standardized pretest/posttest measure of joint attention (JA) and a training-specific social attention measure during early, mid, and late training sessions. The rhythm and comparison groups demonstrated improvements in JA. Social attention was greater in the rhythm followed by the robot and lastly the comparison group. The robot and comparison groups spent maximum time fixating on the robot and objects, respectively. Across sessions, the robot group decreased attention to the robot and increased attention to elsewhere. Overall, rhythmic movement contexts afford sustained social monitoring in children with autism.",2019,https://scholar.google.com.br/,no
2217,A comparison of the effects of rhythm and robotic interventions on repetitive behaviors and affective states of children with Autism Spectrum Disorder (ASD).,"Repetitive behaviors and poor affect regulation are commonly seen in children with Autism Spectrum Disorder (ASD). We compared the effects of two novel interventions - rhythm and robotic therapies, with those of a standard-of-care intervention, on the repetitive behaviors and affective states of 36 children with ASD between 5 and 12 years using a randomized controlled trial design. We coded for frequencies of sensory, negative, and stereotyped behaviors and the duration of positive, negative, and interested affective states in children during early, mid, and late training sessions. In terms of repetitive behaviors, in the early session, the rhythm and robot groups engaged in greater negative behaviors, whereas the comparison group engaged in greater sensory behaviors. With training, the rhythm group reduced negative behaviors whereas there were no training-related changes in the other groups. In terms of affective states, the rhythm and robot groups showed greater negative affect, whereas the comparison group demonstrated greater interested affect across all sessions. With training, the rhythm group showed a reduction in negative affect and an increase in interested affect whereas the robot group showed a reduction in positive affect. Overall, it appears that rhythm-based interventions are socially engaging treatment tools to target core impairments in autism.",2019,https://scholar.google.com.br/,no
2218,Welcoming max: Increasing pediatric provider knowledge of service dogs.,"Service dogs have been used in the adult population for decades. Recently, there  has been a diversification in types of service dogs, specifically for the pediatric population. Although guide dogs and mobility dogs are accepted in society, autism assistance dogs, seizure alert and response dogs and diabetic alert dogs are relatively new. As pediatric service dogs attract more attention, pediatric providers need to be prepared to answer parental inquires regarding service dog use. The pediatric provider is well equipped to identify children who could benefit from a service dog intervention and should be able to make a referral to a reputable service dog provider. This article presents guidance on appropriate patient selection, making a service dog referral, and risks and benefits involved. Pediatric providers are ideally positioned to be leaders in implementing this evolving new assistive technology that can help to alleviate pediatric disabilities for both the patient and family.",2019,https://scholar.google.com.br/,no
2219,A quantitative framework to evaluate modeling of cortical development by neural stem cells.,"Neural stem cells have been adopted to model a wide range of neuropsychiatric conditions in vitro. However, how well such models correspond to in vivo brain has not been evaluated in an unbiased, comprehensive manner. We used transcriptomic analyses to compare in vitro systems to developing human fetal brain and observed strong conservation of in vivo gene expression and network architecture in differentiating primary human neural progenitor cells (phNPCs). Conserved modules are enriched in genes associated with ASD, supporting the utility of phNPCs for studying neuropsychiatric disease. We also developed and validated a machine learning approach called CoNTExT that identifies the developmental maturity and regional identity of in vitro models. We observed strong differences between in vitro models, including hiPSC-derived neural progenitors from multiple laboratories. This work provides a systems biology framework for evaluating in vitro systems and supports their value in studying the molecular mechanisms of human neurodevelopmental disease.",2019,https://scholar.google.com.br/,no
2220,Addiction-related gene regulation: risks of exposure to cognitive enhancers vs. other psychostimulants.,"The psychostimulants methylphenidate (Ritalin, Concerta), amphetamine (Adderall), and modafinil (Provigil) are widely used in the treatment of medical conditions such as attention-deficit hyperactivity disorder and narcolepsy and, increasingly, as ""cognitive enhancers"" by healthy people. The long-term neuronal effects of these drugs, however, are poorly understood. A substantial amount of research over the past two decades has investigated the effects of psychostimulants such as cocaine and amphetamines on gene regulation in the brain because these molecular changes are considered critical for psychostimulant addiction. This work has determined in some detail the neurochemical and cellular mechanisms that mediate psychostimulant-induced gene regulation and has also identified the neuronal systems altered by these drugs. Among the most affected brain systems are corticostriatal circuits, which are part of cortico-basal ganglia-cortical loops that mediate motivated behavior. The neurotransmitters critical for such gene regulation are dopamine in interaction with glutamate, while other neurotransmitters (e.g., serotonin) play modulatory roles. This review presents (1) an overview of the main findings on cocaine- and amphetamine-induced gene regulation in corticostriatal circuits in an effort to provide a cellular framework for (2) an assessment of the molecular changes produced by methylphenidate, medical amphetamine (Adderall), and modafinil. The findings lead to the conclusion that protracted exposure to these cognitive enhancers can induce gene regulation effects in corticostriatal circuits that are qualitatively similar to those of cocaine and other amphetamines. These neuronal changes may contribute to the addiction liability of the psychostimulant cognitive enhancers.",2019,https://scholar.google.com.br/,no
2221,Slow perceptual processing at the core of developmental dyslexia: a parameter-based assessment of visual attention.,"The cognitive causes as well as the neurological and genetic basis of developmental dyslexia, a complex disorder of written language acquisition, are intensely discussed with regard to multiple-deficit models. Accumulating evidence has revealed dyslexics' impairments in a variety of tasks requiring visual attention. The heterogeneity of these experimental results, however, points to the need for measures that are sufficiently sensitive to differentiate between impaired and preserved attentional components within a unified framework. This first parameter-based group study of attentional components in developmental dyslexia addresses potentially altered attentional components that have recently been associated with parietal dysfunctions in dyslexia. We aimed to isolate the general attentional resources that might underlie reduced span performance, i.e., either a deficient working memory storage capacity, or a slowing in visual perceptual processing speed, or both. Furthermore, by analysing attentional selectivity in dyslexia, we addressed a potential lateralized abnormality of visual attention, i.e., a previously suggested rightward spatial deviation compared to normal readers. We investigated a group of high-achieving young adults with persisting dyslexia and matched normal readers in an experimental whole report and a partial report of briefly presented letter arrays. Possible deviations in the parametric values of the dyslexic compared to the control group were taken as markers for the underlying deficit. The dyslexic group showed a striking reduction in perceptual processing speed (by 26{\%} compared to controls) while their working memory storage capacity was in the normal range. In addition, a spatial deviation of attentional weighting compared to the control group was confirmed in dyslexic readers, which was larger in participants with a more severe dyslexic disorder. In general, the present study supports the relevance of perceptual processing speed in disorders of written language acquisition and demonstrates that the parametric assessment provides a suitable tool for specifying the underlying deficit within a unitary framework.",2019,https://scholar.google.com.br/,no
2222,Using the Choiceboard Creator app on an iPad(c) to teach choice making to a student with severe disabilities.,"This paper describes an intervention to teach the use of the Choiceboard Creator  app on an iPad for choice making to a student with autism, severe intellectual disability, and challenging behavior. This app provides flexibility in the number of pictures and blank distractors displayed, produces voice output, shuffles the picture arrangement after each activation, and makes the selected picture more salient by enlarging it once it has been selected. The effectiveness of the intervention was explored using a multiple baseline across three settings. Pre- and post-assessments of the student's ability to select a picture given the spoken word or the object and to select the object given the spoken word or the picture explored the further development of picture skills. The student learned to use a display of three pictures in free play, a display of two pictures in morning circle, and a display of five pictures at morning tea.",2019,https://scholar.google.com.br/,no
2223,A Review of the Use of Touch-Screen Mobile Devices by People with Developmental Disabilities.,"This article presents a review of the research on the use of mobile touch-screen  devices such as PDAs, iPod Touches, iPads and smart phones by people with developmental disabilities. Most of the research has been on very basic use of the devices as speech generating devices, as a means of providing video, pictorial and/or audio self-prompting and for leisure activities such as listening to music and watching videos. Most research studies were small-n designs that provided a preponderant level of research evidence. There is a clear need for more research with younger participants and with a much wider range of apps, including educational apps.",2019,https://scholar.google.com.br/,no
2224,Strategies for the prescription of psychotropic drugs with black box warnings.,"BACKGROUND: The Black Box Warning (BBW) is the Food and Drug Administration's highest level of drug warning. It signifies that a medication has serious (or potentially life-threatening) side effects and is prominently displayed on a medication's package insert. It literally consists of the medication warning and is surrounded by a bold black border. OBJECTIVE: This article aims to review data related to BBWs on psychotropic medications currently used in clinical practice, with special attention to clinical situations and questions relevant to consultation-liaison psychiatrists. RESULTS: We review 3 clinical advisories or BBWs for psychotropic medications (i.e., antidepressant medication and suicidality in the pediatric population, stimulant medication and sudden death in the pediatric population, and antipsychotic medication and increased mortality in the elderly) and discuss the effect they have had on prescribing practices. We provide a table of current BBWs relevant to psychotropic medications. CONCLUSIONS: BBWs can have unintended and far-reaching consequences, albeit with a limited ability to target specific populations and practice patterns. Although it is critical for clinicians to be aware of these serious potential side effects and to inform patients about these warnings, medications with boxed warnings remain Food and Drug Administration-approved and may have critically important therapeutic roles.",2019,https://scholar.google.com.br/,no
2225,A specific deficit of imitation in autism spectrum disorder.,"Imitation is a potentially crucial aspect of social cognitive development. Although deficits in imitation ability have been widely demonstrated in autism spectrum disorder (ASD), the specificity and significance of the findings is unclear, due largely to methodological limitations. We developed a novel assessment of imitation ability, using objective movement parameters (path length and action duration) derived from a touch-sensitive tablet laptop during drawing actions on an identical tablet. By direct comparison of the kinematics of a model's actions with those of the participant who observed them, measures of imitation accuracy were obtained. By replaying the end-point of the movement as a spot on the screen, imitation accuracy was compared against a ""ghost control"" condition, with no human actor but only the end-point of the movement seen [object movement reenactment (OMR)]. Hence, demands of the control task were closely matched to the experimental task with respect to motor, memory, and attentional abilities. Adolescents with ASD showed poorer accuracy for copying object size and action duration on both the imitation and OMR tasks, but were significantly more impaired for imitation of object size. Our results provide evidence that some of the imitation deficit in ASD is specific to a self-other mapping problem, and cannot be explained by general factors such as memory, spatial reasoning, motor control, or attention, nor related to the social demands of the testing situation.",2019,https://scholar.google.com.br/,yes
2226,iSocial: delivering the Social Competence Intervention for Adolescents (SCI-A) in a 3D virtual learning environment for youth with high functioning autism.,"One consistent area of need for students with autism spectrum disorders is in the area of social competence. However, the increasing need to provide qualified teachers to deliver evidence-based practices in areas like social competence leave schools, such as those found in rural areas, in need of support. Distance education and in particular, 3D Virtual Learning, holds great promise for supporting schools and youth to gain social competence through knowledge and social practice in context. iSocial, a distance education, 3D virtual learning environment implemented the 31-lesson social competence intervention for adolescents across three small cohorts totaling 11 students over a period of 4 months. Results demonstrated that the social competence curriculum was delivered with fidelity in the 3D virtual learning environment. Moreover, learning outcomes suggest that the iSocial approach shows promise for social competence benefits for youth.",2019,https://scholar.google.com.br/,no
2227,"The prototype/willingness model, academic versus health-risk information, and risk cognitions associated with nonmedical prescription stimulant use among college students.","OBJECTIVES: Nonmedical prescription stimulant (NPS) use is an important problem among university students. The present studies applied the prototype-willingness model (Gibbons, Gerrard {\&} Lane, 2003) to academic-based NPS use and examined the impact of academic versus health information on university students' NPS use cognitions. DESIGN AND METHODS: Study 1 used the prototype-willingness model to examine cognitions associated with academic-based willingness to use NPS. In Study 2, participants were randomly assigned to a control condition or to read information on the negative academic or negative health effects of NPS use. Beliefs, willingness, and expectation of engaging in future NPS use, prototypes of users, and perceived vulnerability were assessed. RESULTS: Students without a prescription for stimulants or a diagnosis of attention deficit hyperactivity disorder (ADHD) participated in each study (Ns = 555, 166). Twenty to thirty per cent reported NPS use, primarily for academic reasons. Controlling for past NPS, alcohol, and marijuana use: friends' NPS use, prototypes, perceived vulnerability, and negative health and positive academic beliefs were associated with willingness to use NPS in Study 1. Study 2 demonstrated that participants in the academic-information condition reported the lowest willingness and expectations as well as the least favourable prototypes of NPS users. Participants in the health-information condition reported the highest perceived vulnerability. CONCLUSIONS: These studies highlight: the utility of using a health model framework to examine NPS cognitions, the importance of examining beliefs about the behaviour, and the potential for academic and health information to reduce risky NPS use cognitions.",2019,https://scholar.google.com.br/,no
2228,Observations of families in structured interactions: parenting therapists provide reliable ratings of mothers' parenting.,The reliability of observations of parenting by parenting therapists was assessed. An important predictor of externalizing behavior in children is quality of parenting. Data were videotapes of structured interactions in families with a child age 8-12 years referred to the evidence based Parent Management Training Oregon (PMTO) treatment program for child behavior problems. The therapists had clinical PMTO training but no training in systematic observation. PMTO observational coders with specific coder training were included as a reference for the therapists. Five therapists and two coders observed videotapes of 10 families and performed global evaluations of mothers' parenting skills. They used the coder's impression measure used in PMTO research. Scores were analyzed in a generalizability theory framework for the two groups of observers separately. Both observer types reliably rank-ordered the mothers and assessed the level of parenting skills. PMTO therapists without coder training provided reliable ratings of parenting constructs relevant to the clinical PMTO program in a manner comparable to that of the trained reference coders.,2019,https://scholar.google.com.br/,no
2229,The role of co-occurring disruptive behavior in the clinical presentation of children and adolescents with anxiety in the context of autism spectrum disorders.,"This study explored the impact of disruptive behavior disorder (DBD) comorbidity  on theoretically relevant correlates among 87 children and adolescents with autism spectrum disorders (ASD) and clinically significant anxiety. Relative to youth with ASD and anxiety alone, participants with ASD, anxiety, and DBD: (a) presented with significantly more severe anxiety symptoms per clinician-, parent-, and self-report, (b) were more likely to be prescribed antipsychotic medication but were no more likely to receive additional psychosocial and educational interventions, and (c) experienced significantly greater functional impairment and family interference. These results suggest that co-occurring DBD in the context of ASD and anxiety confers greater risk for heightened symptom severity and functional impairment, and may be linked with increased prescription of antipsychotic medication.",2019,https://scholar.google.com.br/,no
2230,Vitamin D measured in maternal serum and offspring neurodevelopmental outcomes: a prospective study with long-term follow-up.,"BACKGROUND: Vitamin D is obtained from dietary sources and synthesized in the skin during exposure to ultraviolet B radiation in sunlight. During pregnancy, vitamin D is transported from mother to fetus through the placenta in the form of 25-hydroxyvitamin D [25(OH)D]. There is evidence that vitamin D influences neuronal differentiation, endocrine functions, and fetal brain growth. Animal studies indicate alterations in the offspring brain as a consequence of vitamin D deficiency during pregnancy. In humans, maternal vitamin D insufficiency has been linked to impaired child language development. Using data from a prebirth cohort with up to 22 years of follow-up, we examined the association of vitamin D status with proxies of offspring neurodevelopmental outcomes. During 1988-1989, pregnant women were recruited for the DaFO88 cohort (n = 965) in Aarhus, Denmark. Maternal concentrations of 25(OH)D were quantified in serum from week 30 of gestation via the LC-MS/MS method (n = 850). Offspring were followed up through national registries until the age of 22 years. We evaluated the association of the maternal concentration of 25(OH)D with offspring neurodevelopmental outcomes defined as first admission diagnosis or prescription of medication for (1) ADHD, (2) depression, and (3) scholastic achievement based on the mean grade on standardized written examinations in the 9th grade (final exams after 10 years of compulsory school in Denmark). KEY MESSAGES: Maternal concentrations of 25(OH)D were higher compared to current levels (median 76 nmol/l, 5th to 95th percentiles 23-152). There was a direct association between maternal vitamin D status and offspring depression (p(trend) = 0.01), for ADHD there was no association. Scholastic achievement was slightly higher for offspring of mothers with a vitamin D status in the range of {\textgreater}50-125 nmol/l, but this nonlinear association was not statistically significant. CONCLUSIONS: Our analyses based on biomarker measurement of 25(OH)D from a cohort of 850 pregnant women combined with long-term follow-up showed no support for a beneficial fetal programming effect of vitamin D status with regard to behavioral and affective disorders and scholastic achievement.",2019,https://scholar.google.com.br/,no
2231,Therapeutic response of patients with adult Still's disease to biologic agents: multicenter results in Japan.,"OBJECTIVE: The efficacy of biologics in treating adult Still's disease (ASD) is suggested, but the information is still lacking and the validation is insufficient. To determine the efficacy of several biologic agents in refractory ASD in Japan, a multicenter survey was performed. METHOD: Clinical data on 16 ASD patients who had been treated with at least 1 of the biological agents (total 24 occasions) were collected retrospectively. RESULTS: Infliximab was used in 9 cases, etanercept in 4, and tocilizumab in 11. Half of the patients that had been treated initially with infliximab or etanercept were changed to another biologics. Tocilizumab was effective in cases switched from another 2 drugs. Tocilizumab showed efficacy in treating both systemic and arthritic symptoms and showed apparent steroid-sparing effect and the highest continuation rate. CONCLUSION: Tocilizumab may be a promising biologic agent in refractory ASD.",2019,https://scholar.google.com.br/,no
2232,CHD8 regulates neurodevelopmental pathways associated with autism spectrum disorder in neural progenitors.,"Truncating mutations of chromodomain helicase DNA-binding protein 8 (CHD8), and of many other genes with diverse functions, are strong-effect risk factors for autism spectrum disorder (ASD), suggesting multiple mechanisms of pathogenesis. We explored the transcriptional networks that CHD8 regulates in neural progenitor cells (NPCs) by reducing its expression and then integrating transcriptome sequencing (RNA sequencing) with genome-wide CHD8 binding (ChIP sequencing). Suppressing CHD8 to levels comparable with the loss of a single allele caused altered expression of 1,756 genes, 64.9{\%} of which were up-regulated. CHD8 showed widespread binding to chromatin, with 7,324 replicated sites that marked 5,658 genes. Integration of these data suggests that a limited array of direct regulatory effects of CHD8 produced a much larger network of secondary expression changes. Genes indirectly down-regulated (i.e., without CHD8-binding sites) reflect pathways involved in brain development, including synapse formation, neuron differentiation, cell adhesion, and axon guidance, whereas CHD8-bound genes are strongly associated with chromatin modification and transcriptional regulation. Genes associated with ASD were strongly enriched among indirectly down-regulated loci (P {\textless} 10(-8)) and CHD8-bound genes (P = 0.0043), which align with previously identified coexpression modules during fetal development. We also find an intriguing enrichment of cancer-related gene sets among CHD8-bound genes (P {\textless} 10(-10)). In vivo suppression of chd8 in zebrafish produced macrocephaly comparable to that of humans with inactivating mutations. These data indicate that heterozygous disruption of CHD8 precipitates a network of gene-expression changes involved in neurodevelopmental pathways in which many ASD-associated genes may converge on shared mechanisms of pathogenesis.",2019,https://scholar.google.com.br/,no
2233,Methylphenidate and dexmethylphenidate formulations for children with attention-deficit/hyperactivity disorder.,"PURPOSE: Current literature on the safety and efficacy of various intermediate- and long-acting preparations of methylphenidate and dexmethylphenidate for pediatric attention-deficit/hyperactivity disorder (ADHD) is reviewed. SUMMARY: The efficacy of methylphenidate in controlling ADHD symptoms is firmly established. Given the drug's relatively short half-life in pediatric patients (about 2.5 hours), a number of intermediate- and long-acting products have been developed, these extended-release methylphenidate products provide the same efficacy as immediate-release (IR) formulations, with the convenience of less frequent dosing. Intermediate-acting methylphenidate preparations have effects lasting as long as 8 hours, but peak concentrations are not attained for up to 5 hours, and many patients may require twice-daily dosing. Long-acting methylphenidate products developed to address these challenges include a controlled-release tablet and bimodal-delivery capsules containing mixtures of IR and extended-release beads (durations of effect, 8-12 hours). Options for patients with difficulty swallowing tablets or capsules include a once-daily transdermal delivery system and a once-daily liquid formulation. Dexmethylphenidate (the more pharmacologically active d-isomer of racemic methylphenidate) can provide efficacy comparable to that of IR methylphenidate at half the dose, an extended-release form of dexmethylphenidate can provide less fluctuation in peak and trough concentrations than the IR form. Methylphenidate and dexmethylphenidate products in capsule form can be opened and sprinkled on applesauce. CONCLUSION: The various formulations of IR and intermediate- and extended-release methylphenidate and dexmethylphenidate can be useful options in satisfying patients' individual needs in the management of ADHD. All are equally efficacious in controlling ADHD symptoms.",2019,https://scholar.google.com.br/,no
2234,Psychopharmacological treatment among adolescents with disabilities: Prevalence and predictors in a nationally representative sample.,"Little is known about psychopharmacological treatment among adolescents with educational disabilities. This study (a) describes pharmacotherapy among adolescents who received special education, and (b) examines the relations to adolescents' disability type and sociodemographic characteristics. The sample was 9,230 adolescents who participated in the National Longitudinal Transition Study 2, a nationally representative study of students with disabilities. Descriptive statistics and logistic regression were used to estimate prevalence and predictors of pharmacotherapy. During the study period, 18.14{\%} of adolescents received pharmacotherapy with 11.75{\%} receiving monopharmacy, 6.39{\%} receiving polypharmacy, and 5.86{\%} simultaneously receiving multiple classes of medications. Stimulants and antidepressants were the most commonly used classes of psychotropic medication. After adjusting for sociodemographics, pharmacotherapy was highest among adolescents with other health impairments, emotional disturbance, and autism. Disability type, race/ethnicity, marital status, head of household education, urbanicity, and private insurance type were significant predictors of polypharmacy. Overall, these results indicated rates of psychopharmacological treatment exceeded those in the general population and disparities across sociodemographic groups existed. Implications for research and practice are discussed.",2019,https://scholar.google.com.br/,no
2235,[Relationship between serum zinc levels and attention deficit hyperactivity disorder in children].,"OBJECTIVE: To study the possible relationship between serum zinc levels and attention deficit hyperactivity disorder (ADHD) in Chinese children. METHODS: Following a systematic search for case-control studies on the serum zinc levels in Chinese children with ADHD published between 2000 and 2015, a Meta analysis was conducted using Stata 12.0 software. RESULTS: A total of 17 studies, including 2 177 children with ADHD and 2 900 normal children, were enrolled. The Meta analysis showed that serum zinc levels in children with ADHD were lower than normal children (SMD= -1.33, 95{\%}CI: -2.22, -0.44, P=0.003). The sensitivity analysis indicated that the results were reliable. Eggergammas test did not find the existence of publication bias. CONCLUSIONS: Serum zinc levels may be associated with susceptibility to ADHD in children.",2019,https://scholar.google.com.br/,no
2236,Automatic moment segmentation and peak detection analysis of heart sound pattern  via short-time modified Hilbert transform.,"This paper proposes a novel automatic method for the moment segmentation and peak detection analysis of heart sound (HS) pattern, with special attention to the characteristics of the envelopes of HS and considering the properties of the Hilbert transform (HT). The moment segmentation and peak location are accomplished in two steps. First, by applying the Viola integral waveform method in the time domain, the envelope (E(T)) of the HS signal is obtained with an emphasis on the first heart sound (S1) and the second heart sound (S2). Then, based on the characteristics of the E(T) and the properties of the HT of the convex and concave functions, a novel method, the short-time modified Hilbert transform (STMHT), is proposed to automatically locate the moment segmentation and peak points for the HS by the zero crossing points of the STMHT. A fast algorithm for calculating the STMHT of E(T) can be expressed by multiplying the E(T) by an equivalent window (W(E)). According to the range of heart beats and based on the numerical experiments and the important parameters of the STMHT, a moving window width of N=1s is validated for locating the moment segmentation and peak points for HS. The proposed moment segmentation and peak location procedure method is validated by sounds from Michigan HS database and sounds from clinical heart diseases, such as a ventricular septal defect (VSD), an aortic septal defect (ASD), Tetralogy of Fallot (TOF), rheumatic heart disease (RHD), and so on. As a result, for the sounds where S2 can be separated from S1, the average accuracies achieved for the peak of S1 (AP(1)), the peak of S2 (AP(2)), the moment segmentation points from S1 to S2 (AT(1)(2)) and the cardiac cycle (ACC) are 98.53{\%}, 98.31{\%} and 98.36{\%} and 97.37{\%}, respectively. For the sounds where S1 cannot be separated from S2, the average accuracies achieved for the peak of S1 and S2 (AP(1)(2)) and the cardiac cycle ACC are 100{\%} and 96.69{\%}.",2019,https://scholar.google.com.br/,no
2237,Intraverbal behavior and verbal conditional discriminations in typically developing children and children with autism.,"Individuals with autism often experience difficulty acquiring a functional intraverbal repertoire, despite demonstrating strong mand, tact, and listener skills. This learning problem may be related to the fact that the primary antecedent variable for most intraverbal behavior involves a type of multiple control identified as a verbal conditional discrimination (VC(D)). The current study is a descriptive analysis that sought to determine if there is a general sequence of intraverbal acquisition by typically developing children and for children with autism, and if this sequence could be used as a framework for intraverbal assessment and intervention. Thirty-nine typically developing children and 71 children with autism were administered an 80-item intraverbal subtest that contained increasingly difficult intraverbal questions and VC(D)s. For the typically developing children the results showed that there was a correlation between age and correct intraverbal responses. However, there was variability in the scores of children who were the same age. An error analysis revealed that compound VC(D)s were the primary cause of errors. Children with autism made the same types of errors as typically developing children who scored at their level on the subtest. These data suggest a potential framework and sequence for intraverbal assessment and intervention.",2019,https://scholar.google.com.br/,no
2238,Developmental maturation of dynamic causal control signals in higher-order cognition: a neurocognitive network model.,"Cognitive skills undergo protracted developmental changes resulting in proficiencies that are a hallmark of human cognition. One skill that develops over time is the ability to problem solve, which in turn relies on cognitive control and attention abilities. Here we use a novel multimodal neurocognitive network-based approach combining task-related fMRI, resting-state fMRI and diffusion tensor imaging (DTI) to investigate the maturation of control processes underlying problem solving skills in 7-9 year-old children. Our analysis focused on two key neurocognitive networks implicated in a wide range of cognitive tasks including control: the insula-cingulate salience network, anchored in anterior insula (AI), ventrolateral prefrontal cortex and anterior cingulate cortex, and the fronto-parietal central executive network, anchored in dorsolateral prefrontal cortex and posterior parietal cortex (PPC). We found that, by age 9, the AI node of the salience network is a major causal hub initiating control signals during problem solving. Critically, despite stronger AI activation, the strength of causal regulatory influences from AI to the PPC node of the central executive network was significantly weaker and contributed to lower levels of behavioral performance in children compared to adults. These results were validated using two different analytic methods for estimating causal interactions in fMRI data. In parallel, DTI-based tractography revealed weaker AI-PPC structural connectivity in children. Our findings point to a crucial role of AI connectivity, and its causal cross-network influences, in the maturation of dynamic top-down control signals underlying cognitive development. Overall, our study demonstrates how a unified neurocognitive network model when combined with multimodal imaging enhances our ability to generalize beyond individual task-activated foci and provides a common framework for elucidating key features of brain and cognitive development. The quantitative approach developed is likely to be useful in investigating neurodevelopmental disorders, in which control processes are impaired, such as autism and ADHD.",2019,https://scholar.google.com.br/,no
2239,Video Imaging and Spatiotemporal Maps to Analyze Gastrointestinal Motility in Mice.,"The enteric nervous system (ENS) plays an important role in regulating gastrointestinal (GI) motility and can function independently of the central nervous system. Changes in ENS function are a major cause of GI symptoms and disease and may contribute to GI symptoms reported in neuropsychiatric disorders including autism. It is well established that isolated colon segments generate spontaneous, rhythmic contractions known as Colonic Migrating Motor Complexes (CMMCs). A procedure to analyze the enteric neural regulation of CMMCs in ex vivo preparations of mouse colon is described. The colon is dissected from the animal and flushed to remove fecal content prior to being cannulated in an organ bath. Data is acquired via a video camera positioned above the organ bath and converted to high-resolution spatiotemporal maps via an in-house software package. Using this technique, baseline contractile patterns and pharmacological effects on ENS function in colon segments can be compared over 3-4 hr. In addition, propagation length and speed of CMMCs can be recorded as well as changes in gut diameter and contraction frequency. This technique is useful for characterizing gastrointestinal motility patterns in transgenic mouse models (and in other species including rat and guinea pig). In this way, pharmacologically induced changes in CMMCs are recorded in wild type mice and in the Neuroligin-3(R451C) mouse model of autism. Furthermore, this technique can be applied to other regions of the GI tract including the duodenum, jejunum and ileum and at different developmental ages in mice.",2019,https://scholar.google.com.br/,no
2240,ROCK1 and ROCK2 inhibition alters dendritic spine morphology in hippocampal neurons.,"Communication among neurons is mediated through synaptic connections between axons and dendrites, and most excitatory synapses occur on actin-rich protrusions along dendrites called dendritic spines. Dendritic spines are structurally dynamic, and synapse strength is closely correlated with spine morphology. Abnormalities in the size, shape, and number of dendritic spines are prevalent in neurologic diseases, including autism spectrum disorders, schizophrenia, and Alzheimer disease. However, therapeutic targets that influence spine morphology are lacking. Rho-associated coiled-coil containing protein kinases (ROCK) 1 and ROCK2 are potent regulators of the actin cytoskeleton and highly promising drug targets for central nervous system disorders. In this report, we addressed how pharmacologic inhibition of ROCK1 and ROCK2 affects dendritic spine morphology. Hippocampal neurons were transfected with plasmids expressing fluorescently labeled Lifeact, a small actin binding peptide, and then incubated with or without Y-27632, an established pan-ROCK small molecule inhibitor. Using an automated 3D spine morphometry analysis method, we showed that inhibition of ROCK1 and ROCK2 significantly increased the mean protrusion density and significantly reduced the mean protrusion width. A trending increase in mean protrusion length was observed following Y-27632 treatment, and novel effects were observed among spine classes. Exposure to Y-27632 significantly increased the number of filopodia and thin spines, while the numbers of stubby and mushroom spines were similar to mock-treated samples. These findings support the hypothesis that pharmacologic inhibition of ROCK1 and ROCK2 may convey therapeutic benefit for neurologic disorders that feature dendritic spine loss or aberrant structural plasticity.",2019,https://scholar.google.com.br/,no
2241,"Examination of the Comorbidity of Mental Illness and Somatic Conditions in Hospitalized Children in the United States Using the Kids' Inpatient Database, 2009.","OBJECTIVE: To examine the associations between mental and physical illness in hospitalized children. METHODS: The data for this analysis came from the 2009 Kids' Inpatient Database (KID). Any child with an International Classification of Diseases, Ninth Revision code indicative of depressive, anxiety, or bipolar disorders or a diagnosis of sickle cell disease, diabetes mellitus type 1 or 2, asthma, or attention-deficit/hyperactivity disorder (ADHD) were included. Using SAS software, we performed chi(2) tests and multivariable logistic regression to determine degrees of association. RESULTS: Children discharged with sickle cell disease, asthma, diabetes mellitus type 1, diabetes mellitus type 2, and ADHD were 0.94, 2.76, 3.50, 6.37, and 38.39 times more likely to have a comorbid anxiety, depression, or bipolar disorder diagnosis than other hospitalized children, respectively. CONCLUSIONS: Children with several chronic physical illnesses (asthma, diabetes mellitus type 1, diabetes mellitus type 2) and mental illnesses (ADHD) have higher odds of being discharged from the hospital with a comorbid mood or anxiety disorder compared with other children discharged from the hospital. It is therefore important to screen children hospitalized with chronic medical conditions for comorbid mental illness to ensure optimal clinical care, to improve overall health and long-term outcomes for these children.",2019,https://scholar.google.com.br/,no
2242,Autism spectrum disorder (ASD) and its perioperative management.,"Autism spectrum disorder (ASD) is now diagnosed in more than 1 in 100 children, so it is not surprising that anesthetists are increasingly providing care for children with this diagnosis. The diagnostic classification for ASD has recently changed and our understanding of the causes and management of ASD are also changing rapidly. This review provides a timely update to increase understanding and awareness of the problems that children with ASD experience, and to minimize perioperative problems. Current literature on premedication and the increasing use of alpha-2 agonists such as clonidine and dexmedetomidine as well as the use of old favorites midazolam and ketamine is reviewed. Some simple strategies that will improve care and decrease anxiety, like social stories, the use of tablet computers, other comfort items or games for distraction, and using favorite drinks to disguise the bitter taste of medications, are described. Remember, the parents are their child's expert and will know what agitates and settles them. Talking to them prior to the day of the procedure is ideal. The importance of staff training and having a clinical practice guideline available at every institution cannot be overstated.",2019,https://scholar.google.com.br/,no
2243,"Norepinephrine transporter occupancy by nortriptyline in patients with depression: a positron emission tomography study with (S,S)-[(1)(8)F]FMeNER-D(2).","Norepinephrine transporter (NET) plays important roles in the treatment of various neuropsychiatric disorders, such as depression and attention deficit hyperactivity disorder (ADHD). Nortriptyline is a NET-selective tricyclic antidepressant (TCAs) that has been widely used for the treatment of depression. Previous positron emission tomography (PET) studies have reported over 80{\%} serotonin transporter occupancy with clinical doses of selective serotonin reuptake inhibitors (SSRIs), but there has been no report of NET occupancy in patients treated with relatively NET-selective antidepressants. In the present study, we used PET and (S,S)-[18(1)(8)F]FMeNER-D(2) to investigate NET occupancies in the thalamus in 10 patients with major depressive disorder taking various doses of nortriptyline, who were considered to be responders to the treatment. Reference data for the calculation of occupancy were derived from age-matched healthy controls. The result showed approximately 50-70{\%} NET occupancies in the brain as a result of the administration of 75-200 mg/d of nortriptyline. The estimated effective dose (ED(5)(0)) and concentration (EC(5)(0)) required to induce 50{\%} occupancy was 65.9 mg/d and 79.8 ng/ml, respectively. Furthermore, as the minimum therapeutic level of plasma nortriptyline for the treatment of depression has been reported to be 70 ng/ml, our data indicate that this plasma nortriptyline concentration corresponds to approximately 50{\%} NET occupancy measured with PET, suggesting that more than 50{\%} of central NET occupancy would be appropriate for the nortriptyline treatment of patients with depression.",2019,https://scholar.google.com.br/,no
2244,The alpha4beta2 nicotinic acetylcholine receptor modulates autism-like behavioral and motor abnormalities in pentylenetetrazol-kindled mice.,"Epilepsy is associated with several psychiatric disorders, including cognitive impairment, autism and attention deficit/hyperactivity disorder (ADHD). However, the psychopathology of epilepsy is frequently unrecognized and untreated in patients. In the present study, we investigated the effects of ABT-418, a neuronal nicotinic acetylcholine receptor agonist, on pentylenetetrazol (PTZ)-kindled mice with behavioral and motor abnormalities. PTZ-kindled mice displayed impaired motor coordination (in the rotarod test), anxiety (in the elevated plus maze test) and social approach impairment (in the three-chamber social test) compared with control mice. ABT-418 treatment (0.05 mg/kg, intraperitoneally) alleviated these behavioral abnormalities in PTZ-kindled mice. Immunolabeling of tissue sections demonstrated that expression of the alpha4 nicotinic acetylcholine receptor subunit in the medial habenula was similar in control and PTZ-kindled mice. However, expression was significantly decreased in the piriform cortex in PTZ-kindled mice. In addition, we examined the expression of the synaptic adhesion molecule neuroligin 3 (NLG3). NLG3 expression in the piriform cortex was significantly higher in PTZ-kindled mice compared with control mice. Collectively, our findings suggest that ADHD-like or autistic-like behavioral abnormalities associated with epilepsy are closely related to the downregulation of the alpha4 nicotinic receptor and the upregulation of NLG3 in the piriform cortex. In summary, this study indicates that ABT-418 might have therapeutic potential for attentional impairment in epileptic patients with psychiatric disorders such as autism and ADHD.",2019,https://scholar.google.com.br/,no
2245,An open-label pilot study of a formulation containing the anti-inflammatory flavonoid luteolin and its effects on behavior in children with autism spectrum disorders.,"BACKGROUND: Accumulating evidence suggests an association between autism spectrum disorders (ASD) and inflammation in brain regions related to cognitive function. The natural flavonoid luteolin has antioxidant, anti-inflammatory, mast cell-blocking, and neuroprotective effects. It was shown to improve cognitive performance in a mouse model of ASD, but its effect in humans has not been adequately studied. OBJECTIVES: The goal of this study was to assess the effectiveness and tolerability in white children with ASD of a dietary supplement containing 2 flavonoids ({\textgreater}95{\%} pure), luteolin (100 mg/capsule, from chamomile) and quercetin (70 mg/capsule), and the quercetin glycoside rutin (30 mg/capsule) from the Sophora japonica leaf, formulated in olive kernel oil to increase oral absorption. METHODS: Fifty children (4-10 years old, 42 boys and 8 girls) with ASD were enrolled in a 26-week, prospective, open-label trial at the 2nd University Department of Psychiatry at ""Attikon"" General Hospital, Athens, Greece. Children were referred for the study by their respective physicians or came from the practice of the senior author. ASD diagnosis by clinical assessment was based on the Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition, Text Revision, symptom list and corroborated by using the Autism Diagnostic Observation Schedule. The dose of the study formulation used was 1 capsule per 10 kg weight per day with food. The primary outcome measures were the age-equivalent scores in the Vineland Adaptive Behavior Scales domains. Secondary outcomes included the Aberrant Behavior Checklist, the Autism Treatment Evaluation Checklist, and the Clinical Global Impression-Improvement score. Data were measured at baseline, week 18, and week 26. Parents were interviewed for any possible improvements they noticed and instructed to report any unusual adverse events. RESULTS: A total of 40 children completed the protocol. There was a significant improvement in adaptive functioning as measured by using the VABS age-equivalent scores (8.43 months in the communication domain, 7.17 months in daily living skills, and 8 months in the social domain, P {\textless} 0.005), as well as in overall behavior as indicated by the reduction (26.6{\%}-34.8{\%}) in Aberrant Behavior Checklist subscale scores. Age, sex, and history of allergies had no effect on the results, whereas the initial level of functioning or difficulty did predict the final outcome in most of the measures used. There was a transient (1-8 weeks) increased irritability in 27 of the 50 participants. CONCLUSIONS: These results are encouraging in that the combination of the flavonoids luteolin and quercetin seemed to be effective in reducing ASD symptoms, with no major adverse effects. ClinicalTrials.gov identifier: NCT01847521.",2019,https://scholar.google.com.br/,no
2246,Fast ForWord(R): the birth of the neurocognitive training revolution.,"In 1996, I cofounded Scientific Learning Corporation (SLC) with Drs Michael Merzenich, William Jenkins, and Steve Miller. I coined the term ""Cogniceutical"" to describe the new type of company we envisioned. SLC was the first company cofounded by academic scientists with the mission of building neurocognitive interventions. Fast ForWord(R) is the registered trade name of the platform SLC built to translate basic neuroplasticity-based training research into clinical and educational products. Fast ForWord(R) was the first cognitive neurotherapeutic intervention, the first to be individually adaptive in real time, the first ""brain fitness"" program that collected data over the Internet, and the first to use computer gaming technologies to change brains and enhance human potential. We included lofty goals in our first business plan for SLC. These included: using neuroplasticity-based training to improve language, literacy, and other academic skills, helping seniors maintain and recover function, helping people learn English as a second language, helping patient populations with neurological or mental disorders. SLC's first focus became improving language and literacy. Mike, Bill, Steve, and I began this journey together in 1994 with a laboratory-based research study that included seven children. To date, over two million children in 46 countries have used Fast ForWord(R) products. On any given school day, approximately 60,000 children log in to train on 1 of 10 Fast ForWord Language, Literacy, or Reading programs. We did not know at the time that we were creating what became a ""disruptive innovation."" This chapter chronicles this transformational journey.",2019,https://scholar.google.com.br/,no
2247,Loss of mTOR-dependent macroautophagy causes autistic-like synaptic pruning deficits.,"Developmental alterations of excitatory synapses are implicated in autism spectrum disorders (ASDs). Here, we report increased dendritic spine density with reduced developmental spine pruning in layer V pyramidal neurons in postmortem ASD temporal lobe. These spine deficits correlate with hyperactivated mTOR and impaired autophagy. In Tsc2 +/- ASD mice where mTOR is constitutively overactive, we observed postnatal spine pruning defects, blockade of autophagy, and ASD-like social behaviors. The mTOR inhibitor rapamycin corrected ASD-like behaviors and spine pruning defects in Tsc2 +/- mice, but not in Atg7(CKO) neuronal autophagy-deficient mice or Tsc2 +/- :Atg7(CKO) double mutants. Neuronal autophagy furthermore enabled spine elimination with no effects on spine formation. Our findings suggest that mTOR-regulated autophagy is required for developmental spine pruning, and activation of neuronal autophagy corrects synaptic pathology and social behavior deficits in ASD models with hyperactivated mTOR.",2019,https://scholar.google.com.br/,no
2248,Mommy Blogs and the Vaccination Exemption Narrative: Results From A Machine-Learning Approach for Story Aggregation on Parenting Social Media Sites.,"BACKGROUND: Social media offer an unprecedented opportunity to explore how people talk about health care at a very large scale. Numerous studies have shown the importance of websites with user forums for people seeking information related to health. Parents turn to some of these sites, colloquially referred to as ""mommy blogs,"" to share concerns about children's health care, including vaccination. Although substantial work has considered the role of social media, particularly Twitter, in discussions of vaccination and other health care-related issues, there has been little work on describing the underlying structure of these discussions and the role of persuasive storytelling, particularly on sites with no limits on post length. Understanding the role of persuasive storytelling at Internet scale provides useful insight into how people discuss vaccinations, including exemption-seeking behavior, which has been tied to a recent diminution of herd immunity in some communities. OBJECTIVE: To develop an automated and scalable machine-learning method for story aggregation on social media sites dedicated to discussions of parenting. We wanted to discover the aggregate narrative frameworks to which individuals, through their exchange of experiences and commentary, contribute over time in a particular topic domain. We also wanted to characterize temporal trends in these narrative frameworks on the sites over the study period. METHODS: To ensure that our data capture long-term discussions and not short-term reactions to recent events, we developed a dataset of 1.99 million posts contributed by 40,056 users and viewed 20.12 million times indexed from 2 parenting sites over a period of 105 months. Using probabilistic methods, we determined the topics of discussion on these parenting sites. We developed a generative statistical-mechanical narrative model to automatically extract the underlying stories and story fragments from millions of posts. We aggregated the stories into an overarching narrative framework graph. In our model, stories were represented as network graphs with actants as nodes and their various relationships as edges. We estimated the latent stories circulating on these sites by modeling the posts as a sampling of the hidden narrative framework graph. Temporal trends were examined based on monthly user-poststatistics. RESULTS: We discovered that discussions of exemption from vaccination requirements are highly represented. We found a strong narrative framework related to exemption seeking and a culture of distrust of government and medical institutions. Various posts reinforced part of the narrative framework graph in which parents, medical professionals, and religious institutions emerged as key nodes, and exemption seeking emerged as an important edge. In the aggregate story, parents used religion or belief to acquire exemptions to protect their children from vaccines that are required by schools or government institutions, but (allegedly) cause adverse reactions such as autism, pain, compromised immunity, and even death. Although parents joined and left the discussion forums over time, discussions and stories about exemptions were persistent and robust to these membership changes. CONCLUSIONS: Analyzing parent forums about health care using an automated analytic approach, such as the one presented here, allows the detection of widespread narrative frameworks that structure and inform discussions. In most vaccination stories from the sites we analyzed, it is taken for granted that vaccines and not vaccine preventable diseases (VPDs) pose a threat to children. Because vaccines are seen as a threat, parents focus on sharing successful strategies for avoiding them, with exemption being the foremost among these strategies. When new parents join such sites, they may be exposed to this endemic narrative framework in the threads they read and to which they contribute, which may influence their health care decision making.",2019,https://scholar.google.com.br/,no
2249,Subsequent shunt closure after targeted medical therapy can be an effective strategy for secundum atrial septal defect with severe pulmonary arterial hypertension: two case reports : strategy for ASD with severe PAH.,"Secundum atrial septal defect (ASD) is the most common form of congenital heart disease in adults. Surgical and transcatheter closures of ASD are widely accepted therapeutic approaches. In patients with severe pulmonary arterial hypertension (PAH), however, the closure of the defect is still controversial. We report two cases of ASD patients with severe PAH successfully repaired subsequent to effective medical therapy. Subsequent shunt closure after targeted medical therapy can be an effective strategy in selected ASD patients with severe PAH.",2019,https://scholar.google.com.br/,no
2250,"Nonlinear association criterion, nonlinear Granger causality and related issues with applications to neuroimage studies.","BACKGROUND: Quantifying associations in neuroscience (and many other scientific disciplines) is often challenged by high-dimensionality, nonlinearity and noisy observations. Many classic methods have either poor power or poor scalability on data sets of the same or different scales such as genetical, physiological and image data. NEW METHOD: Based on the framework of reproducing kernel Hilbert spaces we proposed a new nonlinear association criteria (NAC) with an efficient numerical algorithm and p-value approximation scheme. We also presented mathematical justification that links the proposed method to related methods such as kernel generalized variance, kernel canonical correlation analysis and Hilbert-Schmidt independence criteria. NAC allows the detection of association between arbitrary input domain as long as a characteristic kernel is defined. A MATLAB package was provided to facilitate applications. RESULTS: Extensive simulation examples and four real world neuroscience examples including functional MRI causality, Calcium imaging and imaging genetic studies on autism [Brain, 138(5):13821393 (2015)] and alcohol addiction [PNAS, 112(30):E4085-E4093 (2015)] are used to benchmark NAC. It demonstrates the superior performance over the existing procedures we tested and also yields biologically significant results for the real world examples. COMPARISON WITH EXISTING METHOD(S): NAC beats its linear counterparts when nonlinearity is presented in the data. It also shows more robustness against different experimental setups compared with its nonlinear counterparts. CONCLUSIONS: In this work we presented a new and robust statistical approach NAC for measuring associations. It could serve as an interesting alternative to the existing methods for datasets where nonlinearity and other confounding factors are present.",2019,https://scholar.google.com.br/,no
2251,Internet addiction and self-evaluated attention-deficit hyperactivity disorder traits among Japanese college students.,"AIM: Internet addiction (IA), also referred to as Internet use disorder, is a serious problem all over the world, especially in Asian countries. Severe IA in students may be linked to academic failure, attention-deficit hyperactivity disorder (ADHD), and forms of social withdrawal, such as hikikomori. In this study, we performed a survey to investigate the relation between IA and ADHD symptoms among college students. METHODS: Severity of IA and ADHD traits was assessed by self-report scales. Subjects were 403 college students (response rate 78{\%}) who completed a questionnaire including Young's Internet Addiction Test (IAT) and the Adult ADHD Self-Report Scale-V1.1. RESULTS: Out of 403 subjects, 165 were male. The mean age was 18.4 +/- 1.2 years, and mean total IAT score was 45.2 +/- 12.6. One hundred forty-eight respondents (36.7{\%}) were average Internet users (IAT {\textless} 40), 240 (59.6{\%}) had possible addiction (IAT 40-69), and 15 (3.7{\%}) had severe addiction (IAT {\textgreater}/= 70). Mean length of Internet use was 4.1 +/- 2.8 h/day on weekdays and 5.9 +/- 3.7 h/day on the weekend. Females used the Internet mainly for social networking services while males preferred online games. Students with a positive ADHD screen scored significantly higher on the IAT than those negative for ADHD screen (50.2 +/- 12.9 vs 43.3 +/- 12.0). CONCLUSION: Our results suggest that Internet misuse may be related to ADHD traits among Japanese youth. Further investigation of the links between IA and ADHD is warranted.",2019,https://scholar.google.com.br/,no
2252,"Spontaneously hypertensive rat as a model of vascular brain disorder: microanatomy, neurochemistry and behavior.","Arterial hypertension is the main risk factor for stroke and plays a role in the  development of vascular cognitive impairment (VCI) and vascular dementia (VaD). An association between hypertension and reduced cerebral blood flow and VCI is documented and arterial hypertension in midlife is associated with a higher probability of cognitive impairment. These findings suggest that arterial hypertension is a main cause of vascular brain disorder (VBD). Spontaneously hypertensive rat (SHR) is the rat strain most extensively investigated and used for assessing hypertensive brain damage and treatment of it. They are normotensive at birth and at 6months they have a sustained hypertension. Time-dependent rise of arterial blood pressure, the occurrence of brain atrophy, loss of nerve cells and glial reaction are phenomena shared to some extent with hypertensive brain damage in humans. SHR present changes of some neurotransmitter systems that may have functional and behavioral relevance. An impaired cholinergic neurotransmission characterizes SHR, similarly as reported in patients affected by VaD. SHR are also characterized by a dopaminergic hypofunction and noradrenergic hyperactivity similarly as occurs in attention-deficit with hyperactivity disorder (ADHD). Microanatomical, neurochemical and behavioral data on SHR are in favor of the hypothesis that this strain is a suitable model of VBD. Changes in catecholaminergic transmission put forward SHR as a possible model of ADHD as well. Hence SHR could represent a multi-faced model of two important groups of pathologies, VBD and ADHD. As for most models, researchers should always consider that SHR offer some similarities with corresponding human pathologies, but they do not suffer from the same disease. This paper reviews the main microanatomical, neurochemical and behavioral characteristics of SHR with particular reference as an animal model of brain vascular injury.",2019,https://scholar.google.com.br/,no
2253,The Interface of Syntax with Pragmatics and Prosody in Children with Autism Spectrum Disorders.,"In order to study problems of individuals with Autism Spectrum Disorders (ASD) with morphosyntax, we investigated twenty high-functioning Greek-speaking children (mean age: 6,11) and twenty age- and language-matched typically developing children on environments that allow or forbid object clitics or their corresponding noun phrase. Children with ASD fell behind typically developing children in comprehending and producing simple clitics and producing noun phrases in focus structures. The two groups performed similarly in comprehending and producing clitics in clitic left dislocation and in producing noun phrases in non-focus structures. We argue that children with ASD have difficulties at the interface of (morpho)syntax with pragmatics and prosody, namely, distinguishing a discourse prominent element, and considering intonation relevant for a particular interpretation that excludes clitics.",2019,https://scholar.google.com.br/,no
2254,Design of an online EEG based neurofeedback game for enhancing attention and memory.,"Brain-Computer Interface (BCI) is an alternative communication and control channel between brain and computer which finds applications in neuroprosthetics, brain wave controlled computer games etc. This paper proposes an Electroencephalogram (EEG) based neurofeedback computer game that allows the player to control the game with the help of attention based brain signals. The proposed game protocol requires the player to memorize a set of numbers in a matrix, and to correctly fill the matrix using his attention. The attention level of the player is quantified using sample entropy features of EEG. The statistically significant performance improvement of five healthy subjects after playing a number of game sessions demonstrates the effectiveness of the proposed game in enhancing their concentration and memory skills.",2019,https://scholar.google.com.br/,no
2255,Randomized Controlled Trial of Mind Reading and In Vivo Rehearsal for High-Functioning Children with ASD.,"This randomized controlled trial evaluated the efficacy of a computer software (i.e., Mind Reading) and in vivo rehearsal treatment on the emotion decoding and encoding skills, autism symptoms, and social skills of 43 children, ages 7-12 years with high-functioning autism spectrum disorder (HFASD). Children in treatment (n = 22) received the manualized protocol over 12 weeks. Primary analyses indicated significantly better posttest performance for the treatment group (compared to controls) on 3 of the 4 measures of emotion decoding and encoding and these were maintained at 5-week follow-up. Analyses of secondary measures favored the treatment group for 1 of the 2 measures, specifically, ASD symptoms were significantly lower at posttest and follow-up.",2019,https://scholar.google.com.br/,no
2256,Teasing out specific language impairment from an autism spectrum disorder.,"CASE: Marcus is a handsome, sweet, 7(1/2)-year-old boy with a significant history of delayed development, specifically in speech and language skills, as well as difficulties with social interactions that have led other specialists to be concerned about a diagnosis of an autism spectrum disorder.He has been seen in our primary care practice since birth. He was born full-term after vaginal delivery weighing 6 pounds, 6 ounces. There were no pregnancy or delivery complications noted. Genetic testing revealed normal chromosomes, fragile X, and microarray testing. Marcus was a picky eater and good sleeper and had delays in toilet training.There is no family history of attention-deficit hyperactivity disorder (ADHD), autism, or substance abuse. Maternal grandmother and mother have a history of learning difficulties, and his father and a paternal uncle have a history of depression and anxiety. Marcus lives in a supportive environment with his mother, father, and sister.Marcus was noted to have significantly delayed language, stuttering, and immediate echolalia as a toddler. Gross and fine motor milestones were met on time, but he did not talk or follow directions until 4 to 5 years old. As a younger child, he would pretend to talk on the phone or mow the grass with a pretend lawn mower, but other household activities were not of interest to Marcus.Currently, he enjoys puzzles, reading, and board games. He likes to play with other children and can interact with familiar adults. Marcus is reported to initiate social interactions, although he has difficulty in understanding personal space. Imaginative play is preferred over other types. He seeks out adult attention and will bring objects over to an adult especially to share his perceived accomplishment. Marcus has difficulty in playing cooperatively with his sister.He is independent with activities of daily living. Marcus is noted to have auditory defensiveness including covering his ears to loud noises and becoming distressed. Parents feel he is immature and inattentive for his age. Marcus responds well when a routine is followed.Previous testing about 2 years ago revealed significant language deficits on the Clinical Evaluation of Language Functioning with average scores on the Woodcock Johnson Achievement Testing and Test of Nonverbal Intelligence Version 3. Marcus was not referred for early intervention and he did not attend preschool. In a regular education Kindergarten, he received speech and occupational therapy along with reading and math support.Comments from teachers or evaluator include the following: Marcus looked to his peers for clues about what he should be doing. Marcus has great difficulty in understanding requests but seems to be interested in pleasing his teacher and others. Marcus' language difficulty makes socialization with his peers problematic, however, he is interested in interacting with them and they seem to accept him willingly. Marcus has intent to communicate with others but relies on visual support to decipher social situations. Marcus has difficulty in attending to details and moves from activity to activity quickly. His short attention span is likely impacting not only learning but also his ability to socially interact with peers.On the day you see him for his 7-year-old checkup, he brought many toys over to show his father and interrupted your conversation to get your attention intermittently throughout the examination. He immediately pointed out a lit ceiling tile with Nemo illuminated to show his father. Marcus does not have any notable or significant repetitive motor mannerisms or stereotypies reported or observed. Marcus' gesture use was appropriate for age and included both symbolic (directing eye gaze and pointing) and concrete (hands up to be picked up and touching an item rather than pointing to it) gestures. Play observed today, although immature for age, was novel, imaginative, and functional. Answers to questions did not always match the question posed. He had a difficult time waiting for his turn before interrupting a conversation. Visual cues were helpful in understanding what was expected of him and what was going on socially.Marcus' speech is notable for persistent stuttering and difficulty in turn-taking in conversation. He gets frustrated easily and has a hard time being understood. He continues to confuse pronouns and makes some grammatical errors. He is able to follow simple directions but has a hard time following complex or multistep directions with accuracy. Nonverbal communication includes pointing to objects of interest in order to share the experience (""Look mom!""). He will point to identify an object and can follow a point across the room. He is able to use his eye contact to direct yours to moderate social interactions.Marcus has a special interest in Thomas the Tank Engine Train and Disney movies but is able to move away from those topics to engage in other play interests. Repetitive behaviors are not noted. Toe walking, hand flapping, or spinning, or unusual hand motions or observation of objects were not observed.Difficulties noted today include delays in his receptive and expressive language, poor intelligibility, dysfluency, and impaired motor planning. He recently underwent an audiogram which was normal. You decide to refer to a specialist for further evaluation.",2019,https://scholar.google.com.br/,no
2257,Histamine pharmacology and new CNS drug targets.,"During the last decade, the identification of a number of novel drug targets led  to the development of promising new compounds which are currently under evaluation for their therapeutic prospective in CNS related disorders. Besides the established pleiotropic regulatory functions in the periphery, the interest in the potential homeostatic role of histamine in the brain was revived following the identification of H(3) and H(4) receptors some years ago. Complementing classical CNS pharmacology, the development of selective histamine receptor agonists, antagonists, and inverse agonists provides the lead for the potential exploitation of the histaminergic system in the treatment of brain pathologies. Although no CNS disease entity has been associated directly to brain histamine dysfunction until now, the H(3) receptor is recognized as a drug target for neuropathic pain, sleep-wake disorders, including narcolepsy, and cognitive impairment associated with attention deficit hyperactivity disorder, schizophrenia, Alzheimer's, or Parkinson's disease, while the first H(3) receptor ligands have already entered phase I-III clinical trials. Interestingly, the localization of the immunomodulatory H(4) receptor in the nervous system exposes attractive perspectives for the therapeutic exploitation of this new drug target in neuroimmunopharmacology. This review focuses on a concise presentation of the current ""translational research"" approach that exploits the latest advances in histamine pharmacology for the development of beneficial drug targets for the treatment of neuronal disorders, such as neuropathic pain, cognitive, and sleep-wake pathologies. Furthermore, the role of the brain histaminergic system(s) in neuroprotection and neuroimmunology/inflammation remains a challenging research area that is currently under consideration.",2019,https://scholar.google.com.br/,no
2258,Adherence of 13-17 Year Old Adolescents to Medicinal and Non-pharmacological Treatment in Psychiatric Inpatient Care: Special Focus on Relative Clinical and Family Factors.,"Clinical studies investigating adolescents' adherence to medicinal and non-pharmacological treatment in hospitalized psychiatric populations are few. In our study of 13-17 year old adolescents admitted to psychiatric inpatient care, the patients' adherence to treatment in general, and to medicinal and non-pharmacological treatment individually, was examined, with special focus on family and clinical factors. Data on adherence was collected from patients' hospital records. A step-wise logistic regression analysis was used to find the significant predictors of adherence to treatment. Good family or social network relational functioning and use of special services at school were positively related to adherence in adolescents. Involuntary treatment and self-mutilative behavior were related to non-adherence to treatment. The results indicate the importance of addressing adherence to treatment in adolescent psychiatric inpatients. More studies with larger samples are needed to investigate this area further.",2019,https://scholar.google.com.br/,no
2259,Problematic video game play in a college sample and its relationship to time management skills and attention-deficit/hyperactivity disorder symptomology.,"Although numerous benefits have been uncovered related to moderate video game play, research suggests that problematic video game playing behaviors can cause problems in the lives of some video game players. To further our understanding of this phenomenon, we investigated how problematic video game playing symptoms are related to an assortment of variables, including time management skills and attention-deficit/hyperactivity disorder (ADHD) symptoms. Additionally, we tested several simple mediation/moderation models to better explain previous theories that posit simple correlations between these variables. As expected, the results from the present study indicated that time management skills appeared to mediate the relationship between ADHD symptoms and problematic play endorsement (though only for men). Unexpectedly, we found that ADHD symptoms appeared to mediate the relation between time management skills and problematic play behaviors, however, this was only found for women in our sample. Finally, future implications are discussed.",2019,https://scholar.google.com.br/,no
2260,"A review of evidence-based early intervention for behavioural problems in children with autism spectrum disorder: the core components of effective programs, child-focused interventions and comprehensive treatment models.","PURPOSE OF REVIEW: This article reviews recent evidence and other earlier relevant articles regarding early intervention studies for children with autism spectrum disorder (ASD). RECENT FINDINGS: There is a well-established body of empirical evidence for the effectiveness of Early Intensive Behavioural Intervention (EIBI) with young children with ASD. The importance of parent skills training, education and positive behaviour support is also a key factor in influencing outcomes. Drug treatment is of short-term benefit for disruptive behaviour but long-term outcome and metabolic side-effects have not been studied. SUMMARY: Few studies have measured the long-term value and effectiveness of early intervention treatments, and currently there are no articles published on effects into adulthood of such treatments. Such research would indicate whether early intervention results in reduced reliance on health services into adulthood.",2019,https://scholar.google.com.br/,no
2261,"Withstanding the obstructive sleep apnea syndrome at the expense of arousal instability, altered cerebral autoregulation and neurocognitive decline.","The present review attempts to put together the available evidence and potential  research paradigms at the interface of obstructive sleep apnea syndrome (OSAS), sleep micro- and macrostructure, cerebral vasoreactivity and cognitive neuroscience. Besides the significant health-related consequences of OSAS including hypertension, increased risk of cardio- and cerebrovascular events, notable neurocognitive lapses and excessive daytime somnolence are considered as potential burdens. The intermittent nocturnal hypoxia and hypercapnia which occur in OSAS are known to affect cerebral circulation and result in brain hypoperfusion. Arousal instability is then resulted from altered cyclic alternating patterns (CAPs) reflected in sleep EEG. In chronic state, some pathological loss of gray matter may be resulted from obstructive sleep apnea. This is proposed to be related to an upregulated proinflammatory state which may potentially result in apoptotic cell loss in the brain. On this basis, a pragmatic framework of the possible neural mechanisms which underpin obstructive sleep apnea-related neurocognitive decline has been discussed in this review. In addition, the impact of OSAS on cerebral autoregulation and sleep microstructure has been articulated.",2019,https://scholar.google.com.br/,no
2262,Assessing Acquisition of and Preference for Mand Topographies During Functional Communication Training.,"We assessed acquisition and preference for various mand topographies in the presence of establishing operations that, historically, evoked the aggression of a child with autism. First, we implemented functional communication training (FCT) and reinforced picture exchange, iPad(R), or GoTalk(R) activations in a multi-element format (noting differences in aggression and/or mand independence across conditions). Then, we conducted a concurrent-operant mand preference assessment. Finally, we presented assessment results to the subject's mother and asked her to indicate her own preference. Parent and subject preferences were aligned and we completed therapy using the iPad(R).",2019,https://scholar.google.com.br/,yes
2263,Interacting with the National Database for Autism Research (NDAR) via the LONI Pipeline workflow environment.,"Under the umbrella of the National Database for Clinical Trials (NDCT) related to mental illnesses, the National Database for Autism Research (NDAR) seeks to gather, curate, and make openly available neuroimaging data from NIH-funded studies of autism spectrum disorder (ASD). NDAR has recently made its database accessible through the LONI Pipeline workflow design and execution environment to enable large-scale analyses of cortical architecture and function via local, cluster, or ""cloud""-based computing resources. This presents a unique opportunity to overcome many of the customary limitations to fostering biomedical neuroimaging as a science of discovery. Providing open access to primary neuroimaging data, workflow methods, and high-performance computing will increase uniformity in data collection protocols, encourage greater reliability of published data, results replication, and broaden the range of researchers now able to perform larger studies than ever before. To illustrate the use of NDAR and LONI Pipeline for performing several commonly performed neuroimaging processing steps and analyses, this paper presents example workflows useful for ASD neuroimaging researchers seeking to begin using this valuable combination of online data and computational resources. We discuss the utility of such database and workflow processing interactivity as a motivation for the sharing of additional primary data in ASD research and elsewhere.",2019,https://scholar.google.com.br/,no
2264,Autism: the micro-movement perspective.,"The current assessment of behaviors in the inventories to diagnose autism spectrum disorders (ASD) focus on observation and discrete categorizations. Behaviors require movements, yet measurements of physical movements are seldom included. Their inclusion however, could provide an objective characterization of behavior to help unveil interactions between the peripheral and the central nervous systems (CNSs). Such interactions are critical for the development and maintenance of spontaneous autonomy, self-regulation, and voluntary control. At present, current approaches cannot deal with the heterogeneous, dynamic and stochastic nature of development. Accordingly, they leave no avenues for real time or longitudinal assessments of change in a coping system continuously adapting and developing compensatory mechanisms. We offer a new unifying statistical framework to reveal re-afferent kinesthetic features of the individual with ASD. The new methodology is based on the non-stationary stochastic patterns of minute fluctuations (micro-movements) inherent to our natural actions. Such patterns of behavioral variability provide re-entrant sensory feedback contributing to the autonomous regulation and coordination of the motor output. From an early age, this feedback supports centrally driven volitional control and fluid, flexible transitions between intentional and spontaneous behaviors. We show that in ASD there is a disruption in the maturation of this form of proprioception. Despite this disturbance, each individual has unique adaptive compensatory capabilities that we can unveil and exploit to evoke faster and more accurate decisions. Measuring the kinesthetic re-afference in tandem with stimuli variations we can detect changes in their micro-movements indicative of a more predictive and reliable kinesthetic percept. Our methods address the heterogeneity of ASD with a personalized approach grounded in the inherent sensory-motor abilities that the individual has already developed.",2019,https://scholar.google.com.br/,no
2265,Toward Precision Psychiatry: Statistical Platform for the Personalized Characterization of Natural Behaviors.,"There is a critical need for new analytics to personalize behavioral data analysis across different fields, including kinesiology, sports science, and behavioral neuroscience. Specifically, to better translate and integrate basic research into patient care, we need to radically transform the methods by which we describe and interpret movement data. Here, we show that hidden in the ""noise,"" smoothed out by averaging movement kinematics data, lies a wealth of information that selectively differentiates neurological and mental disorders such as Parkinson's disease, deafferentation, autism spectrum disorders, and schizophrenia from typically developing and typically aging controls. In this report, we quantify the continuous forward-and-back pointing movements of participants from a large heterogeneous cohort comprising typical and pathological cases. We empirically estimate the statistical parameters of the probability distributions for each individual in the cohort and report the parameter ranges for each clinical group after characterization of healthy developing and aging groups. We coin this newly proposed platform for individualized behavioral analyses ""precision phenotyping"" to distinguish it from the type of observational-behavioral phenotyping prevalent in clinical studies or from the ""one-size-fits-all"" model in basic movement science. We further propose the use of this platform as a unifying statistical framework to characterize brain disorders of known etiology in relation to idiopathic neurological disorders with similar phenotypic manifestations.",2019,https://scholar.google.com.br/,no
2266,Characterization of the Statistical Signatures of Micro-Movements Underlying Natural Gait Patterns in Children with Phelan McDermid Syndrome: Towards Precision-Phenotyping of Behavior in ASD.,"BACKGROUND: There is a critical need for precision phenotyping across neurodevelopmental disorders, especially in individuals who receive a clinical diagnosis of autism spectrum disorder (ASD). Phelan-McDermid deletion syndrome (PMS) is one such example, as it has a high penetrance of ASD. At present, no biometric characterization of the behavioral phenotype within PMS exists. METHODS: We introduce a data-type and statistical framework that permits the personalized profiling of naturalistic behaviors. Walking patterns were assessed in 30 participants (16 PMS, 3 idiopathic-ASD and 11 age- and sex-matched controls). Each individual's micro-movement signatures were recorded at 240 Hz. We empirically estimated the parameters of the continuous Gamma family of probability distributions and calculated their ranges. These estimated stochastic signatures were then mapped on the Gamma plane to obtain several statistical indexes for each child. To help visualize complex patterns across the cohort, we introduce new tools that enable the assessment of connectivity and modularity indexes across the peripheral network of rotational joints. RESULTS: Typical walking signatures are absent in all children with PMS as well as in the children with idiopathic-ASD (iASD). Underlying these patterns are atypical leg rotational acceleration signatures that render participants with PMS unstable with rotations that are much faster than controls. The median values of the estimated Gamma parameters serve as a cutoff to automatically separate children with PMS 5-7 years old from adolescents with PMS 12-16 years old, the former displaying more randomness and larger noise. The fluctuations in the arm's motions during the walking also have atypical statistics that separate males from females in PMS and show higher rates of noise accumulation in idiopathic ASD (iASD) children. Despite high heterogeneity, all iASD children have excess noise, a narrow range of probability-distribution shapes across the body joints and a distinct joint network connectivity pattern. Both PMS and iASD have systemic issues with noise in micro-motions across the body with specific signatures for each child that, as a cohort, selectively deviates from controls. CONCLUSIONS: We provide a new methodology for precision behavioral phenotyping with the potential to use micro-movement output noise as a natural classifier of neurodevelopmental disorders of known etiology. This approach may help us better understand idiopathic neurodevelopmental disorders and personalize the assessments of natural movements in these populations.",2019,https://scholar.google.com.br/,no
2267,Give spontaneity and self-discovery a chance in ASD: spontaneous peripheral limb  variability as a proxy to evoke centrally driven intentional acts.,"Autism can be conceived as an adaptive biological response to an early unexpected developmental change. Under such conceptualization one could think of emerging biological compensatory mechanisms with unique manifestations in each individual. Within a large group of affected people this would result in a highly heterogeneous spectral disorder where it would be difficult to tap into the hidden potentials of any given individual. A pressing question is how to treat the disorder while harnessing the capabilities and predispositions that the individual has already developed. It would indeed be ideal to use such strengths to accelerate the learning of self-sufficiency and independence, important as the person transitions into adulthood. In this report, we introduce a new concept for therapeutic interventions and basic research in autism. We use visuo-spatial and auditory stimuli to help augment the physical reality of the child and sensory-substitute corrupted kinesthetic information quantified in his/her movement patterns to help the person develop volitional control over the hand motions. We develop a co-adaptive child-computer interface that closes the sensory-motor feedback loops by alerting the child of a cause-effect relationship between the statistics of his/her real-time hand movement patterns and those of external media states. By co-adapting the statistics of the media states and those of the child's real-time hand movements, we found that without any food/token reward the children naturally remained engaged in the task. Even in the absence of practice, the learning gains were retained, transferred and improved 2-4 weeks later. This new concept demonstrates that individuals with autism do have spontaneous sensory-motor adaptive capabilities. When led to their self-discovery, these patterns of spontaneous behavioral variability (SBV) morph into more predictive and reliable intentional actions. These can unlock and enhance exploratory behavior and autonomy in the individual with autism spectrum disorders (ASD).",2019,https://scholar.google.com.br/,no
2268,A systematic review of attention deficit hyperactivity disorder (ADHD) and mathematical ability: current findings and future implications.,"BACKGROUND: Several recent behavioural and behavioural genetic studies have investigated the relationship between attention deficit hyperactivity disorder (ADHD) and mathematical ability. The aim of this systematic review was to provide an overview of these studies to date. An emphasis was placed on reviewing results that explored the association between mathematics and the two ADHD components of attention and hyperactivity-impulsivity separately. METHODS: A systematic search of quantitative studies investigating the association between mathematics and ADHD was conducted across five databases (PsychINFO, Web of Science, PubMed, EMBASE, and Scopus). A total of 30 cross-sectional and four longitudinal studies were included in this review. RESULTS: Narrative synthesis of the results was provided using PRISMA guidelines. Taken together, the studies pointed at substantial evidence for a negative association between ADHD symptoms and mathematical ability. This association was particularly marked for the inattentive component of ADHD than for the hyperactive-impulsive component. Evidence from twin studies also showed a significant genetic correlation between mathematics and ADHD, which was greater for the inattentive component of ADHD compared to the hyperactive-impulsive component. CONCLUSIONS: The differential relationship of the hyperactivity-impulsivity and inattention domains with mathematics emphasises the heterogeneity within the disorder and suggests a partially different aetiology of the two ADHD domains. A better understanding of the aetiology of ADHD could help develop more efficient interventions aimed at the reduction of its symptoms. It could also offer an explanatory framework for shortcomings in achievement and inform the development of non-pharmacological intervention strategies.",2019,https://scholar.google.com.br/,no
2269,Prevalence and correlates of antipsychotic polypharmacy in children and adolescents receiving antipsychotic treatment.,"Antipsychotic polypharmacy (APP), which is common in adults with psychotic disorders, is of unproven efficacy and raises safety concerns. Although youth are increasingly prescribed antipsychotics, little is known about APP in this population. We performed a systematic PubMed search (last update 26 January 2013) of studies reporting the prevalence of APP in antipsychotic-treated youth. Summary statistics and statistical tests were calculated at the study level and not weighted by sample size. Fifteen studies (n = 58 041, range 68-23 183) reported on APP in youth [mean age = 13.4 +/- 1.7 yr, 67.1 +/- 10.2{\%} male, 77.9 +/- 27.4{\%} treated with second-generation antipsychotics (SGAs)]. Data collected in these studies covered 1993-2008. The most common diagnoses were attention-deficit hyperactivity disorder (ADHD, 39.9 +/- 23.5{\%}) and conduct disorder/oppositional defiant disorder (CD/ODD, 33.6 +/- 24.8). In studies including predominantly children (mean age = {\textless}13 yr, N = 5), the most common diagnosis were ADHD (50.6 +/- 25.4{\%}) and CD/ODD (39.5 +/- 27.5{\%}), while in studies with predominantly adolescents (mean age = 13 yr, N = 7) the most common diagnoses were schizophrenia-spectrum disorders (28.6 +/- 23.8{\%}), anxiety disorders (26.9 +/- 14.9{\%}) and bipolar-spectrum disorders (26.6 +/- 7.0{\%}), followed closely by CD/ODD (25.8 +/- 17.7). The prevalence of APP among antipsychotic-treated youth was 9.6 +/- 7.2{\%} (5.9 +/- 4.5{\%} in child studies, 12.0 +/- 7.9{\%} in adolescent studies, p = 0.15). Higher prevalence of APP was correlated with a bipolar disorder or schizophrenia diagnosis (p = 0.019) and APP involving SGA+SGA combinations (p = 0.0027). No correlation was found with APP definition [1 d (N = 10) vs. {\textgreater}30-90 d (N = 5), p = 0.88]. Despite lacking safety and efficacy data, APP in youth is not uncommon, even in samples predominantly consisting of non-psychotic patients. The duration, clinical motivations and effectiveness of this practice require further study.",2019,https://scholar.google.com.br/,no
2270,"Alexithymia, but not autism spectrum disorder, may be related to the production of emotional facial expressions.","BACKGROUND: A prominent diagnostic criterion of autism spectrum disorder (ASD) relates to the abnormal or diminished use of facial expressions. Yet little is known about the mechanisms that contribute to this feature of ASD. METHODS: We showed children with and without ASD emotionally charged video clips in order to parse out individual differences in spontaneous production of facial expressions using automated facial expression analysis software. RESULTS: Using hierarchical multiple regression, we sought to determine whether alexithymia (characterized by difficulties interpreting one's own feeling states) contributes to diminished facial expression production. Across groups, alexithymic traits-but not ASD traits, IQ, or sex-were associated with quantity of facial expression production. CONCLUSIONS: These results accord with a growing body of research suggesting that many emotion processing abnormalities observed in ASD may be explained by co-occurring alexithymia. Developmental and clinical considerations are discussed, and it is argued that alexithymia is an important but too often ignored trait associated with ASD that may have implications for subtyping individuals on the autism spectrum.",2019,https://scholar.google.com.br/,no
2271,Nucleus accumbens mu-opioid receptors mediate social reward.,"Positive social interactions are essential for emotional well-being and proper behavioral development of young individuals. Here, we studied the neural underpinnings of social reward by investigating the involvement of opioid neurotransmission in the nucleus accumbens (NAc) in social play behavior, a highly rewarding social interaction in adolescent rats. Intra-NAc infusion of morphine (0.05-0.1 mug) increased pinning and pouncing, characteristic elements of social play behavior in rats, and blockade of NAc opioid receptors with naloxone (0.5 mug) prevented the play-enhancing effects of systemic morphine (1 mg/kg, s.c.) administration. Thus, stimulation of opioid receptors in the NAc was necessary and sufficient for morphine to increase social play. Intra-NAc treatment with the selective mu-opioid receptor agonist [D-Ala(2),N-MePhe(4),Gly(5)-ol]enkephalin (DAMGO) (0.1-10 ng) and the mu-opioid receptor antagonist Cys-Tyr-D-Trp-Arg-Thr-Pen-Thr-NH(2) (CTAP) (0.3-3 mug) increased and decreased social play, respectively. The delta-opioid receptor agonist DPDPE ([D-Pen(2),D-Pen(5)]-enkephalin) (0.3-3 mug) had no effects, whereas the kappa-opioid receptor agonist U69593 (N-methyl-2-phenyl-N-[(5R,7S,8S)-7-(pyrrolidin-1-yl)-1-oxaspiro[4.5]dec-8-yl]acet amide) (0.01-1 mug) decreased social play. Intra-NAc treatment with beta-endorphin (0.01-1 mug) increased social play, but met-enkephalin (0.1-5 mug) and the enkephalinase inhibitor thiorphan (0.1-1 mug) were ineffective. DAMGO (0.1-10 ng) increased social play after infusion into both the shell and core subregions of the NAc. Last, intra-NAc infusion of CTAP (3 mug) prevented the development of social play-induced conditioned place preference. These findings identify NAc mu-opioid receptor stimulation as an important neural mechanism for the attribution of positive value to social interactions in adolescent rats. Altered NAc mu-opioid receptor function may underlie social impairments in psychiatric disorders such as autism, schizophrenia, or personality disorders.",2019,https://scholar.google.com.br/,no
2272,"Reinforcement, dopamine and rodent models in drug development for ADHD.","Attention deficit hyperactivity disorder (ADHD) presents special challenges for drug development. Current treatment with psychostimulants and nonstimulants is effective, but their mechanism of action beyond the cellular level is incompletely understood. We review evidence suggesting that altered reinforcement mechanisms are a fundamental characteristic of ADHD. We show that a deficit in the transfer of dopamine signals from established positive reinforcers to cues that predict such reinforcers may underlie these altered reinforcement mechanisms, and in turn explain key symptoms of ADHD. We argue that the neural substrates controlling the excitation and inhibition of dopamine neurons during the transfer process are a promising target for future drug development. There is a need to develop animal models and behavioral paradigms that can be used to experimentally investigate these mechanisms and their effects on sensitivity to reinforcement. More specific and selective targeting of drug development may be possible through this approach.",2019,https://scholar.google.com.br/,no
2273,Effects of peer-mediated instruction to teach use of speech-generating devices to students with autism in social game routines.,"Supporting social interactions between students with autism spectrum disorders (ASDs) and their typically developing peers presents many challenges. The purpose of this study was to investigate the effects of a peer-mediated intervention designed to teach two students with ASD to use speech-generating devices (SGDs) to engage in interactions with peers in a social context at school. Six peer confederates (three from each student with ASD's general education classroom) were taught to support SGD use during game activities. A multiple baseline design was used to examine the relationship between peer-mediated instruction and an increase in total communicative acts (CAs) by the two students with ASD. Results provide evidence that the confederates acquired the skills needed to support SGD use by students with ASD. The results also suggest that the intervention was effective at increasing total appropriate CAs by students with ASD. In addition, social validity ratings by all of the confederates were positive. Results are discussed regarding educational implications, limitations, and future research.",2019,https://scholar.google.com.br/,no
2274,Consensus Genotyper for Exome Sequencing (CGES): improving the quality of exome variant genotypes.,"MOTIVATION: The development of cost-effective next-generation sequencing methods  has spurred the development of high-throughput bioinformatics tools for detection of sequence variation. With many disparate variant-calling algorithms available, investigators must ask, 'Which method is best for my data?' Machine learning research has shown that so-called ensemble methods that combine the output of multiple models can dramatically improve classifier performance. Here we describe a novel variant-calling approach based on an ensemble of variant-calling algorithms, which we term the Consensus Genotyper for Exome Sequencing (CGES). CGES uses a two-stage voting scheme among four algorithm implementations. While our ensemble method can accept variants generated by any variant-calling algorithm, we used GATK2.8, SAMtools, FreeBayes and Atlas-SNP2 in building CGES because of their performance, widespread adoption and diverse but complementary algorithms. RESULTS: We apply CGES to 132 samples sequenced at the Hudson Alpha Institute for Biotechnology (HAIB, Huntsville, AL) using the Nimblegen Exome Capture and Illumina sequencing technology. Our sample set consisted of 40 complete trios, two families of four, one parent-child duo and two unrelated individuals. CGES yielded the fewest total variant calls (N(CGES) = 139 degrees 897), the highest Ts/Tv ratio (3.02), the lowest Mendelian error rate across all genotypes (0.028{\%}), the highest rediscovery rate from the Exome Variant Server (EVS, 89.3{\%}) and 1000 Genomes (1KG, 84.1{\%}) and the highest positive predictive value (PPV, 96.1{\%}) for a random sample of previously validated de novo variants. We describe these and other quality control (QC) metrics from consensus data and explain how the CGES pipeline can be used to generate call sets of varying quality stringency, including consensus calls present across all four algorithms, calls that are consistent across any three out of four algorithms, calls that are consistent across any two out of four algorithms or a more liberal set of all calls made by any algorithm. AVAILABILITY AND IMPLEMENTATION: To enable accessible, efficient and reproducible analysis, we implement CGES both as a stand-alone command line tool available for download in GitHub and as a set of Galaxy tools and workflows configured to execute on parallel computers. SUPPLEMENTARY INFORMATION: Supplementary data are available at Bioinformatics online.",2019,https://scholar.google.com.br/,no
2275,[Diagnostic validity of attention deficit/hyperactivity disorder: from phenomenology to neurobiology (II)].,"The diagnostic criteria for the attention deficit/hyperactivity disorder (ADHD) were defined by the American Psychiatric Association in the Diagnostic and Statistical Manual of Mental Disorders, fourth version. ADHD is a neuro-psychiatric disorder associated with impairments in everyday life and behavioral dysregulation (i.e. inattention, hyper-activity and impulsivity), and it has showed empirical evidence from clinical, pharmacological, and psychometric studies. Nevertheless, the role of neurobiological impairments in the presentation of the symptoms remains unclear. For this paper, the authors reviewed Spanish and English literature that support the neurobiological validity of the disorder, aimed to present evidence associated with its cognitive and behavioral phenotype (e.g. in: neuropsychology, electrophysiology, structural and functional magnetic resonance imaging, neurochemistry and genetics). Additionally, an integrative theoretical clinical and scientific proposal is presented. Finally, the introduction of neurobiological marker as part of the definitive diagnosis is suggested, as a started point for the identification of therapeutic targets.",2019,https://scholar.google.com.br/,no
2276,Is riluzole a potential therapy for Rett syndrome?,"Rett syndrome (RTT) is a severe neurodevelopmental disorder with autistic features and is caused by loss-of-function mutations in the gene encoding methyl-CpG-binding protein 2 (MECP2) in the majority of cases. Besides symptomatic treatment, no therapeutic trials have shown effectiveness for RTT. Some perspectives in the treatment of RTT have been provided by recent works showing a phenotypic reversal by increasing brain-derived neurotrophic factor (BDNF) expression in a RTT mouse model. Glutamate may also play an important role in the primary pathogenesis in Rett syndrome through the excitotoxic neuronal injury in experimental models. Riluzole, an agent currently approved for the treatment of amyotrophic lateral sclerosis, is a glutamatergic modulator and BDNF enhancer with neuroprotective properties. For these reasons, riluzole could potentially play an important role in the treatment of RTT symptoms. Several points regarding the use of riluzole in RTT are discussed. Further evaluation of the therapeutic effects of this agent in RTT animal models is needed before clinical trials can begin.",2019,https://scholar.google.com.br/,no
2277,"Design, development, and clinical validation of therapeutic toys for autistic children.","[Purpose] One of the characteristics of autistic children is social interaction difficulties. Although therapeutic toys can promote social interaction, however its related research remains insufficient. The aim of the present study was to build a set of cooperative play toys that are suitable for autistic children. [Subjects and Methods] This study used an innovative product design and development approach as the basis for the creation of cooperative play toys. [Results] The present study has successfully developed cooperative play toys. Compared to the traditional game therapy for autism, cooperative play toy therapy can significantly improve the interactions between autistic children and their peers. [Conclusion] The most critical design theme of cooperative play toys focuses on captivating the interest of autistic children. Based on the needs of the individual cases, the design of the therapeutic toy set was specifically tailored, i.e., by reinforcing the sound and light effects to improve the attractiveness of the toys. In the future, different play modes can be combined with this toy set to further enhance the degree of interaction of autistic children and improve their quality of life and social skills.",2019,https://scholar.google.com.br/,no
2278,Enhancing the application and evaluation of a discrete trial intervention package for eliciting first words in preverbal preschoolers with ASD.,"This study evaluates the effectiveness of an intervention package including a discrete trial program (Rapid Motor Imitation Antecedent Training (Tsiouri and Greer, J Behav Educat 12:185-206, 2003) combined with parent education for eliciting first words in children with ASD who had little or no spoken language. Evaluation of the approach includes specific intervention targets and functional spoken language outcomes (Tager-Flusberg et al., J Speech Lang Hear Res 52:643-652, 2009). Results suggest that RMIA, with parent training, catalyzes development of verbal imitation and production for some children. Three of five participants acquired word production within the DTT framework and achieved milestones of early functional spoken language use (Tager-Flusberg et al., J Speech Lang Hear Res 52:643-652, 2009). The implications of these findings for understanding the role of discrete trial approaches to language intervention are discussed.",2019,https://scholar.google.com.br/,no
2279,PUNCH: Population Characterization of Heterogeneity.,"Neuropsychiatric disorders are notoriously heterogeneous in their presentation, which precludes straightforward and objective description of the differences between affected and typical populations that therefore makes finding reliable biomarkers a challenge. This difficulty underlines the need for reliable methods to capture sample characteristics of heterogeneity using a single continuous measure, incorporating the multitude of scores used to describe different aspects of functioning. This study addresses this challenge by proposing a general method of identifying and quantifying the heterogeneity of any clinical population using a severity measure called the PUNCH (Population Characterization of Heterogeneity). PUNCH is a decision level fusion technique to incorporate decisions of various phenotypic scores, while providing interpretable weights for scores. We provide applications of our framework to simulated datasets and to a large sample of youth with Autism Spectrum Disorder (ASD). Next we stratify PUNCH scores in our ASD sample and show how severity moderates findings of group differences in diffusion weighted brain imaging data, more severely affected subgroups of ASD show expanded differences compared to age and gender matched healthy controls. Results demonstrate the ability of our measure in quantifying the underlying heterogeneity of the clinical samples, and suggest its utility in providing researchers with reliable severity assessments incorporating population heterogeneity.",2019,https://scholar.google.com.br/,no
2280,Parenting Behavior Mediates the Intergenerational Association of Parent and Child Offspring ADHD Symptoms.,"Although there are likely to be multiple mechanisms underlying parent attention-deficit/hyperactivity disorder (ADHD) symptoms as a key risk factor for offspring ADHD, potential explanatory factors have yet to be reliably identified. Given that parent ADHD symptoms independently predict parenting behavior and child ADHD symptoms, we tested whether individual differences in multiple dimensions of positive and negative parenting behavior (i.e., corporal punishment, inconsistent discipline, positive parenting behavior, observed negative talk, and observed praise) mediated the association between parental and offspring ADHD. We used a prospective design that featured predictors (i.e., parent ADHD symptoms) and mediators (i.e., parenting behavior) that temporally preceded the outcome (i.e., offspring ADHD symptoms). Using a well-characterized sample of 120 children with and without ADHD (ages 5-10 at Wave 1, 7-12 at Wave 2) and their biological parents, we examined multimethod (i.e., observed, self-report) measures of positive and negative parenting behavior as simultaneous mediators of the association of Wave 1 parent and Wave 2 offspring ADHD symptoms. Using a multiple mediation framework, consisting of rigorous bootstrapping procedures and controlling for parent depression, child's baseline ADHD and oppositional defiant disorder, and child's age, corporal punishment significantly and uniquely mediated the association of Wave 1 parent ADHD symptoms and Wave 2 offspring ADHD. We consider the role of parenting behavior in the intergenerational transmission of ADHD as well as implications of these findings for the intervention and prevention of childhood ADHD.",2019,https://scholar.google.com.br/,no
2281,Child sex moderates the association between negative parenting and childhood conduct problems.,"Although multiple dimensions of negative parenting behavior are associated with childhood conduct problems (CP), there is relatively little research on whether the association is equally robust in boys and girls. To improve the specificity of current models of negative parenting and offspring CP, we explored the potential moderating role of child sex in a sample of 179 5- to 10-year-old ethnically diverse boys and girls with and without attention-deficit/hyperactivity disorder (ADHD) who were assessed using multiple methods (i.e., rating scales, semistructured interviews) and informants (i.e., parents, teachers). Controlling for children's age, race-ethnicity, and ADHD diagnostic status (i.e., ADHD vs. non-ADHD), inconsistent discipline was positively associated with offspring aggression and rule-breaking behavior, whereas harsh punishment was positively associated with aggression, rule-breaking behavior, and oppositional defiant disorder symptoms. Furthermore, child sex significantly moderated the association of inconsistent discipline and aggression and rule-breaking behavior, such that inconsistent discipline was positively associated with CP for boys, but not for girls. Given the centrality of negative parenting to theories of and efficacious interventions for aggression and CP, we discuss these findings within a developmental psychopathology framework and consider their implications for intervention.",2019,https://scholar.google.com.br/,no
2282,The self in autism: an emerging view from neuroimaging.,"One of the defining characteristics of individuals with autism spectrum disorder  (ASD) is difficulty with social interaction and communication with others, or interpersonal interaction. Accordingly, the majority of research efforts to date have focused on understanding the brain mechanisms underlying the deficits in social cognition and language associated with ASD. However, recent empirical and theoretical work has begun to reveal increasing evidence for altered self-representation, or intrapersonal cognition in ASD. Here we review recent studies of the self in ASD, focusing on paradigms examining 'physical' aspects of the self, including self-recognition, agency and perspective taking, and 'psychological' aspects of the self, including self-knowledge and autobiographical memory. A review of the existing literature suggests that psychological, but not physical, aspects of self-representation are altered in ASD. One key brain region that has emerged as a potential locus of self-related deficits in ASD is the medial prefrontal cortex, part of a larger 'default mode network'. Collectively, the findings from these studies provide a more comprehensive framework for understanding the complex social, cognitive, and affective symptomatology of ASD.",2019,https://scholar.google.com.br/,no
2283,Reconceptualizing functional brain connectivity in autism from a developmental perspective.,"While there is almost universal agreement amongst researchers that autism is associated with alterations in brain connectivity, the precise nature of these alterations continues to be debated. Theoretical and empirical work is beginning to reveal that autism is associated with a complex functional phenotype characterized by both hypo- and hyper-connectivity of large-scale brain systems. It is not yet understood why such conflicting patterns of brain connectivity are observed across different studies, and the factors contributing to these heterogeneous findings have not been identified. Developmental changes in functional connectivity have received inadequate attention to date. We propose that discrepancies between findings of autism related hypo-connectivity and hyper-connectivity might be reconciled by taking developmental changes into account. We review neuroimaging studies of autism, with an emphasis on functional magnetic resonance imaging studies of intrinsic functional connectivity in children, adolescents and adults. The consistent pattern emerging across several studies is that while intrinsic functional connectivity in adolescents and adults with autism is generally reduced compared with age-matched controls, functional connectivity in younger children with the disorder appears to be increased. We suggest that by placing recent empirical findings within a developmental framework, and explicitly characterizing age and pubertal stage in future work, it may be possible to resolve conflicting findings of hypo- and hyper-connectivity in the extant literature and arrive at a more comprehensive understanding of the neurobiology of autism.",2019,https://scholar.google.com.br/,no
2284,"Benign childhood epilepsy with Centro-Temporal spikes (BCECTSs), electrical status epilepticus in sleep (ESES), and academic decline--how aggressive should we be?","Since many of the children with BCECTSs display electrical status epilepticus during sleep and many present with different comorbidities, mainly ADHD and behavioral disturbances, clinicians are often confronted with the dilemma of how aggressive they should be with their efforts of normalizing the EEG. We conducted a retrospective study by screening medical records of all consecutive patients with BCECTSs, spike-wave index (SWI) {\textgreater}30{\%}, and ADHD/ADD that were evaluated in our pediatric epilepsy service and were followed up for at least two years. Patients with neurocognitive deterioration detected by formal testing were excluded. A total of 17 patients with mean age of 6.9years at BCECTS diagnosis were identified. The patients' mean SWI was 60{\%} and that dense electrical activity lasted 1.5years on average (range: 1-4.5years). Six children were formally diagnosed with learning disabilities in addition to ADD/ADHD. All of them were treated with an average of three antiepileptic medications, mainly for the purpose of normalizing the EEG, but none of them was treated with steroids or high-dose diazepam. The mean duration of follow-up was 5.5years. A cognitive or behavioral deterioration was not detected in any of them. Our data suggest that when treating a child with BCECTSs, high SWI, and school difficulties, the most critical parameter that determines the necessity of using second-line antiepileptic agents such as steroids or high-dose diazepam is a formal psychological evaluation that proves cognitive (I.Q.) decline. Otherwise, these agents may be avoided.",2019,https://scholar.google.com.br/,no
2285,Impaired reward processing by anterior cingulate cortex in children with attention deficit hyperactivity disorder.,"Decades of research have examined the neurocognitive mechanisms of cognitive control, but the motivational factors underlying task selection and performance remain to be elucidated. We recently proposed that anterior cingulate cortex (ACC) utilizes reward prediction error signals carried by the midbrain dopamine system to learn the value of tasks according to the principles of hierarchical reinforcement learning. According to this position, disruption of the ACC-dopamine interface can disrupt the selection and execution of extended, task-related behaviors. To investigate this issue, we recorded the event-related brain potential (ERP) from children with attention deficit hyperactivity disorder (ADHD), which is strongly associated with ACC-dopamine dysfunction, and from typically developing children while they navigated a simple ""virtual T-maze"" to find rewards. Depending on the condition, the feedback stimuli on each trial indicated that the children earned or failed to earn either money or points. We found that the reward positivity, an ERP component proposed to index the impact of dopamine-related reward signals on ACC, was significantly larger with money feedback than with points feedback for the children with ADHD, but not for the typically developing children. These results suggest that disruption of the ACC-dopamine interface may underlie the impairments in motivational control observed in childhood ADHD.",2019,https://scholar.google.com.br/,no
2286,"Linking ADHD, impulsivity, and drug abuse: a neuropsychological perspective.","In this chapter, we consider the relevance of impulsivity as both a psychological construct and endophenotype underlying attention-deficit/hyperactivity disorder (ADHD) and drug addiction. The case for executive dysfunction in ADHD and drug addiction is critically reviewed in the context of dissociable cognitive control processes mediated by the dorsolateral prefrontal cortex (DLPFC), the orbital and ventral medial prefrontal cortex (VMPFC). We argue that such neuroanatomical divisions within the prefrontal cortex are likely to account for the multidimensional basis of impulsivity conceptually categorized in terms of ""motoric"" and ""choice"" impulsivity. The relevance of this distinction for the etiology of ADHD and drug addiction is integrated within a novel theoretical framework. This scheme embraces animal learning theory to help explain the heterogeneity of impulse control disorders, which are exemplified by ADHD as a vulnerability disorder for drug addiction.",2019,https://scholar.google.com.br/,no
2287,Comparative evaluation of oral hygiene practices and oral health status in autistic and normal individuals.,"AIM: The present study attempts to explore the oral hygiene practices and oral health status in autistic patients as compared to nonaffected, same aged healthy individuals. MATERIALS AND METHODS: The oral hygiene practices, prevalence of caries and periodontal status were evaluated in 117 autistic patients and 126 healthy individuals. The test and control groups were divided into three categories, based on the type of dentition as Primary dentition (Category 1), Mixed dentition (Category 2) and Permanent dentition (Category 3). Plaque and gingival status was recorded by plaque index (Loe, 1967) and gingival index (Loe, 1967), periodontal status by community periodontal index of treatment needs and dental caries by DMFT/DEF index. Statistical analysis was done using descriptive statistics, independent sample t-test, contingency coefficient test and one-way ANOVA test by SPSS 14 software. RESULTS: There was no statistically significant difference in the brushing habits between autistics and controls (P = 0.573), however, Autistics required assistance in brushing. Prevalence of caries was significantly lower in autistic patients (P = 0.000). Plaque and gingival scores were significantly higher in autistic patients (P = 0.000) and prevalence of periodontal disease was significantly higher in autistic patients (P = 0.000). Greater number of autistic patients required professional scaling and root planing (P = 0.000). CONCLUSION: The present study suggests that autistic patients have a higher rate of periodontal disease and lower caries compared to controls. Attempts should be made by parents, general dentists and periodontists to teach oral hygiene methods to these patients by constant repetition and patience, as autistic individuals can develop skills over a period of time and lead a more productive and independent life.",2019,https://scholar.google.com.br/,no
2288,An Investigation of Stimulus Pairing and Listener Training to Establish Emergent  Intraverbals in Children with Autism.,"We examined two methods to facilitate the emergence of untaught intraverbal responses to children with autism. Listener behavior training (LT) involved reinforcement of a selection-based response following presentation of an array of pictures on an iPad(R) and an auditory instruction describing a characteristic of the picture. Stimulus pairing (SP) involved presentation of one picture in isolation on the iPad(R) and an auditory instruction describing a characteristic of the picture. Participants were not required to emit an overt vocal response during SP. Results indicate both procedures were effective at producing some untaught intraverbal responses, but a transfer of stimulus control procedure was required for two of the three participants to meet mastery criterion. Results are discussed in terms of necessary prerequisite skills for each procedure, and the requirement of an overt or echoic response to help facilitate the emergence of intraverbals.",2019,https://scholar.google.com.br/,no
2289,Disentangling signal and noise in autism spectrum disorder.,"Predictive coding has recently been welcomed as a fruitful framework to understand autism spectrum disorder. Starting from an account centered on deficient differential weighting of prediction errors (based in so-called precision estimation), we illustrate that individuals with autism have particular difficulties with separating signal from noise, across different tasks. Specifically, we discuss how deficient precision-setting is detrimental for learning in unstable environments, for context-dependent assignment of salience to inputs, and for robustness in perception, as illustrated in coherent motion paradigms.",2019,https://scholar.google.com.br/,no
2290,Teaching multi-step requesting and social communication to two children with autism spectrum disorders with three AAC options.,"The present study involved comparing the acquisition of multi-step requesting and social communication across three AAC options: manual signing (MS), picture exchange (PE), and speech-generating devices (SGDs). Preference for each option was also assessed. The participants were two children with autism spectrum disorders (ASD) who had previously been taught to use each option to request preferred items. Intervention was implemented in an alternating-treatments design. During baseline, participants demonstrated low levels of correct communicative responding. With intervention, both participants learned the target responses (two- and three-step requesting responses, greetings, answering questions, and social etiquette responses) to varying levels of proficiency with each communication option. One participant demonstrated a preference for using the SGD and the other preferred PE. The importance of examining preferences for using one AAC option over others is discussed.",2019,https://scholar.google.com.br/,no
2291,Cost-effectiveness of extended-release methylphenidate in children and adolescents with attention-deficit/hyperactivity disorder sub-optimally treated with immediate release methylphenidate.,"BACKGROUND: Attention-Deficit/Hyperactivity Disorder (ADHD) is a common psychiatric disorder in children and adolescents. Immediate-release methylphenidate (IR-MPH) is the medical treatment of first choice. The necessity to use several IR-MPH tablets per day and associated potential social stigma at school often leads to reduced compliance, sub-optimal treatment, and therefore economic loss. Replacement of IR-MPH with a single-dose extended release (ER-MPH) formulation may improve drug response and economic efficiency. OBJECTIVE: To evaluate the cost-effectiveness from a societal perspective of a switch from IR-MPH to ER-MPH in patients who are sub-optimally treated. METHODS: A daily Markov-cycle model covering a time-span of 10 years was developed including four different health states: (1) optimal response, (2) sub-optimal response, (3) discontinued treatment, and (4) natural remission. ER-MPH options included methylphenidate osmotic release oral system (MPH-OROS) and Equasym XL/Medikinet CR. Both direct costs and indirect costs were included in the analysis, and effects were expressed as quality-adjusted life years (QALYs). Univariate, multivariate as well as probabilistic sensitivity analysis were conducted and the main outcomes were incremental cost-effectiveness ratios. RESULTS: Switching sub-optimally treated patients from IR-MPH to MPH-OROS or Equasym XL/Medikinet CR led to per-patient cost-savings of euro4200 and euro5400, respectively, over a 10-year treatment span. Sensitivity analysis with plausible variations of input parameters resulted in cost-savings in the vast majority of estimations. CONCLUSIONS: This study lends economic support to switching patients with ADHD with suboptimal response to short-acting IR-MPH to long-acting ER-MPH regimens.",2019,https://scholar.google.com.br/,no
2292,Automated Vocal Analysis of Children With Hearing Loss and Their Typical and Atypical Peers.,"OBJECTIVES: This study investigated automatic assessment of vocal development in  children with hearing loss compared with children who are typically developing, have language delays, and have autism spectrum disorder. Statistical models are examined for performance in a classification model and to predict age within the four groups of children. DESIGN: The vocal analysis system analyzed 1913 whole-day, naturalistic acoustic recordings from 273 toddlers and preschoolers comprising children who were typically developing, hard of hearing, language delayed, or autistic. RESULTS: Samples from children who were hard of hearing patterned more similarly to those of typically developing children than to the language delayed or autistic samples. The statistical models were able to classify children from the four groups examined and estimate developmental age based on automated vocal analysis. CONCLUSIONS: This work shows a broad similarity between children with hearing loss and typically developing children, although children with hearing loss show some delay in their production of speech. Automatic acoustic analysis can now be used to quantitatively compare vocal development in children with and without speech-related disorders. The work may serve to better distinguish among various developmental disorders and ultimately contribute to improved intervention.",2019,https://scholar.google.com.br/,no
2293,iPad-presented social stories for young children with autism.,"OBJECTIVE: This study investigated the effectiveness of iPad-presented social stories in increasing the on-task behaviour of three young children with autism. METHOD: A single-subject with multiple baseline across participants design was employed with three 4-year-old children to assess intervention effectiveness during structured table top activities. Observational data were digitally recorded, scored, graphed, and interpreted using 10-second interval measures over 5-min periods across baseline, intervention, and withdrawal phases. RESULTS: The combination of the social story together with the iPad proved to be an effective intervention for one of the three child participants. These findings confirm that the intervention may be effective with some children, but not others. CONCLUSION: Overall, this study builds on existing research that supports social stories as a promising practice. Further research into the use of iPad-presented social stories, particularly for children of varying ages, abilities, and learning styles is recommended.",2019,https://scholar.google.com.br/,yes
2294,Assessment and Treatment of Anxiety in Youth With Autism Spectrum Disorders.,"OBJECTIVES: Anxiety is one of the most prevalent co-occurring symptoms in youth with autism spectrum disorder (ASD). The assessment and treatment recommendations proposed here are intended to help primary care providers with the assessment and treatment of anxiety in ASD. METHODS: The Autism Speaks Autism Treatment Network/Autism Intervention Research on Physical Health Anxiety Workgroup, a multidisciplinary team of clinicians and researchers with expertise in ASD, developed the clinical recommendations. The recommendations were based on available scientific evidence regarding anxiety treatments, both in youth with ASD and typically developing youth, and clinical consensus of the workgroup where data were lacking. RESULTS: Assessment of anxiety requires a systematic approach to evaluating symptoms and potential contributing factors across various developmental levels. Treatment recommendations include psychoeducation, coordination of care, and modified cognitive-behavioral therapy, particularly for children and adolescents with high-functioning ASD. Due to the limited evidence base in ASD, medications for anxiety should be prescribed cautiously with close monitoring of potential benefits and side effects. CONCLUSIONS: Assessment and treatment of clinical anxiety in youth with ASD require a standardized approach to improve outcomes for youth with ASD. Although this approach provides a framework for clinicians, clinical judgment is recommended when making decisions about individual patients.",2019,https://scholar.google.com.br/,no
2295,Visual symbols in healthcare settings for children with learning disabilities and autism spectrum disorder.,"Children with learning disabilities (LD) and autism spectrum disorder (ASD) get anxious while attending healthcare settings as it is not part of their usual routine. They often understand visual symbols better than speech. Many of these children are accustomed to using symbols at school and at home to support their verbal understanding. A list of commonly conducted physical examinations, medical investigations and treatment procedures was compiled by the author with the help of parent support groups for ASD and Down's syndrome. In total, 150 visual symbols were developed for use in healthcare settings in consultation with parents, special needs teachers and a software company. Overall, 50 health professionals from 12 clinical areas in the hospital and community were consulted for their views on introducing symbols in healthcare settings. All had experienced difficulties in gaining cooperation from this group of children and strongly endorsed the use of symbols. They suggested using symbols in clinics and sending visual symbols home before the appointments to improve the children's understanding and cooperation.",2019,https://scholar.google.com.br/,no
2296,Prevalence of Attention Deficit Hyperactivity Disorder in primary school children.,"CONTEXT: There is a lacuna of studies on Attention Deficit Hyperactivity Disorder (ADHD) in the Indian context. AIMS: (i) To identify the prevalence of ADHD in primary school children, (ii) To identify the gender difference in the prevalence of ADHD, (iii) To compare the distribution of ADHD among different socioeconomic status, (iv) To identify the presence of any co-morbid factors associated with ADHD. SETTINGS AND DESIGN: This is a cross sectional study of school aged children selected from four different schools in Coimbatore district. MATERIALS AND METHODS: Seven hundred seventy children aged between 6 and 11 years were selected from four schools in Coimbatore district after obtaining informed consent from their parents. The presence of ADHD was assessed by using Conner's Abbreviated Rating Scale (CARS) given to parents and teachers. The children identified as having ADHD were assessed for the presence of any co-morbid factors by administering Children's Behavioural Questionnaire (CBQ) to the teachers and Personal Information Questionnaire to the parents. STATISTICAL ANALYSIS: Statistical Product and Service Solutions (SPSS) 10 software, Mean and Standard Deviation, and student's t test were used for statistical analysis. RESULTS: The prevalence of ADHD among primary school children was found to be 11.32{\%}. Prevalence was found to be higher among the males (66.7{\%}) as compared to that of females (33.3{\%}). The prevalence among lower socio-economic group was found to be 16.33{\%} and that among middle socio-economic group was 6.84{\%}. The prevalence was highest in the age group 9 and 10 years. CONCLUSION: The present study shows a high prevalence of ADHD among primary school children with a higher prevalence among the males than the females.",2019,https://scholar.google.com.br/,no
2297,An unbiased Bayesian approach to functional connectomics implicates social-communication networks in autism.,"Resting-state functional magnetic resonance imaging (rsfMRI) studies reveal a complex pattern of hyper- and hypo-connectivity in children with autism spectrum disorder (ASD). Whereas rsfMRI findings tend to implicate the default mode network and subcortical areas in ASD, task fMRI and behavioral experiments point to social dysfunction as a unifying impairment of the disorder. Here, we leverage a novel Bayesian framework for whole-brain functional connectomics that aggregates population differences in connectivity to localize a subset of foci that are most affected by ASD. Our approach is entirely data-driven and does not impose spatial constraints on the region foci or dictate the trajectory of altered functional pathways. We apply our method to data from the openly shared Autism Brain Imaging Data Exchange (ABIDE) and pinpoint two intrinsic functional networks that distinguish ASD patients from typically developing controls. One network involves foci in the right temporal pole, left posterior cingulate cortex, left supramarginal gyrus, and left middle temporal gyrus. Automated decoding of this network by the Neurosynth meta-analytic database suggests high-level concepts of ""language"" and ""comprehension"" as the likely functional correlates. The second network consists of the left banks of the superior temporal sulcus, right posterior superior temporal sulcus extending into temporo-parietal junction, and right middle temporal gyrus. Associated functionality of these regions includes ""social"" and ""person"". The abnormal pathways emanating from the above foci indicate that ASD patients simultaneously exhibit reduced long-range or inter-hemispheric connectivity and increased short-range or intra-hemispheric connectivity. Our findings reveal new insights into ASD and highlight possible neural mechanisms of the disorder.",2019,https://scholar.google.com.br/,no
2298,Pivotal response treatment prompts a functional rewiring of the brain among individuals with autism spectrum disorder.,"Behavioral interventions for autism have gained prominence in recent years, however, the neural-systems-level targets of these interventions remain poorly understood. We use a novel Bayesian framework to extract network-based differences before and after a 16-week pivotal response treatment (PRT) regimen. Our results suggest that the functional changes induced by PRT localize to the posterior cingulate and are marked by a shift in connectivity from the orbitofrontal cortex to the occipital-temporal cortex. Our results illuminate a potential PRT-induced learning mechanism, whereby the neural circuits involved during social perception shift from sensory and attentional systems to higher-level object and face processing areas.",2019,https://scholar.google.com.br/,no
2299,Management of attention-deficit hyperactivity disorder.,"Attention-deficit hyperactivity disorder (ADHD/ADD) is a neurobehavioral disorder of childhood onset characterized by severe, developmentally inappropriate motor hyperactivity, inattention, and impulsiveness that result in impairment in more than one setting. It affects the home, school, and community life of 39{\%} of school-going children worldwide. There is increasing recognition that ADHD symptoms and clinically defined disorder can persist into adult life and are associated with later drug and alcohol misuse and social and work difficulties. Added to that is the extreme variability of the disorder over time, within the same individual, between individuals, and across different circumstances. Treatment with stimulants and nonstimulants has proven effective in different subgroups, with the effectiveness of specific agents most likely related to the primary neurotransmitter involved. However, stimulants with a short duration of action have been problematic for some patients. Parent training and cognitive behavioral therapies represent the most widely adjunct psychosocial interventions to pharmacotherapy.",2019,https://scholar.google.com.br/,no
2300,[Prosocial intervention in children and adolescents with autism spectrum disorder without intellectual disability: benefits of videotaping therapy sessions].,"INTRODUCTION: The category of pervasive developmental disorders (PDD) without intellectual disability (including Asperger syndrome and high-functioning autism) has increased steadily among individuals since the 1980s. Although some symptoms may decrease with age, functional disability persists and is largely related to abnormalities in social interaction. Within the framework of PDD without intellectual disability, improving social skills appears to be a primary target for intervention programs. Despite a recent increase in the number of studies on this topic, few validated programs are yet available for clinical settings. BACKGROUND: We have developed an intervention targeting the improvement of social skills from the analysis of video sequences. The goal of this intervention is to promote communication within the group through sharing their interests and emotions, and to enhance the understanding of social situations. In order to assess the efficiency of this intervention, we have conducted a prospective, open, and uncontrolled study. First, it aimed at assessing the immediate effect of our intervention on a single social skill (communication) in an experimental situation (in the group) and in an ecological situations (family and school). Second, this study aimed at assessing the effects of this intervention on the subjects' social adjustment. METHOD: This study included 16 individuals with high-functioning autism/Asperger syndrome. Participants were evaluated before and after a 6-month video-based training using measures of socio-communicative and adaptive skills. RESULTS: Results revealed a statistically significant increase in the communication skills not only in the group (15.5{\%}), but also at home (13.7{\%}) and at school (8.7{\%}). The evaluation of socio-adaptive behavior indicates a statistically significant increase in communication (12{\%}), family (7{\%}) and social autonomy (8{\%}), and leisure activities (8{\%}). DISCUSSION: The communication and social adjustment scores obtained upon inclusion were low, despite low autistic intensity scores. However, the improvement at six months was significant for most studied variables. These results are consistent with our clinical findings and seem partly explained by the use of video supports as the mediator of exchanges within the group. However, because of some methodological limitations, the conclusions on the effects of the intervention should be nuanced. CONCLUSIONS: This type of intervention seems to be an interesting therapeutic indication for individuals with high-functioning autism/Asperger syndrome. The first results are encouraging, and all participants enjoyed attending the meetings. These conclusion elements encourage us to continue this intervention and to pursue further research by studying the impact on the individuals' quality of life.",2019,https://scholar.google.com.br/,no
2301,A long-term care center interdisciplinary education program for antipsychotic use in dementia: program update five years later.,"BACKGROUND: While antipsychotic (AP) medications are frequently used in long-term care, current evidence suggests that the risks may offset the benefits, necessitating periodic reassessment of their use. The aims of this present study were: (1) to assess rates of AP use five years after our first intervention to determine the long-term impact, and (2) to implement an updated AP reduction educational intervention program at the same center five years later in order to determine whether AP use could be further reduced. METHODS: Participants were residents with dementia receiving AP medication. The educational program component included separate lectures on pharmacologic and non-pharmacologic treatment of behavioral and psychological symptoms of dementia (BPSD). Completion of the Nursing Home Behavior Problems Scale (NHBPS), physician interviews concerning AP treatment plans for subjects with dementia, and AP administration and dose assessment occurred both at baseline and again between four to five months after the educational program. RESULTS: Of 308 long-term residents with dementia, 53 (17.2{\%}) were receiving regular APs, primarily for agitation, aggressivity, other behavioral problems and psychosis. Of these, six died and one was transferred, leaving 46 participants. At five months, ten (21.7{\%}) residents were no longer receiving APs and seven (15.2{\%}) were on a lower dose, thus, 17 (37.0{\%}) were either discontinued or on a lower dose. There was no worsening of NHBPS scores. CONCLUSION: Despite the low prevalence (17.2{\%}) of AP users at the beginning of the current study compared to that observed five years prior (30.5{\%}), it is still possible to further decrease the proportion of users.",2019,https://scholar.google.com.br/,no
2302,Intact interference and inhibitory functions in participants with bipolar disorder and their first-degree relatives.,"INTRODUCTION: Bipolar disorder (BD) is considered a highly heritable disorder. Several cognitive endophenotypes, such as executive functions and verbal memory, have been suggested. A key component of executive functioning is inhibition, a complex construct consisting of various subtypes. Only some of these subtypes have been investigated in BD participants and their relatives. Recent findings suggest that difficulties with more basic functions such as processing speed may account for some of the deficits observed in BD. This possibility has not been explored for inhibitory functions. METHOD: The current study investigated interference, behavioral and cognitive inhibition, and set-shifting in 36 BD participants, 24 of their unaffected first-degree relatives, and 40 healthy controls. We first used analysis of variance to assess group differences. This was followed by a second analysis in which we controlled for age and processing speed. RESULTS: Group performances after adjustment for age and processing speed were similar in tasks assessing interference and inhibition. However, shifting to a different task set required more time in BD participants than in controls even after adjustment for age and processing speed. BD relatives appeared to show a similar slowing but findings did not reach significance. CONCLUSIONS: The findings suggest that responses to interference and inhibitory functions may be preserved in BD participants, however, set-shifting abilities appear to be impaired in BD participants and may be affected in their relatives. Our findings further underline the importance of adjusting for more basic functions such as processing speed when evaluating neuropsychological functions.",2019,https://scholar.google.com.br/,no
2303,Adjacent segment disease.,"EDUCATIONAL OBJECTIVES As a result of reading this article, physicians should be  able to: 1. Understand the forces that predispose adjacent cervical segments to degeneration. 2. Understand the challenges of radiographic evaluation in the diagnosis of cervical and lumbar adjacent segment disease. 3. Describe the changes in biomechanical forces applied to adjacent segments of lumbar vertebrae with fusion. 4. Know the risk factors for adjacent segment disease in spinal fusion. Adjacent segment disease (ASD) is a broad term encompassing many complications of spinal fusion, including listhesis, instability, herniated nucleus pulposus, stenosis, hypertrophic facet arthritis, scoliosis, and vertebral compression fracture. The area of the cervical spine where most fusions occur (C3-C7) is adjacent to a highly mobile upper cervical region, and this contributes to the biomechanical stress put on the adjacent cervical segments postfusion. Studies have shown that after fusion surgery, there is increased load on adjacent segments. Definitive treatment of ASD is a topic of continuing research, but in general, treatment choices are dictated by patient age and degree of debilitation. Investigators have also studied the risk factors associated with spinal fusion that may predispose certain patients to ASD postfusion, and these data are invaluable for properly counseling patients considering spinal fusion surgery. Biomechanical studies have confirmed the added stress on adjacent segments in the cervical and lumbar spine. The diagnosis of cervical ASD is complicated given the imprecise correlation of radiographic and clinical findings. Although radiological and clinical diagnoses do not always correlate, radiographs and clinical examination dictate how a patient with prolonged pain is treated. Options for both cervical and lumbar spine ASD include fusion and/or decompression. Current studies are encouraging regarding the adoption of arthroplasty in spinal surgery, but more long-term data are required for full adoption of arthroplasty as the standard of care for prevention of ASD.",2019,https://scholar.google.com.br/,no
2304,Pharmacotherapy of the Preschool ADHD Treatment Study (PATS) Children Growing Up.,"OBJECTIVE: To describe the long-term psychopharmacological treatment of children  first diagnosed with attention-deficit/hyperactivity disorder (ADHD) as preschoolers. METHOD: In a systematic, prospective, naturalistic follow-up, 206 (68.0{\%}) of the 303 children who participated in the Preschool ADHD Treatment Study (PATS) were reassessed 3 years (mean age 7.4 years) and 179 (59.1{\%}) were reassessed 6 years (mean age 10.4 years) after completion of the controlled study. Pharmacotherapy and clinical data were obtained from the parents. Pharmacotherapy was defined as use of a specific class of medication for at least 50{\%} of the days in the previous 6 months. RESULTS: At year 3, a total of 34.0{\%} of the participants were on no pharmacotherapy, 41.3{\%} were on stimulant monotherapy, 9.2{\%} were on atomoxetine alone or with a stimulant, 8.3{\%} were on an antipsychotic usually together with a stimulant, and the remaining 7.2{\%} were on other pharmacotherapy, overall, 65.0{\%} were on an indicated ADHD medication. At year 6, a total of 26.8{\%} of the participants were on no pharmacotherapy, 40.2{\%} were on stimulant monotherapy, 4.5{\%} were on atomoxetine alone or with a stimulant, 13.4{\%} were on an antipsychotic, and 15.1{\%} were on other pharmacotherapy, overall, 70.9{\%} were on an indicated ADHD medication. Antipsychotic treatment was associated with more comorbidity, in particular disruptive behavior disorders and pervasive development disorders, and a lower level of functioning. CONCLUSION: In this study, the long-term pharmacotherapy of preschoolers with ADHD was heterogeneous. Although stimulant medication continued to be used by most children, about 1 child in 4 was off medication, and about 1 in 10 was on an antipsychotic.",2019,https://scholar.google.com.br/,no
2305,The importance of distinguishing propensity versus ability to imitate in ASD research and early detection.,"Imitation abnormalities are often documented in young children with autism spectrum disorder (ASD), however the relevance of imitation to early development and early detection of ASD remains unclear. Recent studies that investigated whether imitation at 12 months distinguishes children who will subsequently receive an ASD diagnosis from other high-risk groups have reported conflicting results. The purpose of this note is to provide a framework to interpret these conflicting findings, which is based on the often-overlooked distinction between the propensity to imitate and the ability to imitate. We argue that this distinction can critically inform understanding of early imitative behaviour in ASD and the development of early detection procedures.",2019,https://scholar.google.com.br/,no
2306,"Autism, attachment, and social learning: Three challenges and a way forward.","We explore three challenges that Autism Spectrum Disorder (ASD) poses to our understanding of the processes underlying early attachment. First, while caregiver-infant attachment and later social-affiliative behavior share common biobehavioral mechanisms, individuals with ASD are able to form secure attachment relationships, despite reduced social-emotional reciprocity and motivation for social interaction. Therefore, disruptions in social affiliation mechanisms can co-exist with secure caregiver-infant bonding. Second, while early attachment quality is associated with later social outcomes in typical development, interventions targeting caregiver-child interaction in ASD often show positive effects on parental responsivity and attachment quality, but not on child social behavior. Therefore, improvements in parent-child bonding do not necessarily result in improvements in social functioning in ASD. Third, individuals with ASD show normative brain activity and selective social affiliative behaviors in response to people that they know but not to unfamiliar people. We propose a conceptual framework to reformulate and address these three theoretical impasses posed by ASD, arguing that the dissociable pathways of child-parent bonding and social development in ASD are shaped by (1) a dissociation between externally-driven and internally-driven attachment responses and (2) atypical learning dynamics occurring during child-caregiver bonding episodes, which are governed by and influence social-affiliation motives and other operant contingencies.",2019,https://scholar.google.com.br/,no
2307,Atomic density effects on temperature characteristics and thermal transport at grain boundaries through a proper bin size selection.,"This study focuses on the proper characterization of temperature profiles across  grain boundaries (GBs) in order to calculate the correct interfacial thermal resistance (ITR) and reveal the influence of GB geometries onto thermal transport. The solid-solid interfaces resulting from the orientation difference between the (001), (011), and (111) copper surfaces were investigated. Temperature discontinuities were observed at the boundary of grains due to the phonon mismatch, phonon backscattering, and atomic forces between dissimilar structures at the GBs. We observed that the temperature decreases gradually in the GB area rather than a sharp drop at the interface. As a result, three distinct temperature gradients developed at the GB which were different than the one observed in the bulk solid. This behavior extends a couple molecular diameters into both sides of the interface where we defined a thickness at GB based on the measured temperature profiles for characterization. Results showed dependence on the selection of the bin size used to average the temperature data from the molecular dynamics system. The bin size on the order of the crystal layer spacing was found to present an accurate temperature profile through the GB. We further calculated the GB thickness of various cases by using potential energy (PE) distributions which showed agreement with direct measurements from the temperature profile and validated the proper binning. The variation of grain crystal orientation developed different molecular densities which were characterized by the average atomic surface density (ASD) definition. Our results revealed that the ASD is the primary factor affecting the structural disorders and heat transfer at the solid-solid interfaces. Using a system in which the planes are highly close-packed can enhance the probability of interactions and the degree of overlap between vibrational density of states (VDOS) of atoms forming at interfaces, leading to a reduced ITR. Thus, an accurate understanding of thermal characteristics at the GB can be formulated by selecting a proper bin size.",2019,https://scholar.google.com.br/,no
2308,Immune reactivity to food coloring.,"Artificial food dyes are made from petroleum and have been approved by the US Food and Drug Administration (FDA) for the enhancement of the color of processed foods. They are widely used in the food and pharmaceutical industries to increase the appeal and acceptability of their products. Synthetic food colorants can achieve hues not possible for natural colorants and are cheaper, more easily available, and last longer. However, since the use of artificial food coloring has become widespread, many allergic and other immune reactive disorders have increasingly been reported. During the past 50 y, the amount of synthetic dye used in foods has increased by 500{\%}. Simultaneously, an alarming rise has occurred in behavioral problems in children, such as aggression, attention deficit disorder (ADD), and attention-deficit/hyperactivity disorder (ADHD). The ingestion of food delivers the greatest foreign antigenic load that challenges the immune system. Artificial colors can also be absorbed via the skin through cosmetic and pharmaceutical products. The molecules of synthetic colorants are small, and the immune system finds it difficult to defend the body against them. They can also bond to food or body proteins and, thus, are able to act in stealth mode to circumvent and disrupt the immune system. The consumption of synthetic food colors, and their ability to bind with body proteins, can have significant immunological consequences. This consumption can activate the inflammatory cascade, can result in the induction of intestinal permeability to large antigenic molecules, and could lead to cross-reactivities, autoimmunities, and even neurobehavioral disorders. The Centers for Disease Control (CDC) recently found a 41{\%} increase in diagnoses of ADHD in boys of high-school age during the past decade. More shocking is the legal amount of artificial colorants allowed by the FDA in the foods, drugs, and cosmetics that we consume and use every day. The consuming public is largely unaware of the perilous truth behind the deceptive allure of artificial color.",2019,https://scholar.google.com.br/,no
2309,Residential proximity to freeways and autism in the CHARGE study.,"BACKGROUND: Little is known about environmental causes and contributing factors for autism. Basic science and epidemiologic research suggest that oxidative stress and inflammation may play a role in disease development. Traffic-related air pollution, a common exposure with established effects on these pathways, contains substances found to have adverse prenatal effects. OBJECTIVES: We examined the association between autism and proximity of residence to freeways and major roadways during pregnancy and near the time of delivery, as a surrogate for air pollution exposure. METHODS: Data were from 304 autism cases and 259 typically developing controls enrolled in the Childhood Autism Risks from Genetics and the Environment (CHARGE) study. The mother's address recorded on the birth certificate and trimester-specific addresses derived from a residential history obtained by questionnaire were geocoded, and measures of distance to freeways and major roads were calculated using ArcGIS software. Logistic regression models compared residential proximity to freeways and major roads for autism cases and typically developing controls. RESULTS: Adjusting for sociodemographic factors and maternal smoking, maternal residence at the time of delivery was more likely be near a freeway ({\textless}/= 309 m) for cases than for controls [odds ratio (OR)=1.86, 95{\%} confidence interval (CI), 1.04-3.45]. Autism was also associated with residential proximity to a freeway during the third trimester (OR=2.22, CI, 1.16-4.42). After adjustment for socioeconomic and sociodemographic characteristics, these associations were unchanged. Living near other major roads at birth was not associated with autism. CONCLUSIONS: Living near a freeway was associated with autism. Examination of associations with measured air pollutants is needed.",2019,https://scholar.google.com.br/,no
2310,"Prenatal immune challenge in rats: effects of polyinosinic-polycytidylic acid on  spatial learning, prepulse inhibition, conditioned fear, and responses to MK-801 and amphetamine.","Prenatal maternal immune activation increases risk for schizophrenia and/or autism. Previous data suggest that maternal weight change in response to the immune activator polyinosinic-polycytidylic (Poly IC) in rats influences the severity of effect in the offspring as does the exposure period. We treated gravid Sprague-Dawley rats from E14 to 18 with 8mg/kg/day Poly IC or saline. The Poly IC group was divided into those that gained the least weight or lost (Poly IC (L)) and those that gained the most (Poly IC (H)) weight. There were no effects of Poly IC on anxiety (elevated zero-maze, open-field, object burying), or Morris water maze cued learning or working memory or Cincinnati water maze egocentric learning. The Poly IC (H) group males had decreased acoustic startle whereas Poly IC (L) females had reduced startle and increased PPI. Poly IC offspring showed exaggerated hyperactivity in response to amphetamine (primarily in the Poly IC (H) group) and attenuated hyperactivity in response to MK-801 challenge (primarily in the Poly IC (L) group). Poly IC (L) males showed reduced cued conditioned freezing, both sexes showed less time in the dark in a light-dark test, and the Poly IC groups showed impaired Morris water maze hidden platform acquisition and probe performance. The data demonstrate that offspring from the most affected dams were more affected than those from less reactive dams indicating that degree of maternal immune activation predicts severity of effects on offspring behavior.",2019,https://scholar.google.com.br/,no
2311,Mobile devices for the remote acquisition of physiological and behavioral biomarkers in psychiatric clinical research.,"Psychiatric disorders are linked to a variety of biological, psychological, and contextual causes and consequences. Laboratory studies have elucidated the importance of several key physiological and behavioral biomarkers in the study of psychiatric disorders, but much less is known about the role of these biomarkers in naturalistic settings. These gaps are largely driven by methodological barriers to assessing biomarker data rapidly, reliably, and frequently outside the clinic or laboratory. Mobile health (mHealth) tools offer new opportunities to study relevant biomarkers in concert with other types of data (e.g., self-reports, global positioning system data). This review provides an overview on the state of this emerging field and describes examples from the literature where mHealth tools have been used to measure a wide array of biomarkers in the context of psychiatric functioning (e.g., psychological stress, anxiety, autism, substance use). We also outline advantages and special considerations for incorporating mHealth tools for remote biomarker measurement into studies of psychiatric illness and treatment and identify several specific opportunities for expanding this promising methodology. Integrating mHealth tools into this area may dramatically improve psychiatric science and facilitate highly personalized clinical care of psychiatric disorders.",2019,https://scholar.google.com.br/,no
2312,Three children with autism spectrum disorder learn to perform a three-step communication sequence using an iPad(R)-based speech-generating device.,"BACKGROUND: Many children with autism spectrum disorder (ASD) have limited or absent speech and might therefore benefit from learning to use a speech-generating device (SGD). The purpose of this study was to evaluate a procedure aimed at teaching three children with ASD to use an iPad((R))-based SGD to make a general request for access to toys, then make a specific request for one of two toys, and then communicate a thank-you response after receiving the requested toy. METHOD: A multiple-baseline across participants design was used to determine whether systematic instruction involving least-to-most-prompting, time delay, error correction, and reinforcement was effective in teaching the three children to engage in this requesting and social communication sequence. Generalization and follow-up probes were conducted for two of the three participants. RESULTS: With intervention, all three children showed improvement in performing the communication sequence. This improvement was maintained with an unfamiliar communication partner and during the follow-up sessions. CONCLUSION: With systematic instruction, children with ASD and severe communication impairment can learn to use an iPad-based SGD to complete multi-step communication sequences that involve requesting and social communication functions.",2019,https://scholar.google.com.br/,no
2313,The diagnosis less traveled: NPs' role in recognizing adult ADHD.,"PURPOSE: To stimulate critical thought about sociocultural implications of unrecognized and undiagnosed attention deficit hyperactivity disorder (ADHD), and how these factors interface with healthcare delivery models and care that nurse practitioners (NPs) provide. DATA SOURCES: Health science databases--Psych Info, Proquest, Sage, PubMed, and authors' professional experiences. CONCLUSIONS: NPs, often the main healthcare provider for underserved populations in community practice settings, have little training in assessing adult ADHD. ADHD, often unrecognized and undiagnosed among adults, contributes to global impairments adversely affecting individuals' social, behavioral, academic, and cognitive functioning. Increased insight and awareness about adult ADHD is warranted to facilitate appropriate diagnosis. IMPLICATIONS FOR PRACTICE: ADHD is found in all sectors of our society, however, assessment and diagnosis among those whose socioeconomic status limits access to resources is a problem. Working in integrated care clinical settings facilitates recognition of patient problems and colocates resources required to manage the ADHD patient effectively. While this practice model may not be the norm, it is critical for NPs to have: (a) heightened awareness of the presentation of adult ADHD, (b) skills and/or resources to facilitate proper diagnosis of adult ADHD, and (c) models of practice that support optimal NP care delivery.",2019,https://scholar.google.com.br/,no
2314,"Advancing a multidimensional, developmental spectrum approach to preschool disruptive behavior.","OBJECTIVE: Dimensional approaches are gaining scientific traction. However, their potential for elucidating developmental aspects of psychopathology has not been fully realized. The goal of this article is to apply a multidimensional, developmental framework to model the normal-abnormal spectrum of preschool disruptive behavior. The Multidimensional Assessment of Preschool Disruptive Behavior (MAP-DB), a novel measure, was used to model dimensional severity across developmental parameters theorized to distinguish the normative misbehavior of early childhood from clinically salient disruptive behavior. The 4 MAP-DB dimensions are Temper Loss, Noncompliance, Aggression, and Low Concern for Others. METHOD: Parents of a diverse sample of 1,488 preschoolers completed the MAP-DB. Multidimensional item response theory (IRT) was used for dimensional modeling. RESULTS: The 4-dimensional, developmentally informed model demonstrated excellent fit. Its factor loadings did not differ across demographic subgroups. All dimensions provided good coverage of the abnormal end of the severity continuum, but only Temper Loss and Noncompliance provided good coverage of milder, normatively occurring behaviors. The developmental expectability and quality of behaviors distinguished normative from atypical behaviors. The point at which frequency of behaviors was atypical varied based on dimensional location for Temper Loss, Noncompliance, and Aggression. CONCLUSION: The MAP-DB provides an innovative method for operationalizing developmentally specified, dimensional phenotypes in early childhood. Establishing the validity of these dimensional phenotypes in relation to clinical outcomes, neurocognitive substrates, and etiologic pathways will be a crucial test of their clinical utility.",2019,https://scholar.google.com.br/,no
2315,Use of machine learning to shorten observation-based screening and diagnosis of autism.,"The Autism Diagnostic Observation Schedule-Generic (ADOS) is one of the most widely used instruments for behavioral evaluation of autism spectrum disorders. It is composed of four modules, each tailored for a specific group of individuals based on their language and developmental level. On average, a module takes between 30 and 60 min to deliver. We used a series of machine-learning algorithms to study the complete set of scores from Module 1 of the ADOS available at the Autism Genetic Resource Exchange (AGRE) for 612 individuals with a classification of autism and 15 non-spectrum individuals from both AGRE and the Boston Autism Consortium (AC). Our analysis indicated that 8 of the 29 items contained in Module 1 of the ADOS were sufficient to classify autism with 100{\%} accuracy. We further validated the accuracy of this eight-item classifier against complete sets of scores from two independent sources, a collection of 110 individuals with autism from AC and a collection of 336 individuals with autism from the Simons Foundation. In both cases, our classifier performed with nearly 100{\%} sensitivity, correctly classifying all but two of the individuals from these two resources with a diagnosis of autism, and with 94{\%} specificity on a collection of observed and simulated non-spectrum controls. The classifier contained several elements found in the ADOS algorithm, demonstrating high test validity, and also resulted in a quantitative score that measures classification confidence and extremeness of the phenotype. With incidence rates rising, the ability to classify autism effectively and quickly requires careful design of assessment and diagnostic tools. Given the brevity, accuracy and quantitative nature of the classifier, results from this study may prove valuable in the development of mobile tools for preliminary evaluation and clinical prioritization-in particular those focused on assessment of short home videos of children--that speed the pace of initial evaluation and broaden the reach to a significantly larger percentage of the population at risk.",2019,https://scholar.google.com.br/,no
2316,A global public health strategy for autism spectrum disorders.,"In recent years, there has been increasing awareness about autism spectrum disorders (ASD) around the world, including in low and middle income countries. Unlike countries in Western Europe and North America where infrastructure and capacity are available to help meet some of the needs of individuals with ASD, little expertise or capacity exists in most of the developing world. In 2008 Autism Speaks launched the Global Autism Public Health (GAPH) Initiative to facilitate the development of systematic and sustainable solutions for enhancing global autism awareness, research, training and service delivery. In the last 3 years Autism Speaks has established collaboration with stakeholders from over 20 countries who are working alongside dedicated local and international stakeholders to effect change. In this article, the GAPH framework is described, along with a few brief case examples that illustrate how the framework for implementation of the model can occur. GAPH is still in its infancy but has the potential to have significant impact through inclusive collaboration with local and international stakeholders to develop effective and sustainable public health solutions for disseminating best practices and delivering tangible benefits to individuals with ASD and their families.",2019,https://scholar.google.com.br/,no
2317,Drug targets for cognitive enhancement in neuropsychiatric disorders.,"The investigation of novel drug targets for treating cognitive impairments associated with neurological and psychiatric disorders remains a primary focus of study in central nervous system (CNS) research. Many promising new therapies are progressing through preclinical and clinical development, and offer the potential of improved treatment options for neurodegenerative diseases such as Alzheimer's disease (AD) as well as other disorders that have not been particularly well treated to date like the cognitive impairments associated with schizophrenia (CIAS). Among targets under investigation, cholinergic receptors have received much attention with several nicotinic agonists (alpha7 and alpha4beta2) actively in clinical trials for the treatment of AD, CIAS and attention deficit hyperactivity disorder (ADHD). Both glutamatergic and serotonergic (5-HT) agonists and antagonists have profound effects on neurotransmission and improve cognitive function in preclinical experiments with animals, some of these compounds are now in proof-of-concept studies in humans. Several histamine H3 receptor antagonists are in clinical development not only for cognitive enhancement, but also for the treatment of narcolepsy and cognitive deficits due to sleep deprivation because of their expression in brain sleep centers. Compounds that dampen inhibitory tone (e.g., GABA(A) alpha5 inverse agonists) or elevate excitatory tone (e.g., glycine transporter inhibitors) offer novel approaches for treating diseases such as schizophrenia, AD and Down syndrome. In addition to cell surface receptors, intracellular drug targets such as the phosphodiesterases (PDEs) are known to impact signaling pathways that affect long-term memory formation and working memory. Overall, there is a genuine need to treat cognitive deficits associated with many neuropsychiatric conditions as well as an increasingly aging population.",2019,https://scholar.google.com.br/,no
2318,Improving social skills in adolescents and adults with autism and severe to profound intellectual disability: a review of the literature.,"Social skills are important treatment targets for individuals with autism spectrum disorders (ASD) across the lifespan. However, few treatments are available for adolescents and adults with ASD who also have severe to profound intellectual disability (S/PID). Several social skill interventions have been described that may improve social skills in this population, including video modeling, developmental, peer-mediated, behavioral, and structured teaching interventions. However, significant challenges in research design and methodology exist across these studies. This paper reviews research examining social skill interventions for youth and adults with ASD and S/PID and points out weaknesses and challenges in this literature. We propose a developmental framework of adapting early childhood interventions for use with youth and adults with ASD and S/PID as one starting point for intervention development.",2019,https://scholar.google.com.br/,no
2319,Prevalence of autism spectrum disorders among children in China: a systematic review.,"BACKGROUND: There are no reliable estimates of the prevalences of autism and autism spectrum disorders (ASD) in China. OBJECTIVE: Combine results across studies to estimate the prevalences of autism and ASD among Chinese children under the age of 18, and assess variations in the prevalences with respect to gender, ethnicity, and urban versus rural residence. METHODS: Based on pre-defined inclusion and exclusion criteria, studies were identified by searching the following databases: Chinese National Knowledge Infrastructure, Chongqing VIP database for Chinese Technical Periodicals, WANFANG DATA, Chinese Biological Medical Literature Database, Pubmed, and Web of Science. Statistical analysis was conducted using R-2.15.2 software. RESULTS: The 24 studies meeting inclusion criteria included 5 registry studies from Taiwan and Hong Kong (covering a total of 14570 369 children) and 19 community-based screening and diagnostic studies from mainland China (with a combined sample of 771 413 children). The annually reported prevalence of autism in the registry studies ranged from 1.8 to 424.6 per 10 000. A meta-analysis of 18 of the studies from mainland China (excluding a large nationwide study with the lowest prevalence of autism) with a range in rates from 2.8 to 30.4 per 10 000 generated an estimated pooled prevalence of autism of 12.8 per 10 000 (95{\%}CI, 9.4 to 17.5). The pooled prevalence of ASD estimated from 5 of these studies (which had a range in rates from 7.3 to 75.3 per 10 000) was 24.5 per 10000 (95{\%}CI, 10.4 to 57.4). The reported prevalence of autism varied substantially by gender, location of residence, date of publication, and source of the sample. CONCLUSION: The huge difference between the rates for autism reported from registry systems in Hong Kong and Taiwan (a 200-fold difference) and the large differences in rates reported from community-based screening studies in mainland China (a 10- to 15-fold difference) highlight the urgent need for establishing standardized methods for estimating the prevalences of autism and ASD. Until these methodological improvements have been made, it will not be possible to develop evidence-based prevention and treatment strategies for the management of these uncommon but seriously disabling conditions.",2019,https://scholar.google.com.br/,no
2320,[Association between guardian's first notice of autism symptom of children and time to seek medical care].,"OBJECTIVE: To understand the symptoms of autism of children that caused the first notice of guardian, related risk factors and the influence on the time to seek medical care. METHODS: The children with autism aged {\textless}5 years were selected from autism rehabilitation centers in Wuhan, Changsha, Haikou, Liuzhou and Changsha between September 2012 and April 2014, and their guardians were retrospectively surveyed by using questionnaire. SPSS 13.0 software was used for statistical analysis. RESULTS: A total of 415 children with autism were included in the study. Including 355 boys (85.54{\%}) and 60 girls (14.46{\%}), the sex ratio was 5.9 : 1. The most common concern of guardian were: language dysplasia (20.72{\%}), ignoring of people or lack of interaction with others (18.55{\%}), repeat and weird action pattern (14.94{\%}). The age when the first symptom occurred, which causing guardians' concern, ranged from 8 months to 28 months, the time when guardian began to concern varied with symptom (chi(2) =46.64, P{\textless}0.000 1). Guardian's educational level, guardian's contact time with the children, guardian's intimate degree with the children, the age of guardian, family type and tie had no statistical association with the fist autism symptom that caused guardian's concern. The age of the children at first medical care seeking ranged from 10.5 months to 33 months, the time of the first medical care seeking varied with symptom (chi(2) =46.10, P{\textless}0.000 1). Up to 90.74{\%} of the guardians delayed the medical care seeking of the children with autism, but the symptom specific differences in medical care delay had no statistical significance (chi(2) =9.46, P=0.579 6). CONCLUSION: The symptom of the children with autism causing guardian's first notice were mainly verbal communication barrier, social interaction barrier and restricted interests and behaviors. Guardian's educational level and intimate degree with children had no correlation with the symptom which caused guardian's first notice. The time when guardian began to concern and the time for children's medical care varied with guardian's first notice.",2019,https://scholar.google.com.br/,no
2321,Automatic Approach for Lung Segmentation with Juxta-Pleural Nodules from Thoracic CT Based on Contour Tracing and Correction.,"This paper presents a fully automatic framework for lung segmentation, in which juxta-pleural nodule problem is brought into strong focus. The proposed scheme consists of three phases: skin boundary detection, rough segmentation of lung contour, and pulmonary parenchyma refinement. Firstly, chest skin boundary is extracted through image aligning, morphology operation, and connective region analysis. Secondly, diagonal-based border tracing is implemented for lung contour segmentation, with maximum cost path algorithm used for separating the left and right lungs. Finally, by arc-based border smoothing and concave-based border correction, the refined pulmonary parenchyma is obtained. The proposed scheme is evaluated on 45 volumes of chest scans, with volume difference (VD) 11.15 +/- 69.63 cm3, volume overlap error (VOE) 3.5057 +/- 1.3719{\%}, average surface distance (ASD) 0.7917 +/- 0.2741 mm, root mean square distance (RMSD) 1.6957 +/- 0.6568 mm, maximum symmetric absolute surface distance (MSD) 21.3430 +/- 8.1743 mm, and average time-cost 2 seconds per image. The preliminary results on accuracy and complexity prove that our scheme is a promising tool for lung segmentation with juxta-pleural nodules.",2019,https://scholar.google.com.br/,no
2322,Modulation of social deficits and repetitive behaviors in a mouse model of autism: the role of the nicotinic cholinergic system.,"RATIONALE: Accumulating evidence implicates the nicotinic cholinergic system in autism spectrum disorder (ASD) pathobiology. Neuropathologic studies suggest that nicotinic acetylcholine (ACh) receptor (nAChR) subtypes are altered in brain of autistic individuals. In addition, strategies that increase ACh, the neurotransmitter for nicotinic and muscarinic receptors, appear to improve cognitive deficits in neuropsychiatric disorders and ASD. OBJECTIVE: The aim of this study is to examine the role of the nicotinic cholinergic system on social and repetitive behavior abnormalities and exploratory physical activity in a well-studied model of autism, the BTBR T(+) Itpr3 (tf) /J (BTBR) mouse. METHODS: Using a protocol known to up-regulate expression of brain nAChR subtypes, we measured behavior outcomes before and after BTBR and C57BL/6J (B6) mice were treated (4 weeks) with vehicle or nicotine (50, 100, 200, or 400 mug/ml). RESULTS: Increasing nicotine doses were associated with decreases in water intake, increases in plasma cotinine levels, and at the higher dose (400 mug/ml) with weight loss in BTBR mice. At lower (50, 100 mug/ml) but not higher (200, 400 mug/ml) doses, nicotine increased social interactions in BTBR and B6 mice and at higher, but not lower doses, it decreased repetitive behavior in BTBR. In the open-field test, nicotine at 200 and 400 mug/ml, but not 100 mug/ml compared with vehicle, decreased overall physical activity in BTBR mice. CONCLUSIONS: These findings support the hypotheses that the nicotinic cholinergic system modulates social and repetitive behaviors and may be a therapeutic target to treat behavior deficits in ASD. Further, the BTBR mouse may be valuable for investigations of the role of nAChRs in social deficits and repetitive behavior.",2019,https://scholar.google.com.br/,no
2323,Multi-task feature selection via supervised canonical graph matching for diagnosis of autism spectrum disorder.,"In this paper, we propose a novel framework for ASD diagnosis using structural magnetic resonance imaging (MRI). Our method deals explicitly with the distributional differences of gray matter (GM) and white matter (WM) features extracted from MR images. We project linearly the GM and WM features onto a canonical space where their correlations are mutually maximized. In this canonical space, features that are highly correlated with the class labels are selected for ASD diagnosis. In addition, graph matching is employed to preserve the geometrical relationships between samples when projected onto the canonical space. Our evaluations based on a public ASD dataset show that the proposed method outperforms all competing methods on all clinically important measures in differentiating ASD patients from healthy individuals.",2019,https://scholar.google.com.br/,no
2324,Using the virtual reality-cognitive rehabilitation approach to improve contextual processing in children with autism.,"BACKGROUND: This pilot study investigated the efficacy of a novel virtual reality-cognitive rehabilitation (VR-CR) intervention to improve contextual processing of objects in children with autism. Previous research supports that children with autism show deficits in contextual processing, as well as deficits in its elementary components: abstraction and cognitive flexibility. METHODS: Four children with autism participated in a multiple-baseline, single-subject study. The children were taught how to see objects in context by reinforcing attention to pivotal contextual information. RESULTS: All children demonstrated statistically significant improvements in contextual processing and cognitive flexibility. Mixed results were found on the control test and changes in context-related behaviours. CONCLUSIONS: Larger-scale studies are warranted to determine the effectiveness and usability in comprehensive educational programs.",2019,https://scholar.google.com.br/,yes
2325,Statistical methods for studying disease subtype heterogeneity.,"A fundamental goal of epidemiologic research is to investigate the relationship between exposures and disease risk. Cases of the disease are often considered a single outcome and assumed to share a common etiology. However, evidence indicates that many human diseases arise and evolve through a range of heterogeneous molecular pathologic processes, influenced by diverse exposures. Pathogenic heterogeneity has been considered in various neoplasms such as colorectal, lung, prostate, and breast cancers, leukemia and lymphoma, and non-neoplastic diseases, including obesity, type II diabetes, glaucoma, stroke, cardiovascular disease, autism, and autoimmune disease. In this article, we discuss analytic options for studying disease subtype heterogeneity, emphasizing methods for evaluating whether the association of a potential risk factor with disease varies by disease subtype. Methods are described for scenarios where disease subtypes are categorical and ordinal and for cohort studies, matched and unmatched case-control studies, and case-case study designs. For illustration, we apply the methods to a molecular pathological epidemiology study of alcohol intake and colon cancer risk by tumor LINE-1 methylation subtypes. User-friendly software to implement the methods is publicly available.",2019,https://scholar.google.com.br/,no
2326,Transcriptional and functional complexity of Shank3 provides a molecular framework to understand the phenotypic heterogeneity of SHANK3 causing autism and Shank3 mutant mice.,"BACKGROUND: Considerable clinical heterogeneity has been well documented amongst  individuals with autism spectrum disorders (ASD). However, little is known about the biological mechanisms underlying phenotypic diversity. Genetic studies have established a strong causal relationship between ASD and molecular defects in the SHANK3 gene. Individuals with various defects of SHANK3 display considerable clinical heterogeneity. Different lines of Shank3 mutant mice with deletions of different portions of coding exons have been reported recently. Variable synaptic and behavioral phenotypes have been reported in these mice, which makes the interpretations for these data complicated without the full knowledge of the complexity of the Shank3 transcript structure. METHODS: We systematically examined alternative splicing and isoform-specific expression of Shank3 across different brain regions and developmental stages by regular RT-PCR, quantitative real time RT-PCR (q-PCR), and western blot. With these techniques, we also investigated the effects of neuronal activity and epigenetic modulation on alternative splicing and isoform-specific expression of Shank3. We explored the localization and influence on dendritic spine development of different Shank3 isoforms in cultured hippocampal neurons by cellular imaging. RESULTS: The Shank3 gene displayed an extensive array of mRNA and protein isoforms resulting from the combination of multiple intragenic promoters and extensive alternative splicing of coding exons in the mouse brain. The isoform-specific expression and alternative splicing of Shank3 were brain-region/cell-type specific, developmentally regulated, activity-dependent, and involved epigenetic regulation. Different subcellular distribution and differential effects on dendritic spine morphology were observed for different Shank3 isoforms. CONCLUSIONS: Our results indicate a complex transcriptional regulation of Shank3 in mouse brains. Our analysis of select Shank3 isoforms in cultured neurons suggests that different Shank3 isoforms have distinct functions. Therefore, the different types of SHANK3 mutations found in patients with ASD and different exonic deletions of Shank3 in mutant mice are predicted to disrupt selective isoforms and result in distinct dysfunctions at the synapse with possible differential effects on behavior. Our comprehensive data on Shank3 transcriptional regulation thus provides an essential molecular framework to understand the phenotypic diversity in SHANK3 causing ASD and Shank3 mutant mice.",2019,https://scholar.google.com.br/,no
2327,Physician Perspectives on Providing Primary Medical Care to Adults with Autism Spectrum Disorders (ASD).,"We conducted in-depth case studies of 10 health care professionals who actively provide primary medical care to adults with autism spectrum disorders. The study sought to understand their experiences in providing this care, the training they had received, the training they lack and their suggestions for encouraging more physicians to provide this care. Qualitative data were gathered by phone using a structured interview guide and analyzed using the framework approach. Challenges to providing care were identified at the systems, practice and provider, and education and training levels. Solutions and interventions targeting needed changes at each level were also proposed. The findings have implications for health care reform, medical school and residency training programs, and the development of best practices.",2019,https://scholar.google.com.br/,no
2328,The uses of cognitive training technologies in the treatment of autism spectrum disorders.,"In this review, we focus on research that has used technology to provide cognitive training - i.e. to improve performance on some measurable aspect of behaviour - in individuals with autism spectrum disorders. We review technology-enhanced interventions that target three different cognitive domains: (a) emotion and face recognition, (b) language and literacy, and (c) social skills. The interventions reviewed allow for interaction through different modes, including point-and-click and eye-gaze contingent software, and are delivered through diverse implementations, including virtual reality and robotics. In each case, we examine the evidence of the degree of post-training improvement observed following the intervention, including evidence of transfer to altered behaviour in ecologically valid contexts. We conclude that a number of technological interventions have found that observed improvements within the computerised training paradigm fail to generalise to altered behaviour in more naturalistic settings, which may result from problems that people with autism spectrum disorders experience in generalising and extrapolating knowledge. However, we also point to several promising findings in this area. We discuss possible directions for future work.",2019,https://scholar.google.com.br/,no
2329,Internet communication of outpatients with Asperger's disorder or schizophrenia in Japan.,"INTRODUCTION: There is insufficient information about the Internet usage of psychiatric patients. The aim of this study is to investigate the usage of Internet communication among subjects with Asperger's disorder (AD) or schizophrenia. METHODS: A questionnaire survey was carried out in Japan among 29 outpatients with AD, 32 outpatients with schizophrenia, and 97 age-matched normal volunteers. This study limited the participants to young male adults (20- to 39-year-olds) using the Internet. RESULTS: People with a diagnosis of AD prefer personal computers to mobile phones as their Internet terminal, have an inclination to use anonymous media, and tend to think that they can communicate more correctly through the Internet than face-to-face communication. People with a diagnosis of schizophrenia employ the Internet to a degree almost similar to controls, and tend to rely on unknown persons, but also sometimes feel hurt when communicating on the Internet. Moreover, their sensitivity to the risks of the Internet tends to decrease with the aggravation of their psychotic symptoms. DISCUSSION: It may be important to pay attention to the excessive use of some limited media by people with a diagnosis of AD. Providing people with a diagnosis of schizophrenia with sufficient information about the risks of the Internet is also important.",2019,https://scholar.google.com.br/,no
2330,School discipline and disruptive classroom behavior: the moderating effects of student perceptions.,"This study examines the relationship between school discipline and student classroom behavior. A traditional deterrence framework predicts that more severe discipline will reduce misbehavior. In contrast, normative perspectives suggest that compliance depends upon commitment to rules and authority, including perceptions of fairness and legitimacy. Using school and individual-level data from the National Education Longitudinal Study of 1988 and multilevel regression modeling, the author finds support for the normative perspective. Students who perceive school authority as legitimate and teacher-student relations as positive are rated as less disruptive. While perceptions of fairness also predict lower disruptions, the effects are mediated by positive teacher-student relations. Contrary to the deterrence framework, more school rules and higher perceived strictness predicts more, not less, disruptive behavior. In addition, a significant interaction effect suggests that attending schools with more severe punishments may have the unintended consequence of generating defiance among certain youth.",2019,https://scholar.google.com.br/,no
2331,"Effectiveness of Work, Activities of Daily Living, Education, and Sleep Interventions for People With Autism Spectrum Disorder: A Systematic Review.","OBJECTIVE: To examine interventions addressing work, activities of daily living (ADLs), instrumental activities of daily living (IADLs), education, and sleep for people with autism spectrum disorder. METHOD: A total of 23 studies were identified, and 9 work-, 11 ADL/IADL-, and 3 education-related interventions were examined. No sleep studies were identified. RESULTS: Use of mobile and tablet technologies for vocational skills was supported. Support for ADL/IADL intervention is variable, with indications that Cognitive Orientation to Occupational Performance, sensory integration, and contextual interventions may increase occupational performance. Preliminary evidence suggests that daily yoga and brief exercise may improve classroom performance and behavior, group physical activities may assist with school readiness variables. Evidence for using technologies for IADLs was limited, as was evidence determining effective interventions for feeding and eating issues. CONCLUSIONS: Studies investigating interventions related to sleep are lacking. More studies are needed in all areas, presenting opportunities for the expansion of science-driven occupational therapy practice and research for people with ASD.",2019,https://scholar.google.com.br/,no
2332,Prevalence of stimulant use in a sample of US medical students.,"BACKGROUND: Stimulant use for academic performance is widespread among college students, but less is known about use among students obtaining advanced degrees. METHODS: In this cross-sectional survey, we measured the prevalence and demographic correlates of prescription stimulant use among a sample of US medical students. RESULTS: The lifetime prevalence of stimulant use in this sample of 144 medical students was 20{\%}, and prevalence of use during medical school was 15{\%}. More white students (32{\%}) than Asian students (7{\%}) had used stimulants. Nine percent of respondents reported an attention-deficit/hyperactivity disorder (ADHD) diagnosis, and those diagnosed were more than 30 times more likely to have used stimulants compared with those without a diagnosis. Of those who had taken stimulants, 83{\%} reported using them specifically for cognitive performance enhancement such as studying better and staying awake longer while on clinical duties. CONCLUSIONS: This study suggests a high prevalence of stimulant use among medical students compared with the general population. Personal experience with these medications as medical students could impact physician attitudes and prescribing patterns toward patients seeking help for ADHD-related symptoms.",2019,https://scholar.google.com.br/,no
2333,IMPACT OF A COMPUTERISED OUTPATIENT PRESCRIPTION PRINTING SYSTEM (COPPS) ON MELATONIN PRESCRIBING IN A COMMUNITY CHILD HEALTH CLINIC.,"AIM: COPPS is a computerised outpatient prescription printing system for WP10 prescriptions. It aims to improve the quality and safety of service, as patients will be provided with a legible, complete prescription to take to a community pharmacy of their choice. Patients requiring specialist medicines will have their medicines dispensed more promptly by the hospital pharmacy or medicines home care provider. The software ensures prescriptions contain all the required information to allow safe dispensing, reducing frequency of delays. Hospital pharmacy staff have more time to explain their medicines to patients, promoting shared decision making and improved adherence leading to better health outcomes and reduced waste and harm, provide information at the time of prescribing to increase adherence to agreed care pathways and prescribing practice. It facilitates attribution of prescribing, improves governance and is more easily audited and reported, capture the costs of medicines dispensed for out-patients which will be measured using information from the hospital pharmacy computer system and CASPA.The aim of this audit was to evaluate the effect the introduction of COPPS has had on compliance with the UHB formulary, local melatonin pathway and its impact on expenditure for melatonin within the community child health clinic. The pathway states that the starting dose is 2 mg Circadin(R) tablet or liquid melatonin 1 mg/1 ml if necessary for individual patients. METHOD: Community Child Health prescribing data shows their highest expenditure is on melatonin. This was therefore chosen to test the impact of COPPS for a pilot study.Six months prescribing data (September 14-March 15) was obtained from COPPS. This was compared to data obtained for WP10's from hospital forms analysis for the same months the previous year (September 13-March 14) RESULTS: A 55{\%} reduction was seen in the prescribing of non-formulary melatonin and a reduction in expenditure on melatonin by 18{\%} or pound16,000. The estimated annual reduction is pound23,000.There was also a significant increase in adherence to the agreed medication pathway for melatonin. CONCLUSION: COPPS provides information for establishment of a robust and expediated audit of medication costs and pathway compliance as shown by the melatonin results. It encourages prescribers to pick medicines from the UHB formulary and provides information that can be used to assess compliance to agreed pathways. In addition pharmacies are provided with accurate legible prescriptions and the patient receives printed copy of the prescription for the GP. A similar approach will now be used to assess the data for Attention Deficit Hyperactivity Disorder (ADHD). COPPS has recently been rolled out to another UHB community child health clinic and the local special schools and further outpatient clinics will follow. A patient satisfaction survey in the outpatient clinics will be developed and audited.",2019,https://scholar.google.com.br/,no
2334,Diagnosis of autism spectrum disorders using regional and interregional morphological features.,"This article describes a novel approach to identify autism spectrum disorder (ASD) utilizing regional and interregional morphological patterns extracted from structural magnetic resonance images. Two types of features are extracted to characterize the morphological patterns: (1) Regional features, which includes the cortical thickness, volumes of cortical gray matter, and cortical-associated white matter regions, and several subcortical structures extracted from different regions-of-interest (ROIs), (2) Interregional features, which convey the morphological change pattern between pairs of ROIs. We demonstrate that the integration of regional and interregional features via multi-kernel learning technique can significantly improve the classification performance of ASD, compared with using either regional or interregional features alone. Specifically, the proposed framework achieves an accuracy of 96.27{\%} and an area of 0.9952 under the receiver operating characteristic curve, indicating excellent diagnostic power and generalizability. The best performance is achieved when both feature types are weighted approximately equal, indicating complementary between these two feature types. Regions that contributed the most to classification are in line with those reported in the previous studies, particularly the subcortical structures that are highly associated with human emotional modulation and memory formation. The autistic brains demonstrate a significant rightward asymmetry pattern particularly in the auditory language areas. These findings are in agreement with the fact that ASD is a behavioral- and language-related neurodevelopmental disorder. By concurrent consideration of both regional and interregional features, the current work presents an effective means for better characterization of neurobiological underpinnings of ASD that facilitates its identification from typically developing children.",2019,https://scholar.google.com.br/,no
2335,A Feasibility Study on the Effectiveness of a Full-Body Videogame Intervention for Decreasing Attention Deficit Hyperactivity Disorder Symptoms.,"OBJECTIVE: The current study assessed the feasibility and effectiveness of a full-body-driven intervention videogame targeted at decreasing attention deficit hyperactivity disorder (ADHD) symptoms, specifically inattention, hyperactivity, impulsivity, and motor deficiency. MATERIALS AND METHODS: The game was tested in a Dutch sample (N = 73) of school-aged children with elevated ADHD symptoms. Children assigned to the intervention condition played ""Adventurous Dreaming Highflying Dragon,"" and those in the control condition played a comparable full-body-driven game without ADHD-focused training components. Games were played during six 15-minute sessions. Outcomes were teacher-rated ADHD symptoms and scores on neuropsychological tasks assessing motor skills, impulsivity, and sustained attention. RESULTS: There was some indication of greater improvement in the intervention group in comparison to the control group in terms of teacher-rated ADHD symptoms. Both groups showed equal indication of improvement in fine motor skills, but no change was found in gross motor skills. Additionally, both groups showed a deterioration in number of hits (assessing sustained attention) on the go/no-go task. Last, the intervention group showed a greater increase in false alarms (assessing impulsivity) than the control group. CONCLUSION: Dragon seems promising as a game-based intervention for children with ADHD. Children who played Dragon improved in several areas with only a short amount of gameplay (1.5 hours in total), and their satisfaction with the game was high. For future research, it is recommended to further inspect Dragon's influence on impulsivity and gross motor skills. Furthermore, it is recommended to disentangle, examine, and evaluate specific properties of videogames that might lead to positive behavioral change.",2019,https://scholar.google.com.br/,no
2336,Significant neuronal soma volume deficit in the limbic system in subjects with 15q11.2-q13 duplications.,"INTRODUCTION: Autism is diagnosed in numerous genetic and genomic developmental disorders associated with an overlap in high-risk genes and loci that underlie intellectual disability (ID) and epilepsy. The aim of this stereological study of neuronal soma volume in 25 brain structures and their subdivisions in eight individuals 9 to 26 years of age who were diagnosed with chromosome 15q11.2-13.1 duplication syndrome [dup(15)], autism, ID and epilepsy, eight age-matched subjects diagnosed with autism of unknown etiology (idiopathic autism) and seven control individuals was to establish whether defects of neuronal soma growth are a common denominator of developmental pathology in idiopathic and syndromic autism and how genetic modifications alter the trajectory of neuronal soma growth in dup(15) autism. RESULTS: Application of the Nucleator software to estimate neuronal size revealed significant neuronal soma volume deficits in 11 of 25 structures and their subregions (44 {\%}) in subjects diagnosed with dup(15) autism, including consistent neuronal soma volume deficits in the limbic system (sectors CA2, 3 and 4 in Ammon's horn, the second and third layers of the entorhinal cortex and in the amygdala), as well as in the thalamus, nucleus accumbens, external globus pallidus, and Ch3 nucleus in the magnocellular basal complex, and in the inferior olive in the brainstem. The second feature distinguishing dup(15) autism was persistent neuronal soma deficits in adolescents and young adults, whereas in idiopathic autism, neuronal volume deficit is most prominent in 4- to 8-year-old children but affects only a few brain regions in older subjects. CONCLUSIONS: This study demonstrates that alterations in the trajectory of neuronal growth throughout the lifespan are a core pathological features of idiopathic and syndromic autism. However, dup(15) causes persistent neuronal volume deficits in adolescence and adulthood, with prominent neuronal growth deficits in all major compartments of the limbic system. The more severe neuronal nuclear and cytoplasic volume deficits in syndromic autism found in this study and the more severe focal developmental defects in the limbic system in dup(15) previously reported in this cohort may contribute to the high prevalence of early onset intractable epilepsy and sudden unexpected death in epilepsy.",2019,https://scholar.google.com.br/,no
2337,Support Needs of Adults with Intellectual Disability Across Domains: The Role of  Technology.,"People with and without disabilities universally value the goals of greater control and self-determination, inclusion and participation in their school or community, and enhanced social inclusion. Technology is an important support in achieving these goals. In this manuscript we examine the intensity of support needs, as measured by the Supports Intensity Scale, of persons with intellectual disability (ID) by severity of their intellectual deficit, as well as examining the level of support needs of individuals with co-occurring autism, mental health problems, and physical limitations. We compared the profiles of support needs of persons with ID and particular concomitant conditions and discussed the implications from these findings for the use of technology to address the support needs of people with intellectual disability.",2019,https://scholar.google.com.br/,yes
2338,Special Education Services Received by Students with Autism Spectrum Disorders from Preschool through High School.,"Little is known about how special education services received by students with Autism Spectrum Disorders (ASDs) differ by age, disability severity, and demographic characteristics. Using three national datasets, the Pre-Elementary Education Longitudinal Study (PEELS), the Special Education Elementary Longitudinal Study (SEELS), and the National Longitudinal Transition Study-2 (NLTS2), this study examined the age trends in special education services received by students with ASDs from preschool through high school. Elementary-school students with ASDs had higher odds of receiving adaptive physical education, specialized computer software or hardware, and special transportation, but lower odds of receiving learning strategies/study skills support than their preschool peers. Secondary-school students had lower odds of receiving speech/language or occupational therapy and of having a behavior management program, but higher odds of receiving mental health or social work services than their elementary-school peers. Both disability severity and demographic characteristics were associated with differences in special education service receipt rates.",2019,https://scholar.google.com.br/,no
2339,Thriving in Youth with Autism Spectrum Disorder and Intellectual Disability.,"Most research on mental health in individuals with autism spectrum disorder (ASD) and intellectual disability (ID) has focused on deficits. We examined individual (i.e., sociocommunicative skills, adaptive behavior, functional cognitive skills) and contextual (i.e., home, school, and community participation) correlates of thriving in 330 youth with ID and ASD compared to youth with ID only, 11-22 years of age (M = 16.74, SD = 2.95). Youth with ASD and ID were reported to thrive less than peers with ID only. Group differences in sociocommunicative ability and school participation mediated the relationship between ASD and less thriving. Research is needed to further elucidate a developmental-contextual framework that can inform interventions to promote mental health and wellness in individuals with ASD and ID.",2019,https://scholar.google.com.br/,no
2340,ADHD and Present Hedonism: time perspective as a potential diagnostic and therapeutic tool.,"The article draws primarily from the behavioral findings (mainly psychiatric and  psychological observations) and points out the important relationships between attention-deficit/hyperactivity disorder (ADHD) symptoms and time orientation. Specifically, the authors argue that there is a significant overlap between the symptoms of ADHD and Present Hedonism. Present Hedonism is defined by Zimbardo's time perspective theory and assessed by Zimbardo Time Perspective Inventory. Developmental data on Present Hedonism of males and females in the Czech population sample (N=2201) are also presented. The hypothesis of relationship between ADHD and Present Hedonism is mainly derived from the prevalence of addictive behavior (mainly excessive Internet use, alcohol abuse, craving for sweets, fatty foods, and fast foods), deficits in social learning, and increased aggressiveness both in ADHD and in the population scoring high on Present Hedonism in the Zimbardo Time Perspective Inventory. We conclude that Zimbardo's time perspective offers both: 1) a potential diagnostic tool - the Zimbardo Time Perspective Inventory, particularly its Present Hedonism scale, and 2) a promising preventive and/or therapeutic approach by the Time Perspective Therapy. Time Perspective Therapy has so far been used mainly to treat past negative trauma (most notably, posttraumatic stress disorder), however, it also has value as a potential therapeutic tool for possible behavioral compensation of ADHD.",2019,https://scholar.google.com.br/,no
2341,Calming cycle theory: the role of visceral/autonomic learning in early mother and infant/child behaviour and development.,"Results from a randomised controlled trial of Family Nurture Intervention (FNI) showed significantly improved maternal behaviours and infant neurodevelopment and behaviour through 18 months, including a significantly reduced risk for autism. Preliminary results from a pilot study of FNI in preschool children found significant reduction in adverse behaviour. CONCLUSION: Calming cycle theory proposes that early emotional behaviour is shaped by subcortical visceral/autonomic co-conditioning between mother and infant. Two new constructs, emotional connection and visceral/autonomic co-regulation, are defined within a functional Pavlovian conditioning framework and are theorised to be part of an evolutionarily conserved mammalian phenomenon first identified by Pavlov.",2019,https://scholar.google.com.br/,no
2342,Does Prevention Pay? Costs and Potential Cost-savings of School Interventions Targeting Children with Mental Health Problems.,"In Sweden, the local government is responsible for funding schools in their district. One funding initiative is for schools to provide students with mental health problems with additional support via extra teachers, personal assistants, and special education classes. There are evidence-based preventive interventions delivered in schools, which have been shown to decrease the levels of students' mental health problems. However, little is known about how much the local government currently spends on students' mental health support and if evidence-based interventions could be financially beneficial. The aim of this study was to estimate the costs of providing additional support for students' mental health problems and the potential cost-offsets, defined as reduced school-based additional support, if two evidence-based school interventions targeting children's mental health problems were implemented in routine practice. This study uses data on the additional support students with mental health problems received in schools. Data was collected from one school district for students aged 6 to 16 years. We modeled two Swedish school interventions, Comet for Teachers and Social and Emotional Training (SET), which both had evidence of reducing mental health problems. We used a cost-offset analysis framework, assuming both interventions were fully implemented throughout the whole school district. Based on the published studies, the expected effects and the costs of the interventions were calculated. We defined the cost-offsets as the amount of predicted averted additional support for students with ongoing mental health problems who might no longer require receiving services such as one-on-one time with an extra teacher, a personal assistant, or to be placed in a special education classroom. A cost-offset analysis, from a payer's perspective (the local government responsible for school financing), was conducted comparing the costs of both interventions with the potential cost-savings due to a reduction in the prevalence of mental health problems and averted additional support required. The school district was comprised of 6,256 students, with 310 students receiving additional support for their mental health problems. Of these, 143 received support in their original school due to either having ADHD (n = 111), psychosocial problems (n = 26), or anxiety/depression (n = 6). The payers' total cost of additional support was 2,637,850 Euro per school year (18,447 Euro per student). The cost of running both interventions for the school district was 953,643 Euro for one year, while the potential savings for these interventions were estimated to be 627,150 Euro. The estimated effects showed that there would be a reduction of students needing additional support (25 for ADHD, eight for psychosocial problems, and one for anxiety/depression), and the payer would receive a return on their invested resources in less than two years (1.5 years) after implementation. Preventive school interventions can both improve some children's mental health problems and be financially beneficial for the payer. However, they are still limited in their scope of reducing all students' mental health statuses to below clinical cut-offs, therefore, the preventive school interventions should be used as a supplement, but not a replacement, to current practices. The findings have political and societal implications, in that payers can reallocate their funds toward preventive measures targeting students' mental health problems, while reducing the costs. When evaluating public health actions, it is necessary to consider their economic impact. The resources are scarce and the decision makers need knowledge on how to allocate their resources in an efficient way. Cost-offset analysis is seen as one way for decision makers to comprehend research findings, however, such analyses tend to not include the full benefits of the interventions, and actual impacts need to be fully evaluated in routine implementation.",2019,https://scholar.google.com.br/,no
2343,Novel roles of amyloid-beta precursor protein metabolites in fragile X syndrome and autism.,"Fragile X syndrome (FXS) is the most common form of inherited intellectual disability and is associated with up to 5{\%} of autism cases. Several promising drugs are in preclinical testing for FXS, however, bench-to-bedside plans for the clinic are severely limited due to lack of validated biomarkers and outcome measures. Published work from our laboratories has demonstrated altered levels of amyloid-beta (Abeta) precursor protein (APP) and its metabolites in FXS and idiopathic autism. Westmark and colleagues have focused on beta-secretase (amyloidogenic) processing and the accumulation of Abeta peptides in adult FXS models, whereas Lahiri and Sokol have studied alpha-secretase (non-amyloidogenic or anabolic) processing and altered levels of sAPPalpha and Abeta in pediatric autism and FXS. Thus, our groups have hypothesized a pivotal role for these Alzheimer's disease (AD)-related proteins in the neurodevelopmental disorders of FXS and autism. In this review, we discuss the contribution of APP metabolites to FXS and autism pathogenesis as well as the potential use of these metabolites as blood-based biomarkers and therapeutic targets. Our future focus is to identify key underlying mechanisms through which APP metabolites contribute to FXS and autism condition-to-disease pathology. Positive outcomes will support utilizing APP metabolites as blood-based biomarkers in clinical trials as well as testing drugs that modulate APP processing as potential disease therapeutics. Our studies to understand the role of APP metabolites in developmental conditions such as FXS and autism are a quantum leap for the neuroscience field, which has traditionally restricted any role of APP to AD and aging.",2019,https://scholar.google.com.br/,no
2344,Production and perception rules underlying visual patterns: effects of symmetry and hierarchy.,"Formal language theory has been extended to two-dimensional patterns, but little  is known about two-dimensional pattern perception. We first examined spontaneous two-dimensional visual pattern production by humans, gathered using a novel touch screen approach. Both spontaneous creative production and subsequent aesthetic ratings show that humans prefer ordered, symmetrical patterns over random patterns. We then further explored pattern-parsing abilities in different human groups, and compared them with pigeons. We generated visual plane patterns based on rules varying in complexity. All human groups tested, including children and individuals diagnosed with autism spectrum disorder (ASD), were able to detect violations of all production rules tested. Our ASD participants detected pattern violations with the same speed and accuracy as matched controls. Children's ability to detect violations of a relatively complex rotational rule correlated with age, whereas their ability to detect violations of a simple translational rule did not. By contrast, even with extensive training, pigeons were unable to detect orientation-based structural violations, suggesting that, unlike humans, they did not learn the underlying structural rules. Visual two-dimensional patterns offer a promising new formally-grounded way to investigate pattern production and perception in general, widely applicable across species and age groups.",2019,https://scholar.google.com.br/,no
2345,Pharmacological interventions for adolescents and adults with ADHD: stimulant and nonstimulant medications and misuse of prescription stimulants.,"Attention-deficit/hyperactivity disorder (ADHD) is a neurodevelopmental disorder  characterized by symptoms of inattention, hyperactivity, and impulsivity that cause functional impairment. Recent research indicates that symptoms persist into adulthood in the majority of cases, with prevalence estimates of approximately 5{\%} in the school age population and 2.5{\%}-4{\%} in the adult population. Although students with ADHD are at greater risk for academic underachievement and psychosocial problems, increasing numbers of students with ADHD are graduating from high school and pursuing higher education. Stimulant medications are considered the first line of pharmacotherapy for individuals with ADHD, including college students. Although preliminary evidence indicates that prescription stimulants are safe and effective for college students with ADHD when used as prescribed, very few controlled studies have been conducted concerning the efficacy of prescription stimulants with college students. In addition, misuse of prescription stimulants has become a serious problem on college campuses across the US and has been recently documented in other countries as well. The purpose of the present systematic review was to investigate the efficacy of prescription stimulants for adolescents and young adults with ADHD and the nonmedical use and misuse of prescription stimulants. Results revealed that both prostimulant and stimulant medications, including lisdexamfetamine dimesylate, methylphenidate, amphetamines, and mixed-amphetamine salts, are effective at reducing ADHD symptoms in adolescents and adults with ADHD. Findings also suggest that individuals with ADHD may have higher rates of stimulant misuse than individuals without the disorder, and characteristics such as sex, race, use of illicit drugs, and academic performance are associated with misuse of stimulant medications. Results also indicate that individuals both with and without ADHD are more likely to misuse short-acting agents than long-acting agents. These findings have implications for intervention, prevention, and future research.",2019,https://scholar.google.com.br/,no
2346,Designing Serious Game Interventions for Individuals with Autism.,"The design of ""Serious games"" that use game components (e.g., storyline, long-term goals, rewards) to create engaging learning experiences has increased in recent years. We examine of the core principles of serious game design and examine the current use of these principles in computer-based interventions for individuals with autism. Participants who undergo these computer-based interventions often show little evidence of the ability to generalize such learning to novel, everyday social communicative interactions. This lack of generalized learning may result, in part, from the limited use of fundamental elements of serious game design that are known to maximize learning. We suggest that future computer-based interventions should consider the full range of serious game design principles that promote generalization of learning.",2019,https://scholar.google.com.br/,no
2347,Perception of dental visit pictures in children with autism spectrum disorder and their caretakers: A qualitative study.,"OBJECTIVES: One of the most common ways to communicate to children with autism spectrum disorder (ASD) is by using pictures. This study was conducted to identify the easiest perception of dental visit by children with ASD when using pictures as printed photographs. MATERIALS AND METHODS: Purposive sampling was used to recruit participants from a school for children with special needs in south Jakarta. Semi-structured interviews were conducted with 10 autistic children aged 13-17 years, 2 parents, and 2 teachers. Open-ended questions were asked to participants regarding pictures of dental clinic personnel and activity. Conversations were noted, tape recorded, and then categorized to extract a theme. The data were analyzed using Dedoose mixed methods software. RESULTS: Most respondents showed a positive perception of the dental visit pictures. Many of the pictures were easily recognized by children with ASD, but some failed to be understood. Caretakers not only gave their perception but also recommendations for improvement of the pictures. CONCLUSIONS: Dental visit pictures could be used as useful communication tools for children with ASD. Based on the results, the pictures related to dental visit were generally easy to understand, however, some needed correction to be comprehensible.",2019,https://scholar.google.com.br/,no
2348,School Experiences of Adolescents With Attention-Deficit/Hyperactivity Disorder.,"This article reports on a qualitative study of the school experiences of adolescents with attention-deficit/hyperactivity disorder (ADHD) in the context of quantitative research on teacher attitudes and practices, adolescent self-appraisals, and social and family relationships. Twelve adolescents with ADHD participated in in-depth, semistructured interviews addressing major aspects of school life. Using a modified grounded theory framework, researchers coded these interviews. Three themes emerged: (a) support for a performance deficit, (b) academic and social engagement, and (c) moving from dependence to independence. What is most striking is the low level of agency students demonstrated, that is, rather than acting with purpose on their environments, they seemed to react to things that happened to them. These findings suggest that teachers of adolescents with ADHD know about the nature of the disorder, understand that students' difficulties with organization and academic performance are not typically intentional, use evidence-based interventions to support students, and provide the monitoring and scaffolding needed for academic achievement. The students also provide specific suggestions for parents and peers regarding the supports they need to be successful.",2019,https://scholar.google.com.br/,no
2349,The effect of the video game Mindlight on anxiety symptoms in children with an Autism Spectrum Disorder.,"BACKGROUND: In the clinical setting, a large proportion of children with an autism spectrum disorder (ASD) experience anxiety symptoms. Because anxiety is an important cause of impairment for children with an ASD, it is necessary that effective anxiety interventions are implemented for these children. Recently, a serious game called Mindlight has been developed that is focused on decreasing anxiety in children. This approach is based on recent research suggesting that video games might be suitable as an intervention vehicle to enhance mental health in children. In the present study it will be investigated whether Mindlight is effective in decreasing (sub) clinical anxiety symptoms in children who are diagnosed with an ASD. METHODS/DESIGN: The present study involves a randomized controlled trial (RCT) with two conditions (experimental versus control), in which it is investigated whether Mindlight is effective in decreasing (sub) clinical anxiety symptoms in children with an ASD. For this study, children of 8-16 years old with a diagnosis of an ASD and (sub) clinical anxiety symptoms will be randomly assigned to the experimental (N = 60) or the control (N = 60) condition. Children in the experimental condition will play Mindlight for one hour per week, for six consecutive weeks. Children in the control condition will play the puzzle game Triple Town, also for one hour per week and for six consecutive weeks. All children will complete assessments at baseline, post-intervention and 3-months follow-up. Furthermore, parents and teachers will also complete assessments at the same time points. The primary outcome will be child report of anxiety symptoms. Secondary outcomes will be parent report of child anxiety, child/parent report of depressive symptoms, and parent/teacher report of social functioning and behavior problems. DISCUSSION: This paper aims to describe a study that will examine the effect of the serious game Mindlight on (sub) clinical anxiety symptoms of children with an ASD in the age of 8-16 years old. It is expected that children in the experimental condition will show lower levels of anxiety symptoms at 3-months follow-up, compared to children in the control condition. If Mindlight turns out to be effective, it could be an important contribution to the already existing interventions for anxiety in children with an ASD. Mindlight could then be implemented as an evidence-based treatment for anxiety symptoms in children with an ASD in mental health institutes and special education schools. TRIAL REGISTRATION: Dutch Trial Register NTR5069 . Registered 20 April 2015.",2019,https://scholar.google.com.br/,no
2350,"Time-based and event-based prospective memory in autism spectrum disorder: the roles of executive function and theory of mind, and time-estimation.","Prospective memory (remembering to carry out an action in the future) has been studied relatively little in ASD. We explored time-based (carry out an action at a pre-specified time) and event-based (carry out an action upon the occurrence of a pre-specified event) prospective memory, as well as possible cognitive correlates, among 21 intellectually high-functioning children with ASD, and 21 age- and IQ-matched neurotypical comparison children. We found impaired time-based, but undiminished event-based, prospective memory among children with ASD. In the ASD group, time-based prospective memory performance was associated significantly with diminished theory of mind, but not with diminished cognitive flexibility. There was no evidence that time-estimation ability contributed to time-based prospective memory impairment in ASD.",2019,https://scholar.google.com.br/,no
2351,Psychotropic medication use in children with autism in the Kentucky Medicaid population.,"This study reviewed Kentucky Medicaid claims data for children with autism spectrum disorders to determine psychotropic drug (PTD) use in this population. Children with autism spectrum disorders (ICD-9 code 299.XX) in 3 different age-groups from 2005 to 2008 were identified, PTD use was defined as at least 1 prescription per year. PTD use in all age ranges was higher than in previously reported studies. High PTD use in children between 1 and 5 years is particularly of concern and may reflect perceived inadequacies of comprehensive educational/behavioral services for these children.",2019,https://scholar.google.com.br/,no
2352,Video self-modeling in children with autism: a pilot study validating prerequisite skills and extending the utilization of VSM across skill sets.,"Given the recent interest in the use of video self-modeling (VSM) to provide instruction within iPod apps and other pieces of handheld mobile assistive technologies, investigating appropriate prerequisite skills for effective use of this intervention is particularly timely and relevant. To provide additional information regarding the efficacy of VSM for students with autism and to provide insights into any possible prerequisite skills students may require for such efficacy, the authors investigated the use of VSM in increasing the instances of effective initiations of interpersonal greetings for three students with autism that exhibited different pre-intervention abilities. Results showed that only one of the three participants showed an increase in self-initiated greetings following the viewing of videos edited to show each participant self-modeling a greeting when entering his or her classroom. Due to the differences in initial skill sets between the three children, this finding supports anecdotally observed student prerequisite abilities mentioned in previous studies that may be required to effectively utilize video based teaching methods.",2019,https://scholar.google.com.br/,no
2353,Implementation of a self-monitoring application to improve on-task behavior: A high school pilot study.,"Technological innovations offer promise for improving intervention implementation in secondary, inclusive classrooms. A withdrawal design was employed with two high school students in order to assess the effectiveness of a technologically-delivered, self-monitoring intervention in improving on-task behavior in a science classroom. Two students ages 14 and 15 with diagnoses of specific learning disability (student 1) and attention deficit hyperactivity disorder (ADHD: student 2) were selected by case manager referral due to difficulties with on-task behavior despite long-term administration of psychostimulant medication. After baseline data were collected, both students were trained in the use of a self-monitoring application (I-Connect) delivered via a handheld tablet. On-task prompts were delivered at five min intervals in an ABAB withdrawal design. The intervention resulted in positive, stable improvements in the primary dependent variable of on-task behavior for both students and less clear improvement in the generalization variable of disruptive behavior.",2019,https://scholar.google.com.br/,no
2354,Chromosome conformation elucidates regulatory relationships in developing human brain.,"Three-dimensional physical interactions within chromosomes dynamically regulate gene expression in a tissue-specific manner. However, the 3D organization of chromosomes during human brain development and its role in regulating gene networks dysregulated in neurodevelopmental disorders, such as autism or schizophrenia, are unknown. Here we generate high-resolution 3D maps of chromatin contacts during human corticogenesis, permitting large-scale annotation of previously uncharacterized regulatory relationships relevant to the evolution of human cognition and disease. Our analyses identify hundreds of genes that physically interact with enhancers gained on the human lineage, many of which are under purifying selection and associated with human cognitive function. We integrate chromatin contacts with non-coding variants identified in schizophrenia genome-wide association studies (GWAS), highlighting multiple candidate schizophrenia risk genes and pathways, including transcription factors involved in neurogenesis, and cholinergic signalling molecules, several of which are supported by independent expression quantitative trait loci and gene expression analyses. Genome editing in human neural progenitors suggests that one of these distal schizophrenia GWAS loci regulates FOXG1 expression, supporting its potential role as a schizophrenia risk gene. This work provides a framework for understanding the effect of non-coding regulatory elements on human brain development and the evolution of cognition, and highlights novel mechanisms underlying neuropsychiatric disorders.",2019,https://scholar.google.com.br/,no
2355,Prostaglandin E2 promotes neural proliferation and differentiation and regulates  Wnt target gene expression.,"Prostaglandin E2 (PGE2 ) is an endogenous lipid molecule that regulates important physiological functions, including calcium signaling, neuronal plasticity, and immune responses. Exogenous factors such as diet, exposure to immunological agents, toxic chemicals, and drugs can influence PGE2 levels in the developing brain and have been associated with autism disorders. This study seeks to determine whether changes in PGE2 level can alter the behavior of undifferentiated and differentiating neuroectodermal (NE-4C) stem cells and whether PGE2 signaling impinges on the Wnt/beta-catenin pathways. We show that PGE2 increases proliferation of undifferentiated NE-4C stem cells. PGE2 also promotes the progression of NE-4C stem cell differentiation into neuronal-lineage cells, which is apparent by accelerated appearance of neuronal clusters (neurospheres) and earlier expression of the neuronal marker microtubule-associated protein tau. Furthermore, PGE2 alters the expression of downstream Wnt-regulated genes previously associated with neurodevelopmental disorders. In undifferentiated stem cells, PGE2 downregulates Ptgs2 expression and upregulates Mmp9 and Ccnd1 expression. In differentiating neuronal cells, PGE2 causes upregulation of Wnt3, Tcf4, and Ccnd1. The convergence of the PGE2 and the Wnt pathways is also apparent through increased expression of active beta-catenin, a key signaling component of the Wnt/beta-catenin pathways. This study provides novel evidence that PGE2 influences progression of neuronal development and influences Wnt target gene expression. We discuss how these findings could have potential implications for neurodevelopmental disorders such as autism. (c) 2016 Wiley Periodicals, Inc.",2019,https://scholar.google.com.br/,no
2356,Applications of operant learning theory to the management of challenging behavior after traumatic brain injury.,"For more than 3 decades, interventions derived from learning theory have been delivered within a neurobehavioral framework to manage challenging behavior after traumatic brain injury with the aim of promoting engagement in the rehabilitation process and ameliorating social handicap. Learning theory provides a conceptual structure that facilitates our ability to understand the relationship between challenging behavior and environmental contingencies, while accommodating the constraints upon learning imposed by impaired cognition. Interventions derived from operant learning theory have most frequently been described in the literature because this method of associational learning provides good evidence for the effectiveness of differential reinforcement methods. This article therefore examines the efficacy of applying operant learning theory to manage challenging behavior after TBI as well as some of the limitations of this approach. Future developments in the application of learning theory are also considered.",2019,https://scholar.google.com.br/,no
2357,The stability and validity of automated vocal analysis in preverbal preschoolers  with autism spectrum disorder.,"Theory and research suggest that vocal development predicts ""useful speech"" in preschoolers with autism spectrum disorder (ASD), but conventional methods for measurement of vocal development are costly and time consuming. This longitudinal correlational study examines the reliability and validity of several automated indices of vocalization development relative to an index derived from human coded, conventional communication samples in a sample of preverbal preschoolers with ASD. Automated indices of vocal development were derived using software that is presently ""in development"" and/or only available for research purposes and using commercially available Language ENvironment Analysis (LENA) software. Indices of vocal development that could be derived using the software available for research purposes: (a) were highly stable with a single day-long audio recording, (b) predicted future spoken vocabulary to a degree that was nonsignificantly different from the index derived from conventional communication samples, and (c) continued to predict future spoken vocabulary even after controlling for concurrent vocabulary in our sample. The score derived from standard LENA software was similarly stable, but was not significantly correlated with future spoken vocabulary. Findings suggest that automated vocal analysis is a valid and reliable alternative to time intensive and expensive conventional communication samples for measurement of vocal development of preverbal preschoolers with ASD in research and clinical practice. Autism Res 2016. (c) 2016 International Society for Autism Research, Wiley Periodicals, Inc.",2019,https://scholar.google.com.br/,no
2358,Social Stories to alleviate challenging behaviour and social difficulties exhibited by children with autism spectrum disorder in mainstream schools: design of a manualised training toolkit and feasibility study for a cluster randomised controlled trial with nested qualitative and cost-effectiveness components.,"BACKGROUND: A Social Story (Carol Gray) is a child-friendly intervention that is  used to give children with autism spectrum disorders (ASDs) social information in situations where they have social difficulties. Limited evidence mainly using single-case designs suggests that they can reduce anxiety and challenging behaviour. OBJECTIVES: The objectives were to conduct a systematic review, use this to develop a manualised intervention and run a feasibility trial to inform a fully powered randomised controlled trial (RCT) on their clinical effectiveness and cost-effectiveness in schools. DESIGN: This is a three-stage study following the Medical Research Council framework for complex interventions. Specifically, it involved a theoretical phase, a qualitative stage and a feasibility trial stage. SETTING: Qualitative interviews and focus groups took place in Child and Adolescent Mental Health Service and primary care settings. The feasibility study took place in 37 local mainstream schools. PARTICIPANTS: Fifty children (aged 5-15 years) in mainstream school settings with a diagnosis of ASD were entered into the trial. For each child, an associated teacher and parent was also recruited. INTERVENTIONS: The intervention was a goal-setting session followed by a manualised toolkit (including a training session) for creating Social Stories for use with school-aged children. The comparator treatment was a goal-setting session followed by an attention control. Both arms received treatment as usual. MAIN OUTCOME MEASURES: Outcomes tested as part of the feasibility study included child- and proxy-completed questionnaires for mental health, quality of life and goal-based outcome measures. Adults additionally completed behaviour diaries and the parental stress index. RESULTS: The review found that the research into social stories is predominantly based in the USA, carried out in under-12-year-olds and using single-case designs. Most studies either did not follow established Social Story criteria or did not report if they did. The assessment of effectiveness presents a largely positive picture but is limited by methodological issues. There were no adequate RCTs and insufficient information to assess a number of important sources of potential bias in most studies. A manualised intervention was produced using an iterative process between user focus groups and a writing team, and assessed in the feasibility study. All 50 participant groups were recruited within the study time frame. Two outcome measures, the Social Responsiveness Scale-2 and the custom-made goal-based measure, showed high levels of completion rates and appeared to be capturing social and behaviour skills targeted by the use of Social Stories. Detailed recommendations for a full trial are provided. LIMITATIONS: Blinding of participants was not feasible. Treatment fidelity was not assessed because of low levels of story return rates. CONCLUSIONS: The study showed that a fully powered RCT is feasible with an extended geographical footprint. A large amount of data and information has helped to inform the design of this RCT, which will be the subject of a future research grant application. Future work could focus on developing an appropriate blinded outcome measure for this population. STUDY REGISTRATION: This study is registered as PROSPERO CRD42011001440. TRIAL REGISTRATION: Current Controlled Trials ISRCTN96286707. FUNDING: This project was funded by the NIHR Health Technology Assessment programme and will be published in full in Health Technology Assessment, Vol. 20, No. 6. See the NIHR Journals Library website for further project information.",2019,https://scholar.google.com.br/,no
2359,Autism Spectrum Social Stories In Schools Trial (ASSSIST): study protocol for a feasibility randomised controlled trial analysing clinical and cost-effectiveness of Social Stories in mainstream schools.,"INTRODUCTION: Current evidence suggests that Social Stories can be effective in tackling problem behaviours exhibited by children with autism spectrum disorder. Exploring the meaning of behaviour from a child's perspective allows stories to provide social information that is tailored to their needs. Case reports in children with autism have suggested that these stories can lead to a number of benefits including improvements in social interactions and choice making in educational settings. METHODS AND ANALYSIS: The feasibility of clinical and cost-effectiveness of a Social Stories toolkit will be assessed using a randomised control framework. Participants (n=50) will be randomised to either the Social Stories intervention or a comparator group where they will be read standard stories for an equivalent amount of time. Statistics will be calculated for recruitment rates, follow-up rates and attrition. Economic analysis will determine appropriate measures of generic health and resource use categories for cost-effectiveness analysis. Qualitative analysis will ascertain information on perceptions about the feasibility and acceptability of the intervention. ETHICS AND DISSEMINATION: National Health Service Ethics Approval (NHS, ref 11/YH/0340) for the trial protocol has been obtained along with NHS Research and Development permission from Leeds and York Partnership NHS Foundation Trust. All adverse events will be closely monitored, documented and reported to the study Data Monitoring Ethics Committee. At least one article in a peer reviewed journal will be published and research findings presented at relevant conferences. TRIAL REGISTRATION NUMBER: ISRCTN96286707.",2019,https://scholar.google.com.br/,no
2360,An iPad-Based Tool for Improving the Skills of Children with Attention Deficit Disorder.,"Attention Deficit Hyperactivity Disorder (ADHD), with a worldwide prevalence of 5.29{\%}-7.1{\%}, is one of the most common neurodevelopmental disorders among children and adolescents. Apart from typical symptoms like inattention, hyperactivity and impulsiveness, patients also evidence attention deficit problems with reading comprehension. This in turn causes poor school performance and widens the gap with peers without ADHD. This paper presents a novel and interactive tool based on Serious Games for Health, whose aim is not only to improve comprehension, but also hold the user's attention. This tool is geared towards assessing reading quality and is intended for iPad devices. Preliminary results obtained from the experiment performed to evaluate the game are included in this report. A group of six typically developing children from Colegio Vizcaya aged between 8 and 12 took part in the evaluation of motivation, satisfaction and usability of the same therapy in the new media. Results obtained by participants playing the game were analysed together with questionnaires concerning the usability of the system. Game evaluation resulted in relatively good statistics-average score was 3 points out of 4 and average time for completing the exercise was 59 seconds. A SUS questionnaire with an average score of 92.75 out of 100 indicates that the game presented is user-friendly and an effective tool. Moreover, based on the feedback obtained from participants, the game had been improved and additional functionality introduced. Older participants completed the first game faster than the younger ones, but age was not influential in subsequent games.",2019,https://scholar.google.com.br/,no
2361,The Influence of Health Behaviours in Childhood on Attention Deficit and Hyperactivity Disorder in Adolescence.,"Attention-deficit and hyperactivity disorder (ADHD) in children and adolescents is a global public health burden. Identification of health-related behavioral risk factors including diet quality and physical and sedentary activities for ADHD is important for prioritizing behavioral intervention strategies to improve mental health. This study aimed to examine the association of diet quality, physical activity, and sedentary behaviours in childhood with ADHD throughout adolescence. We linked data from grade five students aged primarily 10 and 11 years old who participated in a population-based lifestyle survey in the Canadian province of Nova Scotia with their administrative health care data. We applied negative binomial regression methods to examine the associations between health behaviours and ADHD. Of the 4875 students, 9.7{\%} had one or more diagnoses of ADHD between the ages of 10/11 and 18 years. The number of primary diagnoses with ADHD was statistically significantly lower among students with better diet quality, higher levels of physical activity, and those that spent less time playing computers and video games (p {\textless} 0.05). These findings suggest that health promotion programs aiming to improve children's diets and active lifestyles may also reduce the public health burden of ADHD.",2019,https://scholar.google.com.br/,no
2362,"Genome-wide, integrative analysis implicates microRNA dysregulation in autism spectrum disorder.","Genetic variants conferring risk for autism spectrum disorder (ASD) have been identified, but the role of post-transcriptional mechanisms in ASD is not well understood. We performed genome-wide microRNA (miRNA) expression profiling in post-mortem brains from individuals with ASD and controls and identified miRNAs and co-regulated modules that were perturbed in ASD. Putative targets of these ASD-affected miRNAs were enriched for genes that have been implicated in ASD risk. We confirmed regulatory relationships between several miRNAs and their putative target mRNAs in primary human neural progenitors. These include hsa-miR-21-3p, a miRNA of unknown CNS function that is upregulated in ASD and that targets neuronal genes downregulated in ASD, and hsa{\_}can{\_}1002-m, a previously unknown, primate-specific miRNA that is downregulated in ASD and that regulates the epidermal growth factor receptor and fibroblast growth factor receptor signaling pathways involved in neural development and immune function. Our findings support a role for miRNA dysregulation in ASD pathophysiology and provide a rich data set and framework for future analyses of miRNAs in neuropsychiatric diseases.",2019,https://scholar.google.com.br/,no
2363,Impaired inhibition of prepotent motor actions in patients with Tourette syndrome.,"BACKGROUND: Evidence that tic behaviour in individuals with Tourette syndrome reflects difficulties inhibiting prepotent motor actions is mixed. Response conflict tasks produce sensitive measures of response interference from prepotent motor impulses and the proficiency of inhibiting these impulses as an act of cognitive control. We tested the hypothesis that individuals with Tourette syndrome show a deficit in inhibiting prepotent motor actions. METHODS: Healthy controls and older adolescents/adults with persistent Tourette syndrome without a history of obsessive-compulsive disorder or attention-deficit/hyperactivity disorder and presenting with stable mood functioning (i.e., no history of well-treated anxiety or depression) participated in this study. They performed a Simon task that induced conflict between prepotent actions and goal-directed actions. A novel theoretical framework distinguished group differences in acting impulsively (i.e., fast motor errors) from the proficiency of inhibiting interference by prepotent actions (i.e., slope of interference reduction). RESULTS: We included 27 controls and 28 individuals with Tourette syndrome in our study. Both groups showed similar susceptibility to making fast, impulsive motor errors (Tourette syndrome 26{\%} v. control 23{\%}, p = 0.10). The slope (m) reduction of the interference effect was significantly less pronounced among participants with Tourette syndrome than controls (Tourette syndrome: m = -0.07 v. control: m = -0.23, p = 0.022), consistent with deficient inhibitory control over prepotent actions in Tourette syndrome. LIMITATIONS: This study does not address directly the role of psychiatric comorbidities and medication effects on inhibitory control over impulsive actions in individuals with Tourette syndrome. CONCLUSION: The results offer empirical evidence for deficient inhibitory control over prepotent motor actions in individuals with persistent Tourette syndrome with minimal to absent psychiatric comorbidities. These findings also suggest that the frontal-basal ganglia circuits involved in suppressing unwanted motor actions may underlie deficient inhibitory control abilities in individuals with Tourette syndrome.",2019,https://scholar.google.com.br/,no
2364,An integrated feature ranking and selection framework for ADHD characterization.,"Today, diagnosis of attention deficit hyperactivity disorder (ADHD) still primarily relies on a series of subjective evaluations that highly rely on a doctor's experiences and intuitions from diagnostic interviews and observed behavior measures. An accurate and objective diagnosis of ADHD is still a challenge and leaves much to be desired. Many children and adults are inappropriately labeled with ADHD conditions, whereas many are left undiagnosed and untreated. Recent advances in neuroimaging studies have enabled us to search for both structural (e.g., cortical thickness, brain volume) and functional (functional connectivity) abnormalities that can potentially be used as new biomarkers of ADHD. However, structural and functional characteristics of neuroimaging data, especially magnetic resonance imaging (MRI), usually generate a large number of features. With a limited sample size, traditional machine learning techniques can be problematic to discover the true characteristic features of ADHD due to the significant issues of overfitting, computational burden, and interpretability of the model. There is an urgent need of efficient approaches to identify meaningful discriminative variables from a higher dimensional feature space when sample size is small compared with the number of features. To tackle this problem, this paper proposes a novel integrated feature ranking and selection framework that utilizes normalized brain cortical thickness features extracted from MRI data to discriminate ADHD subjects against healthy controls. The proposed framework combines information theoretic criteria and the least absolute shrinkage and selection operator (Lasso) method into a two-step feature selection process which is capable of selecting a sparse model while preserving the most informative features. The experimental results showed that the proposed framework generated the highest/comparable ADHD prediction accuracy compared with the state-of-the-art feature selection approaches with minimum number of features in the final model. The selected regions of interest in our model were consistent with recent brain-behavior studies of ADHD development, and thus confirmed the validity of the selected features by the proposed approach.",2019,https://scholar.google.com.br/,no
2365,Gbeta5-RGS complexes are gatekeepers of hyperactivity involved in control of multiple neurotransmitter systems.,"RATIONALE AND OBJECTIVES: Our knowledge about genes involved in the control of basal motor activity that may contribute to the pathology of the hyperactivity disorders, e.g., attention deficit hyperactivity disorder (ADHD), is limited. Disruption of monoamine neurotransmitter signaling through G protein-coupled receptors (GPCR) is considered to be a major contributing factor to the etiology of the ADHD. Genetic association evidence and functional data suggest that regulators of G protein signaling proteins of the R7 family (R7 RGS) that form obligatory complexes with type 5 G protein beta subunit (Gbeta5) and negatively regulate signaling downstream from monoamine GPCRs may play a role in controlling hyperactivity. METHODS: To test this hypothesis, we conducted behavioral, pharmacological, and neurochemical studies using a genetic mouse model that lacked Gbeta5, a subunit essential for the expression of the entire R7 RGS family. RESULTS: Elimination of Gbeta5-RGS complexes led to a striking level of hyperactivity that far exceeds activity levels previously observed in animal models. This hyperactivity was accompanied by motor learning deficits and paradoxical behavioral sensitization to a novel environment. Neurochemical studies indicated that Gbeta5-RGS-deficient mice had higher sensitivity of inhibitory GPCR signaling and deficits in basal levels, release, and reuptake of dopamine. Surprisingly, pharmacological treatment with monoamine reuptake inhibitors failed to alter hyperactivity. In contrast, blockade of NMDA receptors reversed the expression of hyperactivity in Gbeta5-RGS-deficient mice. CONCLUSIONS: These findings establish that Gbeta5-RGS complexes are critical regulators of monoamine-NMDA receptor signaling cross-talk and link these complexes to disorders that manifest as hyperactivity, impaired learning, and motor dysfunctions.",2019,https://scholar.google.com.br/,no
2366,Receptor Tyrosine Kinase MET Interactome and Neurodevelopmental Disorder Partners at the Developing Synapse.,"BACKGROUND: Atypical synapse development and plasticity are implicated in many neurodevelopmental disorders (NDDs). NDD-associated, high-confidence risk genes have been identified, yet little is known about functional relationships at the level of protein-protein interactions, which are the dominant molecular bases responsible for mediating circuit development. METHODS: Proteomics in three independent developing neocortical synaptosomal preparations identified putative interacting proteins of the ligand-activated MET receptor tyrosine kinase, an autism risk gene that mediates synapse development. The candidates were translated into interactome networks and analyzed bioinformatically. Additionally, three independent quantitative proximity ligation assays in cultured neurons and four independent immunoprecipitation analyses of synaptosomes validated protein interactions. RESULTS: Approximately 11{\%} (8/72) of MET-interacting proteins, including SHANK3, SYNGAP1, and GRIN2B, are associated with NDDs. Proteins in the MET interactome were translated into a novel MET interactome network based on human protein-protein interaction databases. High-confidence genes from different NDD datasets that encode synaptosomal proteins were analyzed for being enriched in MET interactome proteins. This was found for autism but not schizophrenia, bipolar disorder, major depressive disorder, or attention-deficit/hyperactivity disorder. There is correlated gene expression between MET and its interactive partners in developing human temporal and visual neocortices but not with highly expressed genes that are not in the interactome. Proximity ligation assays and biochemical analyses demonstrate that MET-protein partner interactions are dynamically regulated by receptor activation. CONCLUSIONS: The results provide a novel molecular framework for deciphering the functional relations of key regulators of synaptogenesis that contribute to both typical cortical development and to NDDs.",2019,https://scholar.google.com.br/,no
2367,Using iPads to Teach Communication Skills of Students with Autism.,"The purpose of this study was to examine the effects of using an iPad to assist students with autism in learning communication skills. Three, 10 years old learners diagnosed with autism who present little or no functional speech, participated in the study. A multiple baseline design with AB phases across academic and social settings was used. During the baseline, students were given access to an iPad with the SonoFlex speech-generating device application, while no communicative attempts were observed. During the intervention, the students were taught to use the iPad to communicate with their teacher and peers for 6 weeks. With a least-to-most prompting hierarchy, all students increased initiating requests, responding to questions and making social comments in both class and recess settings.",2019,https://scholar.google.com.br/,yes
2368,A small number of abnormal brain connections predicts adult autism spectrum disorder.,"Although autism spectrum disorder (ASD) is a serious lifelong condition, its underlying neural mechanism remains unclear. Recently, neuroimaging-based classifiers for ASD and typically developed (TD) individuals were developed to identify the abnormality of functional connections (FCs). Due to over-fitting and interferential effects of varying measurement conditions and demographic distributions, no classifiers have been strictly validated for independent cohorts. Here we overcome these difficulties by developing a novel machine-learning algorithm that identifies a small number of FCs that separates ASD versus TD. The classifier achieves high accuracy for a Japanese discovery cohort and demonstrates a remarkable degree of generalization for two independent validation cohorts in the USA and Japan. The developed ASD classifier does not distinguish individuals with major depressive disorder and attention-deficit hyperactivity disorder from their controls but moderately distinguishes patients with schizophrenia from their controls. The results leave open the viable possibility of exploring neuroimaging-based dimensions quantifying the multiple-disorder spectrum.",2019,https://scholar.google.com.br/,no
2369,Brief report: learning via the electronic interactive whiteboard for two students with autism and a student with moderate intellectual disability.,"The effects of a multicomponent intervention (a self-operated video modeling and  self-monitoring delivered via an electronic interactive whiteboard (IWB) and a system of least prompts) on skill acquisition and interaction behavior of two students with autism and one student with moderate intellectual disability were examined using a multi-probe across students design. Students were taught to operate and view video modeling clips, perform a chain of novel tasks and self-monitor task performance using a SMART Board IWB. Results support the effectiveness of a multicomponent intervention in improving students' skill acquisition. Results also highlight the use of this technology as a self-operated and interactive device rather than a traditional teacher-operated device to enhance students' active participation in learning.",2019,https://scholar.google.com.br/,yes
2370,[Altered patterns of functional connectivity of posterior cingulate cortex on resting-state magnetic resonance imaging in children with attention-deficit or hyperactivity disorder].,"OBJECTIVE: To explore the pathophysiological changes in the functional connectivity of posterior cingulate cortex (PCC) with other brain regions in children with attention-deficit or hyperactivity disorder (ADHD) on resting-state functional magnetic resonance imaging(fMRI) and explore the neural mechanisms of ADHD at the point of relationships between brain regions. METHODS: Thirty children with ADHD from the Third Affiliated Hospital of Soochow University from June 2008 to April 2010 and another 30 age-and-gender-matched controls from a normal primary school over the same period underwent resting-state fMRI scans. And blood oxygenation level dependent (BOLD) signal was acquired to calculate the functional connectivity of PCC with other brain regions controls. Significant differences of connectivity between groups were analyzed with REST software. RESULTS: The pattern of functional connectivity of PCC for the ADHD group was similar to that of the control group. Significant positive functional connectivity with PCC was observed in the default mode of network (DMN) while negative functional connectivity was present in dorsolateral prefrontal cortex, anterior cingulate, parietal cortex and basal ganglia(all P {\textless} 0.05, corrected). Compared to the controls, the ADHD group exhibited decreased positive connectivity with PCC in bilateral medial prefrontal cortex (0.07 +/- 0.20 vs 0.33 +/- 0.23, t = -5.47), right posterior cingulate gyrus(0.25 +/- 0.28 vs 0.48 +/- 0.30, t = -3.44), right inferior temporal gyrus (-0.05 +/- 0.19 vs 0.22 +/- 0.22, t = -4.61) and cerebellar posterior lobe (-0.04 +/- 0.21 vs 0.17 +/- 0.16, t = -3.99), while decreased negative functional connectivity with PCC was observed in left insula (-0.10 +/- 0.26 vs -0.30 +/- 0.19, t = 3.71), right inferior parietal lobule (0.02 +/- 0.18 vs -0.23 +/- 0.17, t = 5.20), left postcentral gyrus (0.08 +/- 0.26 vs -0.17 +/- 0.25, t = 4.06), left superior temporal gyrus (-0.04 +/- 0.25 vs -0.27 +/- 0.17, t = 4.27), right superior temporal gyrus (-0.08 +/- 0.25 vs -0.31 +/- 0.21, t = 3.80) and left fusiform gyrus (-0.01 +/- 0.25 vs -0.18 +/- 0.17, t = 3.57)(all P {\textless} 0.05, corrected). CONCLUSIONS: The connectivity of DMN between brain regions is abnormal in ADHD group. And the strengthen of negative relationship between DMN and task activated network becomes reduced. It is surmised that the decreased internal synchronization of default network and disrupted balance between DMN and prefrontal-parietal attentional networks may be important neural mechanisms of ADHD.",2019,https://scholar.google.com.br/,no
2371,The Culturally-Enhanced Videofeedback Engagement (CEVE) Framework: Qualitative findings in families of children with disruptive behavior problems.,"While cultural competence has been promoted as a way to reduce mental health disparities among ethnic minority populations, there remains a gap between theory and practice. This study examined the use of the Culturally Enhanced Videofeedback Engagement (CEVE) intervention as a clinical tool to facilitate culturally anchored shared understanding to foster treatment engagement among ethnic minority families with children with disruptive behavior disorders (DBDs) participating in a family clinic. In-depth qualitative analysis of individual interviews compared parents' experiences of the therapy process among 9 intervention families and 10 families participating in treatment as usual. Thematic analysis of semistructured interviews with parents revealed that for families in the intervention group, clinician cultural and clinical competence and the therapeutic relationship were important characteristics of the intervention condition that enhanced parents' experience of treatment.",2019,https://scholar.google.com.br/,no
2372,Polyunsaturated fatty acids as putative cognitive enhancers.,"Polyunsaturated essential fatty acids (PUFAs) play a pivotal role in mediating cognitive, learning, and memory functions. We propose that PUFAs directly affect the neuronal membrane. PUFAs serve to stabilize and protect the structure and functions of the neuronal membrane. PUFAs exert many effects on the brain with respect to physiology, brain biochemistry, and disorders of the central nervous system. Many of these functions have effects at the cognitive level. This summary demonstrates that a deficiency in brain PUFAs will lead to cognitive deficits, while supplementation of PUFAs can rehabilitate cognitive deficits, as manifested in attention deficit hyperactivity disorder, stress/anxiety, and aging.",2019,https://scholar.google.com.br/,no
2373,Children with autism spectrum disorder are more trusting than typically developing children.,"The current study examined whether children with autism spectrum disorder (ASD) had an indiscriminate trust bias whereby they would believe any information provided by an unfamiliar adult with whom they had no interactive history. Young school-aged children with ASD and their age- and ability-matched typically developing (TD) peers participated in a simple hide-and-seek game. In the game, an experimenter with whom the children had no previous interactive history pointed to or left a marker on a box to indicate the whereabouts of a hidden reward. Results showed that although young school-aged ASD children did not blindly trust any information provided by the unfamiliar adult, they appeared to be more trusting in the adult informant than did their age- and ability-matched TD children.",2019,https://scholar.google.com.br/,no
2374,Internet addiction is related to attention deficit but not hyperactivity in a sample of high school students.,"OBJECTIVE: To assess the effects of attention-deficit/hyperactivity disorder (ADHD) symptom dimensions on Internet addiction (IA) after controlling for Internet usage features among high school students. METHODS: This study consisted of 640 students (331 females and 309 males) ranging from 14 to 19 years of age. The Internet Addiction Scale, the Conners-Wells' Adolescent Self-Report Scale-Short Form, and a personal information form were completed by the participants. Statistical analyses were conducted for both sexes and the total sample. RESULTS: According to the logistic regression analysis, attention deficit and playing online games were significant predictors of IA in both sexes. Other predictors of IA included behavioral problems for females, total weekly Internet usage time, and lifelong total Internet use for males. Hyperactivity and other Internet usage features did not predict IA. CONCLUSION: These results suggest that attention deficit and playing online games are important determinants of IA in this age group.",2019,https://scholar.google.com.br/,no
2375,[Analysis of quality of life and emotion symptoms in adolescents with allergic rhinitis in middle area of Jiangsu Province].,"OBJECTIVE: To evaluate the quality of life and emotion symptoms (anxiety symptom  and depressive symptom) of adolescents with allergic rhinitis (AR) in middle area of Jiangsu province. METHODS: A case-control study on quality of life and emotion symptoms among 220 AR adolescents and 240 controls was performed. The participants were investigated by questionnaires of RQLQ, ICD, and SCARED.SPSS 13.0 software was used to analyze the data. RESULTS: The scores of RQLQ five dimensions with AR were higher than the controlled subjects respectively(all P{\textless}0.01). The score of SCARED((24.15+/-4.89) vs (19.13+/-3.17)) but not ICD((20.78+/-4.4) vs (19.97+/-3.45)) in AR was higher than the controlled subjects(t=12.79, P{\textless}0.05, t=2.34, P{\textgreater}0.05). Furthermore, anxiety symptom was significantly associated with nasal symptoms, other problems and behavior problems. CONCLUSIONS: The quality of life and emotion symptoms were significantly affected by AR. It is important to pay attention to overall health in AR adolescents.",2019,https://scholar.google.com.br/,no
2376,Exposure to neurotoxicants and the development of attention deficit hyperactivity disorder and its related behaviors in childhood.,"The purpose of this manuscript is to review the literature to determine evidence  of associations between exposure to prenatal and postnatal environmental agents and the development of attention deficit hyperactivity disorder (ADHD) and related behaviors. A review of published research literature was conducted on associations between exposures to prenatal and postnatal cigarette smoke, prenatal exposure to alcohol, cocaine, and heroin, childhood exposure to lead, and prenatal exposure to organophosphate pesticides and outcomes of ADHD or behaviors related to ADHD. Review of the literature in these areas provides some evidence of associations between each of the exposures and ADHD-related behaviors, with the strongest evidence from prenatal cigarette and alcohol exposure and postnatal lead exposure. However, research on each exposure also produced evidence of weaknesses in these hypothesized links due to imprecise research methodologies and issues of confounding and inaccurate covariate adjustment. More rigorous studies are needed to provide definitive evidence of associations between each of these prenatal or postnatal exposures and the development of ADHD or symptoms of ADHD. Future studies need to clarify the underlying mechanisms between these exposures and the increased risk for ADHD and associated behaviors. More research is also needed utilizing study designs that include genetic information, as ADHD is highly heritable and there appear to be some protective mechanisms offered by certain genetic characteristics as evidenced in gene by environmental studies. Finally, while studies focusing on individual drugs and chemicals are an important first step, we cannot ignore the fact that children are exposed to combinations of drugs and chemicals, which can interact in complex ways with each other, as well as with the child's genetic makeup and psychosocial environment to influence ADHD risk.",2019,https://scholar.google.com.br/,no
2377,Plasma Methylphenidate Levels in Youths With Attention Deficit Hyperactivity Disorder Treated With OROS Formulation.,"BACKGROUND: There are limited studies investigating the relationship between oral release osmotic system-methylphenidate (OROS-MPH) doses and plasma methylphenidate (MPH) concentrations in children and adolescents. The aim of this study was to investigate the relationship between the doses of OROS-MPH and the plasma levels of the drug. We also examined the effects of the other drugs including aripiprazole, risperidone, fluoxetine, and sertraline on the levels of the MPH in the plasma. METHODS: The files of 100 attention deficit hyperactivity disorder (ADHD) subjects (76 male, 24 female) who were diagnosed as ADHD according to the Diagnostic and Statistical Manual of Mental Disorders-Fourth Edition criteria, were screened. The ages of subjects were between 6 and 18 years (mean = 11.5 +/- 3.8 years). Plasma MPH levels were determined by high-performance liquid chromatography-tandem mass spectrometry assay. RESULTS: Daily mean OROS-MPH dose used in ADHD children was 0.7 +/- 0.2 mg/kg (range: 0.3-1.3 mg/kg). The mean plasma OROS-MPH was 11.6 +/- 7.3 ng/mL (range: 0.5-43.4 ng/mL). There was no group difference in the mean plasma MPH and dose-related MPH levels between the groups that used any additional drug including aripiprazole (n = 25), risperidone (n = 10), fluoxetine (n = 16), sertraline (n = 10), and did not use these drugs (P {\textgreater} 0.05). There was a positive correlation between the OROS-MPH doses (mg/kg) and the blood MPH levels (Pearson correlation = 0.40, P {\textless} 0.001). The plasma levels of MPH were found to be less than 13 ng/mL in 65{\%} of the subjects. CONCLUSIONS: Our findings point to the fact that plasma levels of MPH show a wide range of changes at similar doses, correlate positively with the doses and, as expected, are not affected by using risperidone, sertraline, fluoxetine, and aripiprazole. Therapeutic drug monitoring may help to optimize MPH dose in patients not responding to treatment or in those experiencing serious side effects, but not in routine clinical practice. The presence of intermediate dose formulations such as 45-mg tablets for OROS-MPH may contribute to the optimization.",2019,https://scholar.google.com.br/,no
2378,The Med AppJam: a model for an interprofessional student-centered mHealth app competition.,"The Med AppJam is a 2-week long competition where students from the University of California, Irvine School of Medicine are partnered with students from the University of California, Irvine School of Information and Computer Sciences in interprofessional teams to develop mobile health applications for use by clinicians and patients. The success of the Med AppJam comes from the unique opportunity for students to mutually contribute their content expertise to improve the clinical landscape while expanding their technology literacy and savvy. Since 2012, about 285 computer science students and over 90 medical students have collaborated to design and develop 53 iOS mHealth apps during the event. The Med AppJam model has been replicated in an Autism AppJam, a competition focused on the needs of a specific population, and with high school students in a mini Pre-Med AppJam using a paper prototyping approach. It is proposed that other medical schools consider implementation of a local Med AppJam as a viable model for engaging students in technology for healthcare.",2019,https://scholar.google.com.br/,no
2379,"Adult Attention-Deficit/Hyperactivity Disorder Diagnosis, Management, and Treatment in the DSM-5 Era.","Objective: To increase awareness of adult attention-deficit/hyperactivity disorder (ADHD) in the primary care community and to provide guidance for the management of this condition. Despite its increasing prevalence, adult ADHD largely remains underdiagnosed and inappropriately treated in the United States. The publication of the Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5), has provided more clear diagnostic criteria for adult ADHD, but a solid framework supporting the transition of ADHD management from pediatric to adult primary care is lacking. Data Sources: We searched PubMed and MEDLINE databases (January 1, 1984-June 1, 2016) using combinations of keywords, including ADHD, adult, diagnosis, prevalence, symptoms, treatment, comorbidity, compliance, and guidelines, international treatment guidelines, and the Diagnostic Interview for Adult ADHD websites to identify relevant clinical studies, reviews, meta-analyses, guidelines, and web-based resources describing updates to the DSM. Study Selection/Data Extraction: In total, 143 citations were selected based on their relevance to adult ADHD diagnosis, treatment, major issues, and practice guidelines. Results: The update on diagnostic criteria in the DSM-5 may increase the diagnosis of adult ADHD. There are critical differences between childhood and adult ADHD, and specific considerations should be taken with an adult ADHD diagnosis. Adult ADHD is primarily treated with pharmacotherapy assisted by behavior interventions. Caution should be exercised when using stimulants during pregnancy and the postpartum period. Adult ADHD patients often suffer from unemployment, financial difficulties, and an unsuccessful personal life. Adult-specific guidelines may improve adult ADHD treatment. Conclusions: The successful diagnosis and management of adult ADHD require consideration of many facets including prior medical history and comorbid conditions and use of an individualized, evidence-based treatment approach.",2019,https://scholar.google.com.br/,no
2380,"Phonetic imitation from an individual-difference perspective: subjective attitude, personality and ""autistic"" traits.","Numerous studies have documented the phenomenon of phonetic imitation: the process by which the production patterns of an individual become more similar on some phonetic or acoustic dimension to those of her interlocutor. Though social factors have been suggested as a motivator for imitation, few studies has established a tight connection between language-external factors and a speaker's likelihood to imitate. The present study investigated the phenomenon of phonetic imitation using a within-subject design embedded in an individual-differences framework. Participants were administered a phonetic imitation task, which included two speech production tasks separated by a perceptual learning task, and a battery of measures assessing traits associated with Autism-Spectrum Condition, working memory, and personality. To examine the effects of subjective attitude on phonetic imitation, participants were randomly assigned to four experimental conditions, where the perceived sexual orientation of the narrator (homosexual vs. heterosexual) and the outcome (positive vs. negative) of the story depicted in the exposure materials differed. The extent of phonetic imitation by an individual is significantly modulated by the story outcome, as well as by the participant's subjective attitude toward the model talker, the participant's personality trait of openness and the autistic-like trait associated with attention switching.",2019,https://scholar.google.com.br/,no
2381,Autism and fragile X syndrome.,"Autistic spectrum disorders (ASDs) are characterized by impairments in language,  social skills, and repetitive behaviors, often accompanied by intellectual disability. Advances in the genetics of ASDs are providing new glimpses into the underlying neurobiological mechanisms disrupted in these conditions. These glimpses on one hand reinforce the idea that synapse development and plasticity are one of the major pathways disrupted in autism, but beyond that are providing fresh molecular support to the idea of mechanistic parallels between idiopathic ASD and specific syndromic neurodevelopmental disorders like fragile X syndrome (FXS). Fragile X syndrome is already recognized as the most common identifiable genetic cause of intellectual disability and ASDs, with many overlapping phenotypic features. Fragile X syndrome is associated with a variety of cognitive, behavioral, physical, and medical problems, which are managed through supportive treatment. Recent major advances in the understanding of the underlying neurobiology in FXS have led to the discovery of agents that rescue phenotypes in the FXS mouse model, and early clinical trials of targeted treatments in humans with FXS. Thus translational strategies in FXS may be poised to serve as models for ASD and other cognitive disorders.",2019,https://scholar.google.com.br/,no
2382,Akebia saponin D attenuates ibotenic acid-induced cognitive deficits and pro-apoptotic response in rats: involvement of MAPK signal pathway.,"Cholinergic deficit is one of the most remarkable symptoms and plays an important role in Alzheimer's disease. In the present study, the protective effects of Akebia saponin D (ASD) on learning and memory impairments induced by excitatory neurotoxin ibotenic acid injection were examined in vivo. Our findings suggest that ASD (90 mg/kg, p.o.) would exert a rescue effect on rats both in behavioral performances in Morris water maze and Y maze and cholinergic functions detected by chemical methods. We further investigated in the hippocampus and found ASD could regulate apoptosis-related proteins expression following ibotenic acid injection. Additionally, mitogen-activated protein kinase (MAPK) family phosphorylations were inhibited after ASD treatment, implicating that the MAPK signaling pathway could be involved in the mechanism underlying neuroprotection of ASD against ibotenic acid-induced excitotoxicity.",2019,https://scholar.google.com.br/,no
2383,Ionotropic GABA and Glutamate Receptor Mutations and Human Neurologic Diseases.,"The advent of whole exome/genome sequencing and the technology-driven reduction in the cost of next-generation sequencing as well as the introduction of diagnostic-targeted sequencing chips have resulted in an unprecedented volume of data directly linking patient genomic variability to disorders of the brain. This information has the potential to transform our understanding of neurologic disorders by improving diagnoses, illuminating the molecular heterogeneity underlying diseases, and identifying new targets for therapeutic treatment. There is a strong history of mutations in GABA receptor genes being involved in neurologic diseases, particularly the epilepsies. In addition, a substantial number of variants and mutations have been found in GABA receptor genes in patients with autism, schizophrenia, and addiction, suggesting potential links between the GABA receptors and these conditions. A new and unexpected outcome from sequencing efforts has been the surprising number of mutations found in glutamate receptor subunits, with the GRIN2A gene encoding the GluN2A N-methyl-d-aspartate receptor subunit being most often affected. These mutations are associated with multiple neurologic conditions, for which seizure disorders comprise the largest group. The GluN2A subunit appears to be a locus for epilepsy, which holds important therapeutic implications. Virtually all alpha-amino-3-hydroxy-5-methyl-4-isoxazolepropionic acid receptor mutations, most of which occur within GRIA3, are from patients with intellectual disabilities, suggesting a link to this condition. Similarly, the most common phenotype for kainate receptor variants is intellectual disability. Herein, we summarize the current understanding of disease-associated mutations in ionotropic GABA and glutamate receptor families, and discuss implications regarding the identification of human mutations and treatment of neurologic diseases.",2019,https://scholar.google.com.br/,no
2384,[Useful pharmacologic treatment in impaired social interaction in autism spectrum disorders].,"It is important to note that risperidone solution, intranasal administration of oxytocin, and dietary supplementation with large doses of arachidonic acid added to docosahexaenoic acid (DHA) have been reported to improve impaired social interaction. In addition, atypical antipsychotics aripiprazole and SSRI fluvoxamine were useful in treating some aspects of social relatedness or the core deficits of communication and socialization. The evaluation of treatments for ASD should be directed at neurobiological targets known to be important in the brain's response to abnormal developmental trajectories or toward enhancing plasticity during the highly sensitive period in gene-environment interaction (epigenetic mechanism). Recent epidemiological studies have indicated that at least one in every 100 people has some form of ASD. Environmental chemicals can affect the development of the brain. Further studies will be required to address the effect of environmental chemicals.",2019,https://scholar.google.com.br/,no
2385,The subjective well-being of individuals diagnosed with comorbid intellectual disability and attention deficit hyperactivity disorders.,"PURPOSE: The present study's aim was to empirically explore subjective well-being (SWB) and its correlates among adults diagnosed with comorbid intellectual disability (ID) and attention deficit hyperactivity disorder (ADHD). This exploration was guided by the Theory of SWB Homeostasis as a conceptual framework for examining determinants and processes underlying the SWB of this understudied population. METHOD: A total of 246 adults receiving residential support completed questionnaires measuring their SWB, ADHD symptomatology, functional limitations, and individual internal (self-determination) and external (financial resources, and social support) resources. RESULTS: The participants' SWB was found to be within the normative range. ADHD symptomatology directly predicted reductions in SWB, however, according to the theory, this effect was fully mediated by the individual's internal and external resources. CONCLUSIONS: The main findings support the applicability of the SWB Homeostasis theory for understanding the SWB of individuals with comorbid ID and ADHD. The study findings shed light on the psychosocial determinants of SWB and highlight the importance of psychosocial resources as buffers of the effect of health and environmental conditions.",2019,https://scholar.google.com.br/,no
2386,Examination of bidirectional relationships between parent stress and two types of problem behavior in children with autism spectrum disorder.,"Path analysis within a structural equation modeling framework was employed to examine the relationships between two types of parent stress and children's externalizing and internalizing behaviors over a 4-year period, in a sample of 184 mothers of young children with autism spectrum disorder. Parent stress was measured with the Parenting Stress Index-Short Form and child behavior was measured with Child Behavior Checklist/1.5-5. Across all time points, parent general distress predicted both types of child behaviors, but not vice versa. In addition, there was modest evidence of a bidirectional relationship between parenting distress and both types of child behaviors from 12 months post-diagnosis to age 6. Results are compared to previous work in this area, with implications for early intervention.",2019,https://scholar.google.com.br/,no
2387,"Two Binding Geometries for Risperidone in Dopamine D3 Receptors: Insights on the  Fast-Off Mechanism through Docking, Quantum Biochemistry, and Molecular Dynamics Simulations.","Risperidone is an atypical antipsychotic used in the treatment of schizophrenia and of symptoms of irritability associated with autism spectrum disorder (ASD). Its main action mechanism is the blockade of D2-like receptors acting over positive and negative symptoms of schizophrenia with small risk of extrapyramidal symptoms (EPS) at doses corresponding to low/moderate D2 occupancy. Such a decrease in the side effect incidence can be associated with its fast unbinding from D2 receptors in the nigrostriatal region allowing the recovery of dopamine signaling pathways. We performed docking essays using risperidone and the D3 receptor crystallographic data and results suggested two possible distinct orientations for risperidone at the binding pocket. Orientation 1 is more close to the opening of the binding site and has the 6-fluoro-1,2 benzoxazole fragment toward the bottom of the D3 receptor cleft, while orientation 2 is deeper inside the binding pocket with the same fragment toward to the receptor surface. In order to unveil the implications of these two binding orientations, classical molecular dynamics and quantum biochemistry computations within the density functional theory formalism and the molecular fractionation with conjugate caps framework were performed. Quantum mechanics/molecular mechanics suggests that orientation 2 (considering the contribution of Glu90) is slightly more energetically stable than orientation 1 with the main contribution coming from residue Asp110. The residue Glu90, positioned at the opening of the binding site, is closer to orientation 1 than 2, suggesting that it may have a key role in stability through attractive interaction with risperidone. Therefore, although orientations 1 and 2 are both likely to occur, we suggest that the occurrence of the first may contribute to the reduction of side effects in patients taking risperidone due to the reduction of dopamine receptor occupancy in the nigrostriatal region through a mechanism of fast dissociation. The atypical effect may be obtained simply by either delaying D3R full blockage by spatial hindrance of orientation 1 at the binding site or through an effective blockade followed by orientation 1 fast dissociation. While the molecular interpretation suggested in this work shed some light on the potential molecular mechanisms accounting for the reduced extrapyramidal symptoms observed during risperidone treatment, further studies are necessary in order to evaluate the implications of both orientations during the receptor activation/inhibition. Altogether these data highlight important hot spots in the dopamine receptor binding site bringing relevant information for the development of novel/derivative agents with atypical profile.",2019,https://scholar.google.com.br/,no
2388,A Challenging Issue in the Etiology of Speech Problems: The Effect of Maternal Exposure to Electromagnetic Fields on Speech Problems in the Offspring.,"BACKGROUND: Nowadays, mothers are continuously exposed to different sources of electromagnetic fields before and even during pregnancy. It has recently been shown that exposure to mobile phone radiation during pregnancy may lead to adverse effects on the brain development in offspring and cause hyperactivity. Researchers have shown that behavioral problems in laboratory animals which have a similar appearance to ADHD are caused by intrauterine exposure to mobile phones. OBJECTIVE: The purpose of this study was to investigate whether the maternal exposure to different sources of electromagnetic fields affect on the rate and severity of speech problems in their offspring. METHODS: In this study, mothers of 35 healthy 3-5 year old children (control group) and 77 children and diagnosed with speech problems who had been referred to a speech treatment center in Shiraz, Iran were interviewed. These mothers were asked whether they had exposure to different sources of electromagnetic fields such as mobile phones, mobile base stations, Wi-Fi, cordless phones, laptops and power lines. RESULTS: We found a significant association between either the call time (P=0.002) or history of mobile phone use (months used) and speech problems in the offspring (P=0.003). However, other exposures had no effect on the occurrence of speech problems. To the best of our knowledge, this is the first study to investigate a possible association between maternal exposure to electromagnetic field and speech problems in the offspring. Although a major limitation in our study is the relatively small sample size, this study indicates that the maternal exposure to common sources of electromagnetic fields such as mobile phones can affect the occurrence of speech problems in the offspring.",2019,https://scholar.google.com.br/,no
2389,[Attention-deficit hyperactivity disorder: determination of the optimal medical treatment duration].,"Thirty-two patients with attention-deficit hyperactivity disorder (ADHD), 23 boys and 9 girls, aged 6-12 years, were examined in two months intervals during the long-term treatment (up to 6-8 months) with pantogam (homopantothenic acid) in daily dosages of 500-1000 mg. The treatment results were evaluated by the ADHD Rating Scale-DSM-IV and The Weiss Functional Impairment Rating Scale - Parent Report (WFIRS-P). While the core symptoms of ADHD were according ADHD-DSM-IV diminished after 2 months, the improvement of WFIRS-P parameters required the longer duration of medical treatment. Only after 4 months of treatment, the improvement was achieved in selfesteem and social activities, and after 6 months in learning and behavior at school as well as in the level of life skills along with the decrease of risky activities. Thus, getting over psychosocial adaptation problems needs the longer treatment duration than the decrease of ADHD core symptoms.",2019,https://scholar.google.com.br/,no
2390,"Neural, electrophysiological and anatomical basis of brain-network variability and its characteristic changes in mental disorders.","SEE MATTAR ET AL DOI101093/AWW151 FOR A SCIENTIFIC COMMENTARY ON THIS ARTICLE: Functional brain networks demonstrate significant temporal variability and dynamic reconfiguration even in the resting state. Currently, most studies investigate temporal variability of brain networks at the scale of single (micro) or whole-brain (macro) connectivity. However, the mechanism underlying time-varying properties remains unclear, as the coupling between brain network variability and neural activity is not readily apparent when analysed at either micro or macroscales. We propose an intermediate (meso) scale analysis and characterize temporal variability of the functional architecture associated with a particular region. This yields a topography of variability that reflects the whole-brain and, most importantly, creates an analytical framework to establish the fundamental relationship between variability of regional functional architecture and its neural activity or structural connectivity. We find that temporal variability reflects the dynamical reconfiguration of a brain region into distinct functional modules at different times and may be indicative of brain flexibility and adaptability. Primary and unimodal sensory-motor cortices demonstrate low temporal variability, while transmodal areas, including heteromodal association areas and limbic system, demonstrate the high variability. In particular, regions with highest variability such as hippocampus/parahippocampus, inferior and middle temporal gyrus, olfactory gyrus and caudate are all related to learning, suggesting that the temporal variability may indicate the level of brain adaptability. With simultaneously recorded electroencephalography/functional magnetic resonance imaging and functional magnetic resonance imaging/diffusion tensor imaging data, we also find that variability of regional functional architecture is modulated by local blood oxygen level-dependent activity and alpha-band oscillation, and is governed by the ratio of intra- to inter-community structural connectivity. Application of the mesoscale variability measure to multicentre datasets of three mental disorders and matched controls involving 1180 subjects reveals that those regions demonstrating extreme, i.e. highest/lowest variability in controls are most liable to change in mental disorders. Specifically, we draw attention to the identification of diametrically opposing patterns of variability changes between schizophrenia and attention deficit hyperactivity disorder/autism. Regions of the default-mode network demonstrate lower variability in patients with schizophrenia, but high variability in patients with autism/attention deficit hyperactivity disorder, compared with respective controls. In contrast, subcortical regions, especially the thalamus, show higher variability in schizophrenia patients, but lower variability in patients with attention deficit hyperactivity disorder. The changes in variability of these regions are also closely related to symptom scores. Our work provides insights into the dynamic organization of the resting brain and how it changes in brain disorders. The nodal variability measure may also be potentially useful as a predictor for learning and neural rehabilitation.",2019,https://scholar.google.com.br/,no
2391,Gene network and familial analyses uncover a gene network involving Tbx5/Osr1/Pcsk6 interaction in the second heart field for atrial septation.,"Atrial septal defects (ASDs) are a common human congenital heart disease (CHD) that can be induced by genetic abnormalities. Our previous studies have demonstrated a genetic interaction between Tbx5 and Osr1 in the second heart field (SHF) for atrial septation. We hypothesized that Osr1 and Tbx5 share a common signaling networking and downstream targets for atrial septation. To identify this molecular networks, we acquired the RNA-Seq transcriptome data from the posterior SHF of wild-type, Tbx5(+/) (-), Osr1(+/-), Osr1(-/-) and Tbx5(+/-)/Osr1(+/-) mutant embryos. Gene set analysis was used to identify the Kyoto Encyclopedia of Genes and Genomes pathways that were affected by the doses of Tbx5 and Osr1. A gene network module involving Tbx5 and Osr1 was identified using a non-parametric distance metric, distance correlation. A subset of 10 core genes and gene-gene interactions in the network module were validated by gene expression alterations in posterior second heart field (pSHF) of Tbx5 and Osr1 transgenic mouse embryos, a time-course gene expression change during P19CL6 cell differentiation. Pcsk6 was one of the network module genes that were linked to Tbx5. We validated the direct regulation of Tbx5 on Pcsk6 using immunohistochemical staining of pSHF, ChIP-quantitative polymerase chain reaction and luciferase reporter assay. Importantly, we identified Pcsk6 as a novel gene associated with ASD via a human genotyping study of an ASD family. In summary, our study implicated a gene network involving Tbx5, Osr1 and Pcsk6 interaction in SHF for atrial septation, providing a molecular framework for understanding the role of Tbx5 in CHD ontogeny.",2019,https://scholar.google.com.br/,no
2392,A supervised texton based approach for automatic segmentation and measurement of  the fetal head and femur in 2D ultrasound images.,"This paper presents a supervised texton based approach for the accurate segmentation and measurement of ultrasound fetal head (BPD, OFD, HC) and femur (FL). The method consists of several steps. First, a non-linear diffusion technique is utilized to reduce the speckle noise. Then, based on the assumption that cross sectional intensity profiles of skull and femur can be approximated by Gaussian-like curves, a multi-scale and multi-orientation filter bank is designed to extract texton features specific to ultrasound fetal anatomic structure. The extracted texton cues, together with multi-scale local brightness, are then built into a unified framework for boundary detection of ultrasound fetal head and femur. Finally, for fetal head, a direct least square ellipse fitting method is used to construct a closed head contour, whilst, for fetal femur a closed contour is produced by connecting the detected femur boundaries. The presented method is demonstrated to be promising for clinical applications. Overall the evaluation results of fetal head segmentation and measurement from our method are comparable with the inter-observer difference of experts, with the best average precision of 96.85{\%}, the maximum symmetric contour distance (MSD) of 1.46 mm, average symmetric contour distance (ASD) of 0.53 mm, while for fetal femur, the overall performance of our method is better than the inter-observer difference of experts, with the average precision of 84.37{\%}, MSD of 2.72 mm and ASD of 0.31 mm.",2019,https://scholar.google.com.br/,no
2393,[A Meta analysis of family risk factors for attention deficit hyperactivity disorder].,"OBJECTIVE: To investigate the risk factors for attention deficit hyperactivity disorder (ADHD) and to provide a basis for future prevention and treatment of this disease. METHODS: Following a systematic search for case-control studies on the risk factors for ADHD in China between 2000 and 2014, relevant family risk factors were extracted accordingly. The quality of selected studies was evaluated according to the NOS scale. A Meta analysis on the selected studies was conducted using Stata 12.0 software. RESULTS: A total of 16 studies were selected, involving 2 167 children with ADHD and 2 148 normal controls. Results of Meta analysis showed that good parenting (OR=0.32, 95{\%} CI: 0.26-0.40), nuclear family (OR=0.56, 95{\%} CI: 0.41-0.76), high education level of father (OR=0.56, 95{\%} CI: 0.41-0.76), high education level of mother (OR=0.65, 95{\%} CI: 0.47-0.89), and extroversion of mother (OR=0.33, 95{\%} CI: 0.18-0.61) are favorable factors for ADHD. Poor parental relationship (OR=1.90, 95{\%} CI: 1.17-3.06) and family history of ADHD (OR=5.86, 95{\%} CI: 3.67-9.35) are risk factors for ADHD. CONCLUSIONS: Good parenting, nuclear family, high education level of parents, and mother with extroversion are protective factors for ADHD, whereas poor parental relationship and family history of ADHD are associated with an increased risk for ADHD.",2019,https://scholar.google.com.br/,no
2394,Slow feature analysis for human action recognition.,"Slow Feature Analysis (SFA) extracts slowly varying features from a quickly varying input signal. It has been successfully applied to modeling the visual receptive fields of the cortical neurons. Sufficient experimental results in neuroscience suggest that the temporal slowness principle is a general learning principle in visual perception. In this paper, we introduce the SFA framework to the problem of human action recognition by incorporating the discriminative information with SFA learning and considering the spatial relationship of body parts. In particular, we consider four kinds of SFA learning strategies, including the original unsupervised SFA (U-SFA), the supervised SFA (S-SFA), the discriminative SFA (D-SFA), and the spatial discriminative SFA (SD-SFA), to extract slow feature functions from a large amount of training cuboids which are obtained by random sampling in motion boundaries. Afterward, to represent action sequences, the squared first order temporal derivatives are accumulated over all transformed cuboids into one feature vector, which is termed the Accumulated Squared Derivative (ASD) feature. The ASD feature encodes the statistical distribution of slow features in an action sequence. Finally, a linear support vector machine (SVM) is trained to classify actions represented by ASD features. We conduct extensive experiments, including two sets of control experiments, two sets of large scale experiments on the KTH and Weizmann databases, and two sets of experiments on the CASIA and UT-interaction databases, to demonstrate the effectiveness of SFA for human action recognition. Experimental results suggest that the SFA-based approach (1) is able to extract useful motion patterns and improves the recognition performance, (2) requires less intermediate processing steps but achieves comparable or even better performance, and (3) has good potential to recognize complex multiperson activities.",2019,https://scholar.google.com.br/,no
2395,Feature fusion via hierarchical supervised local CCA for diagnosis of autism spectrum disorder.,"Early diagnosis of autism spectrum disorder (ASD) is critical for timely medical  intervention, for improving patient quality of life, and for reducing the financial burden borne by the society. A key issue in neuroimaging-based ASD diagnosis is the identification of discriminating features and then fusing them to produce accurate diagnosis. In this paper, we propose a novel framework for fusing complementary and discriminating features from different imaging modalities. Specifically, we integrate the Fisher discriminant criterion and local correlation information into the canonical correlation analysis (CCA) framework, giving a new feature fusion method, called Supervised Local CCA (SL-CCA), which caters specifically to local and global multimodal features. To alleviate the neighborhood selection problem associated with SL-CCA, we further propose a hierarchical SL-CCA (HSL-CCA), by performing SL-CCA with the gradually varying neighborhood sizes. Extensive experiments on the multimodal ABIDE database show that the proposed method achieves superior performance. In addition, based on feature weight analysis, we found that only a few specific brain regions play active roles in ASD diagnosis. These brain regions include the putamen, precuneus, and orbitofrontal cortex, which are highly associated with human emotional modulation and memory formation. These finding are consistent with the behavioral phenotype of ASD.",2019,https://scholar.google.com.br/,no
2396,Association between mobile phone use and inattention in 7102 Chinese adolescents: a population-based cross-sectional study.,"BACKGROUND: The dramatic growth of mobile phone (MP) use among young people has increased interest in its possible health hazards in this age group. The aim of this cross-sectional study was to investigate the association between MP use and inattention in adolescents. METHODS: A total of 7720 middle school students were involved in this cross-sectional study. Inattention was assessed as defined for the Attention Deficit component of Attention deficit/Hyperactivity disorder (ADHD) by the Diagnostic and Statistical Manual of Mental Disorders (4th ed., text rev. [DSM-IV-TR]). The demographic characteristics and information on MP use were included in the questionnaire. Chi-square tests and logistic regression models were used to analyze the data. RESULTS: In total, 7102 (91.99{\%}) valid questionnaires were obtained. After adjusted for confounders, inattention in adolescents was significantly associated with MP ownership, the time spent on entertainment on MP per day, the position of the MP during the day and the mode of the MP at night. The strongest association between inattention and the time spent on the MP was among students who spent more than 60 minutes per day playing on their MP. CONCLUSIONS: Our study shows some associations between MP use and inattention in Chinese adolescents. Decreasing MP usage to less than 60 minutes per day may help adolescents to stay focused and centered.",2019,https://scholar.google.com.br/,no
2397,[Construct validity of the Autism Spectrum Rating Scale of the Revised Chinese Version].,"OBJECTIVE: To investigate the construct validity of the Autism Spectrum Rating Scale of Revised Chinese Version (RC-ASRS). METHODS: Seven hundred and one children aged 6-12 years old were recruited from one primary school in the Minhang District of Shanghai. The parents of the children completed the RC-ASRS questionnaire. Mpuls 6.0 Software was used to conduct the construct validity analysis. RESULTS: A total of 671 questionnaires (95.7{\%}) were retrieved, involving 368 boys (54.8{\%}) and 303 girls (45.2{\%}). The 3 factor structure of the RC-ASRS had better model fitting indices, 0.051 for root mean square error of approximation (RMSEA), 0.889 for comparative fit index (CFI) and 0.884 for Tucker-Lewis index (TLI), compared with the original ASRS, 0.060 for RMSEA, 0.829 for CFI and 0.823 for TLI. CONCLUSIONS: The RC-ASRS may serve as a reliable and valid tool for screening autistic symptoms in China.",2019,https://scholar.google.com.br/,no
2398,[Clinical features and risk factors of co-morbid tic disorder in children with attention deficit hyperactivity disorder].,"OBJECTIVE: To study the clinical features and risk factors of co-morbid tic disorder (TD) in children with attention deficit hyperactivity disorder (ADHD). METHODS: A total of 312 children with ADHD were involved in this study. Subtypes of co-morbid TD, incidences of TD in different subtypes of ADHD (ADHD-I, ADHD-HI and ADHD-C) were observed. Thirteen potential factors influencing the comorbidity rate of TD in ADHD were evaluated by univariate analysis and multiple logistic regression analysis. RESULTS: Forty-two of 312 children with ADHD suffered from co-morbid TD (13.5{\%}). Comorbidity rate of TD in children with ADHD-C (24.1{\%}) was significantly higher than in those with ADHD-HI (10.9{\%}) and ADHD-I (8.8{\%}) (P{\textless}0.05). There were 21 cases (50.0{\%}) of transient TD, 12 cases (28.6{\%}) of chronic TD, and 9 cases (21.4{\%}) of Tourette syndrome. The univariate analysis revealed 6 factors associated with comorbidity: addiction to mobile phone or computer games, poor eating habits, infection, improper family education, poor relationship between parents and poor relationship with schoolmates. Multiple logistic analysis revealed two independent risk factors for comorbidity: improper family education (OR=7.000, P{\textless}0.05) and infection (OR=2.564, P{\textless}0.05). CONCLUSIONS: The incidence of co-morbid TD in children with ADHD is influenced by many factors, and early interventions should be performed based on the main risk factors.",2019,https://scholar.google.com.br/,no
2399,Behavioral training reverses global cortical network dysfunction induced by perinatal antidepressant exposure.,"Abnormal cortical circuitry and function as well as distortions in the modulatory neurological processes controlling cortical plasticity have been argued to underlie the origin of autism. Here, we chemically distorted those processes using an antidepressant drug-exposure model to generate developmental neurological distortions like those characteristics expressed in autism, and then intensively trained altered young rodents to evaluate the potential for neuroplasticity-driven renormalization. We found that young rats that were injected s.c. with the antidepressant citalopram from postnatal d 1-10 displayed impaired neuronal repetition-rate following capacity in the primary auditory cortex (A1). With a focus on recovering grossly degraded auditory system processing in this model, we showed that targeted temporal processing deficits induced by early-life antidepressant exposure within the A1 were almost completely reversed through implementation of a simple behavioral training strategy (i.e., a modified go/no-go repetition-rate discrimination task). Degraded parvalbumin inhibitory GABAergic neurons and the fast inhibitory actions that they control were also renormalized by training. Importantly, antidepressant-induced degradation of serotonergic and dopaminergic neuromodulatory systems regulating cortical neuroplasticity was sharply reversed. These findings bear important implications for neuroplasticity-based therapeutics in autistic patients.",2019,https://scholar.google.com.br/,no
2400,Mirror neural training induced by virtual reality in brain-computer interfaces may provide a promising approach for the autism therapy.,"Previous studies have suggested that the dysfunction of the human mirror neuron system (hMNS) plays an important role in the autism spectrum disorder (ASD). In this work, we propose a novel training program from our interdisciplinary research to improve mirror neuron functions of autistic individuals by using a BCI system with virtual reality technology. It is a promising approach for the autism to learn and develop social communications in a VR environment. A test method for this hypothesis is also provided.",2019,https://scholar.google.com.br/,no
2401,Longitudinal changes in cortical thickness in autism and typical development.,"The natural history of brain growth in autism spectrum disorders remains unclear. Cross-sectional studies have identified regional abnormalities in brain volume and cortical thickness in autism, although substantial discrepancies have been reported. Preliminary longitudinal studies using two time points and small samples have identified specific regional differences in cortical thickness in the disorder. To clarify age-related trajectories of cortical development, we examined longitudinal changes in cortical thickness within a large mixed cross-sectional and longitudinal sample of autistic subjects and age- and gender-matched typically developing controls. Three hundred and forty-five magnetic resonance imaging scans were examined from 97 males with autism (mean age = 16.8 years, range 3-36 years) and 60 males with typical development (mean age = 18 years, range 4-39 years), with an average interscan interval of 2.6 years. FreeSurfer image analysis software was used to parcellate the cortex into 34 regions of interest per hemisphere and to calculate mean cortical thickness for each region. Longitudinal linear mixed effects models were used to further characterize these findings and identify regions with between-group differences in longitudinal age-related trajectories. Using mean age at time of first scan as a reference (15 years), differences were observed in bilateral inferior frontal gyrus, pars opercularis and pars triangularis, right caudal middle frontal and left rostral middle frontal regions, and left frontal pole. However, group differences in cortical thickness varied by developmental stage, and were influenced by IQ. Differences in age-related trajectories emerged in bilateral parietal and occipital regions (postcentral gyrus, cuneus, lingual gyrus, pericalcarine cortex), left frontal regions (pars opercularis, rostral middle frontal and frontal pole), left supramarginal gyrus, and right transverse temporal gyrus, superior parietal lobule, and paracentral, lateral orbitofrontal, and lateral occipital regions. We suggest that abnormal cortical development in autism spectrum disorders undergoes three distinct phases: accelerated expansion in early childhood, accelerated thinning in later childhood and adolescence, and decelerated thinning in early adulthood. Moreover, cortical thickness abnormalities in autism spectrum disorders are region-specific, vary with age, and may remain dynamic well into adulthood.",2019,https://scholar.google.com.br/,no
2402,Sensory integration therapies for children with developmental and behavioral disorders.,"Sensory-based therapies are increasingly used by occupational therapists and sometimes by other types of therapists in treatment of children with developmental and behavioral disorders. Sensory-based therapies involve activities that are believed to organize the sensory system by providing vestibular, proprioceptive, auditory, and tactile inputs. Brushes, swings, balls, and other specially designed therapeutic or recreational equipment are used to provide these inputs. However, it is unclear whether children who present with sensory-based problems have an actual ""disorder"" of the sensory pathways of the brain or whether these deficits are characteristics associated with other developmental and behavioral disorders. Because there is no universally accepted framework for diagnosis, sensory processing disorder generally should not be diagnosed. Other developmental and behavioral disorders must always be considered, and a thorough evaluation should be completed. Difficulty tolerating or processing sensory information is a characteristic that may be seen in many developmental behavioral disorders, including autism spectrum disorders, attention-deficit/hyperactivity disorder, developmental coordination disorders, and childhood anxiety disorders. Occupational therapy with the use of sensory-based therapies may be acceptable as one of the components of a comprehensive treatment plan. However, parents should be informed that the amount of research regarding the effectiveness of sensory integration therapy is limited and inconclusive. Important roles for pediatricians and other clinicians may include discussing these limitations with parents, talking with families about a trial period of sensory integration therapy, and teaching families how to evaluate the effectiveness of a therapy.",2019,https://scholar.google.com.br/,no
2403,Study of the usability of spaced retrieval exercise using mobile devices for Alzheimer's disease rehabilitation.,"BACKGROUND: Alzheimer's disease (AD) is an irreversible brain disease that slowly destroys memory and thinking skills, and eventually the ability to carry out the simplest daily tasks. Recent studies showed that people with AD might actually benefit from physical exercises and rehabilitation processes. Studies show that rehabilitation would also add value in making the day for an individual with AD a little less foggy, frustrating, isolated, and stressful for as long as possible. OBJECTIVE: The focus of our work was to explore the use of modern mobile technology to enable people with AD to improve their abilities to perform activities of daily living, and hence to promote independence and participation in social activities. Our work also aimed at reducing the burden on caregivers by increasing the AD patients' sense of competence and ability to handle behavior problems. METHODS: We developed ADcope, an integrated app that includes several modules that targeted individuals with AD, using mobile devices. We have developed two different user interfaces: text-based and graphic-based. To evaluate the usability of the app, 10 participants with early stages of AD were asked to run the two user interfaces of the spaced retrieval memory exercise using a tablet mobile device. RESULTS: We selected 10 participants with early stages of AD (average age: 75 years, 6/10, 60{\%} males, 4/10, 40{\%} females). The average elapsed time per question between the text-based task (14.04 seconds) and the graphic-based task (12.89 seconds) was significantly different (P=.047). There was also a significant difference (P{\textless}.001) between the average correct answer score between the text-based task (7.60/10) and the graphic-based task (8.30/10), and between the text-based task (31.50/100) and the graphic-based task (27.20/100, P{\textless}.001). Correlation analysis for the graphic-based task showed that the average elapsed time per question and the workload score were negatively correlated (-.93, and -.79, respectively) to the participants' performance (P{\textless}.001 and P=.006, respectively). CONCLUSIONS: We found that people with early stages of AD used mobile devices successfully without any prior experience in using such devices. Participants' measured workload scores were low and posttask satisfaction in fulfilling the required task was conceivable. Results indicate better performance, less workload, and better response time for the graphic-based task compared with the text-based task.",2019,https://scholar.google.com.br/,no
2404,Are treatment effects of neurofeedback training in children with ADHD related to  the successful regulation of brain activity? A review on the learning of regulation of brain activity and a contribution to the discussion on specificity.,"While issues of efficacy and specificity are crucial for the future of neurofeedback training, there may be alternative designs and control analyses to circumvent the methodological and ethical problems associated with double-blind placebo studies. Surprisingly, most NF studies do not report the most immediate result of their NF training, i.e., whether or not children with ADHD gain control over their brain activity during the training sessions. For the investigation of specificity, however, it seems essential to analyze the learning and adaptation processes that take place in the course of the training and to relate improvements in self-regulated brain activity across training sessions to behavioral, neuropsychological and electrophysiological outcomes. To this aim, a review of studies on neurofeedback training with ADHD patients which include the analysis of learning across training sessions or relate training performance to outcome is presented. Methods on how to evaluate and quantify learning of EEG regulation over time are discussed. ""Non-learning"" has been reported in a small number of ADHD-studies, but has not been a focus of general methodological discussion so far. For this reason, selected results from the brain-computer interface (BCI) research on the so-called ""brain-computer illiteracy"", the inability to gain control over one's brain activity, are also included. It is concluded that in the discussion on specificity, more attention should be devoted to the analysis of EEG regulation performance in the course of the training and its impact on clinical outcome. It is necessary to improve the knowledge on characteristic cross-session and within-session learning trajectories in ADHD and to provide the best conditions for learning.",2019,https://scholar.google.com.br/,no
2405,Early Intervention for Children With Autism Spectrum Disorder Under 3 Years of Age: Recommendations for Practice and Research.,"This article reviews current evidence for autism spectrum disorder (ASD) interventions for children aged {\textless}3 years, based on peer-reviewed articles published up to December 2013. Several groups have adapted treatments initially designed for older, preschool-aged children with ASD, integrating best practice in behavioral teaching methods into a developmental framework based on current scientific understanding of how infants and toddlers learn. The central role of parents has been emphasized, and interventions are designed to incorporate learning opportunities into everyday activities, capitalize on ""teachable moments,"" and facilitate the generalization of skills beyond the familiar home setting. Our review identified several comprehensive and targeted treatment models with evidence of clear benefits. Although some trials were limited to 8- to 12-week outcome data, enhanced outcomes associated with some interventions were evaluated over periods as long as 2 years. Based on this review, recommendations are proposed for clinical practice and future research.",2019,https://scholar.google.com.br/,no
2406,Perspectives of Health Care Providers Regarding Emergency Department Care of Children and Youth with Autism Spectrum Disorder.,"This study aimed to characterize the perspectives of health professionals who care for children with autism spectrum disorder (ASD) in the emergency department (ED) and to determine what strategies could optimize care. Ten physicians and twelve nurses were interviewed individually. Questions related to experiences, processes, clinical decision-making and outcomes of children with ASD recently seen in the ED. Interviews were audio recorded, transcribed, and analyzed using a qualitative framework. Participants identified factors that facilitated effective care, including communication strategies, parental involvement and teamwork. Barriers identified included child characteristics, the ED environment, and competing demands. Recommendations included additional staff training and stakeholder engagement. However, making accommodations was often described as being at odds with how the ED functioned, with implications for future service planning.",2019,https://scholar.google.com.br/,no
2407,The multi-component nature of statistical learning,"The central argument presented in this paper is that statisticallearning (SL) is an ability comprised of multiple components thatoperate largely implicitly. Components relating to the stimulusencoding, retention and abstraction required for SL may include, but arenot limited to, certain types of attention, processing speed and memory.It is likely that individuals vary in terms of the efficiency of theseunderlying components, and in patterns of connectivity among thesecomponents, and that SL tasks differ from one another in how they drawon certain underlying components more than others. This theoreticalframework is of value because it can assist in gaining a clearerunderstanding of how SL is linked with individual differences in complexmental activities such as language processing. Variability in languageprocessing across individuals is of central concern to researchersinterested in child development, including those interested inneurodevelopmental disorders where language can be affected such asautism spectrum disorders (ASD). This paper discusses the link betweenSL and individual differences in language processing in the context ofage-related changes in SL during infancy and childhood, and whether SLis affected in ASD. Viewing SL as a multicomponent ability may help toexplain divergent findings from previous empirical research in theseareas and guide the design of future studies.This article is part of the themed issue `Newfrontiers for statisticallearning in the cognitive sciences'.",2019,https://scholar.google.com.br/,no
2408,Comparison of Screen Sizes when Using Video Prompting to TeachAdolescents with Autism,"Recently, researchers have compared the effectiveness of video-basedinstruction (VBI), particularly video modeling, when using smallerversus larger screen sizes with positive, but mixed results. Using anadapted alternating treatments design, we compared two different screensizes (i.e., iPhone 5 versus iPad 2) using video prompting as the VBIstrategy. Three secondary students with autism spectrum disorder (ages16-18 years) participated. Our results suggest that both screen sizeswere effective with two participants while the larger screen size wasmore effective for one participant. These results are discussed alongwith implications for professionals implementing video prompting onmobile devices.",2019,https://scholar.google.com.br/,no
2409,A Review of Factors that Promote Resilience in Youth with ADHD and ADHDSymptoms,"The vast majority of research on youth with ADHD has focused on riskfactors and describing the types of impairment individuals with ADHDexperience. However, functional outcomes associated with ADHD areheterogeneous, and although many youth with ADHD experience significantnegative outcomes (e.g., school dropout), some are successful inmultiple domains of functioning (e.g., pursue and graduate college).There is a growing body of literature supporting the existence offactors that protect youth with ADHD from experiencing negativeoutcomes, but there is no published synthesis of this literature.Accordingly, the goals of this review are to conceptualizerisk-resilience in the context of ADHD using a developmentalpsychopathology framework and to systematically review and critiqueevidence for promotive and protective factors in the context of ADHD.The literature search focused specifically on resilience in the contextof ADHD symptoms or an ADHD diagnosis and identified 21 studies,including clinic, school, and community samples. Findings of promotiveand/or protective factors are summarized across individual, family, andsocial-community systems. Overall, we know very little of the bufferingprocesses for these youth, given that the study of promotive andprotective factors in ADHD is in its infancy. The strongest evidence todate was found for social- and family-level systems. Specifically,multiple longitudinal studies support social acceptance as a protectivefactor, buffering against negative outcomes such as poor academicperformance and comorbid depressive symptoms for youth with ADHD. Therewas also compelling evidence supporting positive parenting as apromotive factor. In terms of individual-level factors, positive ormodest self-perceptions of competence were identified as a promotivefactor in multiple studies. Future directions for research that willcatalyze the study of resilience with ADHD are provided, and thepotential for targeting protective mechanisms with intervention andprevention is discussed.",2019,https://scholar.google.com.br/,no
2410,Calming cycle theory: the role of visceral/autonomic learning in earlymother and infant/child behaviour and development,"Results from a randomised controlled trial of Family NurtureIntervention (FNI) showed significantly improved maternal behaviours andinfant neurodevelopment and behaviour through 18 months, including asignificantly reduced risk for autism. Preliminary results from a pilotstudy of FNI in preschool children found significant reduction inadverse behaviour. Conclusion: Calming cycle theory proposes that earlyemotional behaviour is shaped by subcortical visceral/autonomicco-conditioning between mother and infant. Two new constructs, emotionalconnection and visceral/autonomic co-regulation, are defined within afunctional Pavlovian conditioning framework and are theorised to be partof an evolutionarily conserved mammalian phenomenon first identified byPavlov.",2019,https://scholar.google.com.br/,no
2411,Authenticity in Virtual Reality for assessment and intervention inautism: A conceptual review,"Virtual Reality (VR) technologies have shown potential for learning andassessment for children, adolescents, and adults with autism. Much ofthe research in this area has taken a conceptual stance of veridicality,that is, that VR offers promise because it can provide authenticity andlevels of realism alongside stimulus or environmental control, or both,which may first facilitate learning and the generalization of skills tothe real world, and secondly can provide experimental contexts withstrong ecological validity for assessment. This conceptual review raisesquestions about the assumption of veridicality of VR for autism researchby examining research literature that has used VR to support learningand to investigate social responding. In so doing, it provides aframework for examining the assumed relationship between virtual andreal contexts in order to highlight particular features of design andinteraction, as well as background characteristics of participants, thatmay help or hinder learning and understanding in virtual environments.The conclusions suggest there is a need for the field to systematicallyexamine the different factors that influence responding in VR in orderto understand when, and under what circumstances, the responses ofindividuals with autism can be considered appropriately authentic. Thereare also opportunities for thinking more radically about researchdirections by focusing on the strengths and preferences of people withautism, and promoting more participatory and inclusive approaches toresearch. (C) 2016 Elsevier Ltd. All rights reserved.",2019,https://scholar.google.com.br/,no
2412,The Schooling Experience of Adolescent Boys with AD/HD: An AustralianCase Study,"This study explored the experience of schooling of six adolescent boysdiagnosed with AD/HD from the perspectives of the boys, their mothersand their teachers. The study utilised social constructionism as thetheoretical orientation and the Dynamic Developmental Theory (DDT) ofAD/HD as the explanatory framework. Utilising a multiple, instrumentalcase-study, data were collected by means of semi-structured individualand focus group interviews as well as a review of school reports acrossa two year period. Findings of the study suggest that taking medicationas prescribed together with supporting the students to make and managefriendships, utilising classroom strategies that support learning, andproviding an engaging classroom environment are important considerationsto promote a positive schooling experience for adolescents with AD/HD.",2019,https://scholar.google.com.br/,no
2413,Preschoolers' Self-Regulation Moderates Relations Between Mothers'Representations and Children's Adjustment to School,"Consistent with models of environmental sensitivity (Pluess, 2015),research suggests that the effects of parents' behaviors on childadjustment are stronger among children who struggle to regulate theirthoughts, feelings, and behaviors compared with children with betterself-regulation. This study extended prior research by assessingmaternal representations of the child, which presumably underliemothers' parenting behaviors, to evaluate the moderating influence ofpreschoolers' self-regulation on relations between mothers'representations and changes in children's negative and positivedevelopmental adjustment outcomes from preschool to first grade.Participants were 187 mothers and their preschoolers. Mothers'representations were assessed via the coherence of their verbalnarratives regarding their preschooler and teachers reported onpreschoolers' self-regulation. In preschool and first grade, examinersrated children's externalizing behavior problems and ego-resilience, andteachers rated children's externalizing behavior problems and peeracceptance. Consistent with the environmental sensitivity framework, thecoherence of mothers' narratives predicted changes in adjustment amongchildren with self-regulation difficulties, but not among children withbetter self-regulation. Preschoolers with self-regulation difficultieswhose mothers produced incoherent narratives showed increasedexternalizing behavior problems, decreased ego-resilience, and lowerpeer acceptance across the transition to school. In contrast,preschoolers with better self-regulation did not evidence such effectswhen their mothers produced incoherent narratives. The implications ofthese findings for understanding and supporting children's adjustmentduring the early school years are discussed.",2019,https://scholar.google.com.br/,no
2414,Effective word count estimation for long duration daily naturalisticaudio recordings,"The ability to ``count words in extended audio sequences allowsresearchers to explore characteristics of speakers (i.e., leading,following, task responsibility, personal engagement), as well as thedynamics of two-way or multi-subject conversation scenarios. As such,counting the number of words spoken by a person, offers a richinformation source for several applications such as health monitoring(e.g., Autism, Parkinson's, Alzheimer's and etc), second languagelearning, or language development studies. However, developing robustword count systems that can achieve high performance with lowcomputational cost is very challenging due to the uncertain and dynamicbehavior experienced in audio recordings. In this study, we address theproblem for large-scale naturalistic audio recordings based on a 100-dayaudio collection entitled (i.e., Prof-Life-Log). This corpus containscontinuously recorded audio from one person using a mobile LENA audiorecording device (LENA, 2015). The device captures audio for an entireworkday which can last up to 16 hours. Our proposed framework to addressword count consists of five main components, (i) Speech ActivityDetection(SAD) to remove non-speech parts of the signal, (ii) SpeechEnhancement to suppress the effects of background noise, (iii) Primaryvs. Secondary Speaker Detection to remove secondary speaker segments,(iv) Syllable Rate Estimation to estimate the syllable rate for theprimary speaker, and (v) Linear Minimum Mean Square Error Estimation(LMMSE) to find the linear mapping between syllable rate and word ratein spontaneous speech. In spite of the simplicity of the framework, itshows to be very effective in real scenarios with good performance onvarious datasets. As an indication of performance, the error of theframework for an entire 16 h day audio file can be as low as 1\% interms of cumulative Word Count Error. (C) 2016 Elsevier B.V. All rightsreserved.",2019,https://scholar.google.com.br/,no
2415,Neurofeedback training with a motor imagery-based BCI: neurocognitiveimprovements and EEG changes in the elderly,"Neurofeedback training (NFT) has shown to be promising and useful torehabilitate cognitive functions. Recently, brain-computer interfaces(BCIs) were used to restore brain plasticity by inducing brain activitywith an NFT. In our study, we hypothesized that an NFT with a motorimagery-based BCI (MI-BCI) could enhance cognitive functions related toaging effects. To assess the effectiveness of our MI-BCI application, 63subjects (older than 60 years) were recruited. This novel applicationwas used by 31 subjects (NFT group). Their Luria neuropsychological testscores were compared with the remaining 32 subjects, who did not performNFT (control group). Electroencephalogram changes measured by relativepower (RP) endorsed cognitive potential findings under study:visuospatial, oral language, memory, intellectual and attentionfunctions. Three frequency bands were selected to assess cognitivechanges: 12, 18, and 21 Hz (bandwidth 3 Hz). Significant increases (p <0.01) in the RP of these frequency bands were found. Moreover, resultsfrom cognitive tests showed significant improvements (p < 0.01) in fourcognitive functions after performing five NFT sessions: visuospatial,oral language, memory, and intellectual. This established evidence inthe association between NFT performed by a MI-BCI and enhanced cognitiveperformance. Therefore, it could be a novel approach to help elderlypeople.",2019,https://scholar.google.com.br/,no
2416,School Experiences of Adolescents With Attention-Deficit/HyperactivityDisorder,"This article reports on a qualitative study of the school experiences ofadolescents with attention-deficit/hyperactivity disorder (ADHD) in thecontext of quantitative research on teacher attitudes and practices,adolescent self-appraisals, and social and family relationships. Twelveadolescents with ADHD participated in in-depth, semistructuredinterviews addressing major aspects of school life. Using a modifiedgrounded theory framework, researchers coded these interviews. Threethemes emerged: (a) support for a performance deficit, (b) academic andsocial engagement, and (c) moving from dependence to independence. Whatis most striking is the low level of agency students demonstrated, thatis, rather than acting with purpose on their environments, they seemedto react to things that happened to them. These findings suggest thatteachers of adolescents with ADHD know about the nature of the disorder,understand that students' difficulties with organization and academicperformance are not typically intentional, use evidence-basedinterventions to support students, and provide the monitoring andscaffolding needed for academic achievement. The students also providespecific suggestions for parents and peers regarding the supports theyneed to be successful.",2019,https://scholar.google.com.br/,no
2417,Randomised controlled trial of an iPad based early intervention forautism: TOBY playpad study protocol,"Background: Evidence for early intensive behavioural interventions(EIBI) by therapists as an effective treatment for children with anAutism Spectrum Disorder (ASD) is growing. High-intensity and sustaineddelivery of quality EIBI is expensive. The TOBY (Therapy Outcomes byYou) Playpad is an App-based platform delivering EIBI to facilitatelearning for young children with ASD, while enabling parents to becomeco-therapists. Intervention targets include increasing joint attention,imitation and communication of children with ASD. The primary aim of thestudy presented in this protocol is to determine the effectiveness ofthe TOBY App in reducing ASD symptoms when used as a complement toconventional EIBI. The secondary aim is to examine parental attributesas a result of TOBY App use.Methods and design: Children aged less than 4, 3 years diagnosed withASD and parents will be recruited into this single-blind, randomisedcontrolled trial using a pragmatic approach. Eligible participants willbe randomised to the treatment group `TOBY therapy + therapy as usual'or, the control group `therapy as usual' for six months. The treatmentwill be provided by the TOBY App and parent where a combination oflearning environments such as on-iPad child only (solo), partner (withparent) and off-iPad - Natural Environment (with parent) Tasks will beimplemented. Parents in the treatment group will participate in a TOBYtraining workshop. Treatment fidelity will be monitored via an App-basedreporting system and parent diaries. The primary outcome measure is theAutism Treatment Evaluation Checklist. The secondary outcome measuresinvolve diagnostics, functional and developmental assessments, includingparent questionnaires at baseline (T0), three months (T1) and six months(T2).Discussion: This trial will determine the effectiveness of the TOBY Appas a therapeutic complement to other early interventions children withASD receive. The trial will also determine the feasibility of a parentdelivered early intervention using the iPad as an educational platform,and assess the impact of the TOBY App on parents' self-efficacy andempowerment in an effort to reduce children's ASD symptoms. The outcomesof this trial may have EIBI services implications for newly diagnosedchildren with ASD and parents.",2019,https://scholar.google.com.br/,yes
2418,Designing an iPad App to Monitor and Improve Classroom Behavior forChildren with ADHD: iSelfControl Feasibility and Pilot Studies,"Children with Attention Deficit/Hyperactivity Disorder (ADHD) receiveapproximately 80\% of instruction in the general education classroom,where individualized behavioral management strategies may be difficultfor teachers to consistently deliver. Mobile device apps providepromising platforms to manage behavior. This pilot study evaluated theutility of a web-based application (iSelfControl) designed to supportclassroom behavior management. iSelfControl prompted students every`Center' (30-minutes) to self-evaluate using a universal token-economyclassroom management system focused on compliance, productivity, andpositive relationships. Simultaneously, the teacher evaluated eachstudent on a separate iPad. Using Multi Level Modeling, we examined 13days of data gathered from implementation with 5(th) grade students (N =12) at a school for children with ADHD and related executive functiondifficulties. First, an unconditional growth model evaluated the overallamount of change in aggregated scores over time as well as the degree ofsystematic variation in scores within and across teacher-student dyads.Second, separate intercepts and slopes were estimated for teacher andstudent to estimate degree of congruency between trajectories. Finally,differences between teacher and student scores were tested at eachtime-point in separate models to examine unique `Center' effects. 51\%of the total variance in scores was attributed to differences betweendyads. Trajectories of student and teacher scores remained relativelystable across seven time-points each day and did not statisticallydiffer from each other. On any given day, students tended to evaluatetheir behaviors more positively (entered higher scores for themselves)compared to corresponding teacher scores. In summary, iSelfControlprovides a platform for self and teacher evaluation that is an importantadjunct to conventional classroom management strategies. The applicationcaptured teacher/student discrepancies and significant variations acrossthe day. Future research with a larger, clinically diagnosed sample inmultiple classrooms is needed to assess generalizability to a widervariety of classroom settings.",2019,https://scholar.google.com.br/,no
2419,A mixed methods study of individual and organizational factors thataffect implementation of interventions for children with autism inpublic schools,"Background: The significant lifelong impairments associated with autismspectrum disorder (ASD), combined with the growing number of childrendiagnosed with ASD, have created urgency in improving school-basedquality of care. Although many interventions have shown efficacy inuniversity-based research, few have been effectively implemented andsustained in schools, the primary setting in which children with ASDreceive services. Individual-and organizational-level factors have beenshown to predict the implementation of evidence-based interventions(EBIs) for the prevention and treatment of other mental disorders inschools, and may be potential targets for implementation strategies inthe successful use of autism EBIs in schools. The purpose of this studyis to examine the individual-and organizational-level factors associatedwith the implementation of EBIs for children with ASD in public schools.Methods: We will apply the Domitrovich and colleagues (2008) frameworkthat examines the influence of contextual factors (i.e., individual-andorganizational-level factors) on intervention implementation in schools.We utilize mixed methods to quantitatively test whether the factorsidentified in the Domitrovich and colleagues (2008) framework areassociated with the implementation of autism EBIs, and use qualitativemethods to provide a more comprehensive understanding of the factorsassociated with successful implementation and sustainment of theseinterventions with the goal of tailoring implementation strategies.Discussion: The results of this study will provide an in-depthunderstanding of individual-and organizational-level factors thatinfluence the successful implementation of EBIs for children with ASD inpublic schools. These data will inform potential implementation targetsand tailoring of strategies that will help schools overcome barriers toimplementation and ultimately improve the services and outcomes forchildren with ASD.",2019,https://scholar.google.com.br/,no
2420,The Experiences of Late-diagnosed Women with Autism Spectrum Conditions:An Investigation of the Female Autism Phenotype,"We used Framework Analysis to investigate the female autism phenotypeand its impact upon the under-recognition of autism spectrum conditions(ASC) in girls and women. Fourteen women with ASC (aged 22-30 years)diagnosed in late adolescence or adulthood gave in-depth accounts of:`pretending to be normal', of how their gender led various professionalsto miss their ASC, and of conflicts between ASC and a traditionalfeminine identity. Experiences of sexual abuse were widespread in thissample, partially reflecting specific vulnerabilities from being afemale with undiagnosed ASC. Training would improve teachers' andclinicians' recognition of ASC in females, so that timely identificationcan mitigate risks and promote wellbeing of girls and women on theautism spectrum.",2019,https://scholar.google.com.br/,no
2421,A trial of an iPad intervention targeting social communication skills inchildren with autism,"This study evaluated a technology-based early intervention for socialcommunication skills in pre-schoolers in a randomised controlled trial.Participants were 54 children aged under 6years with a diagnosis ofautism, assigned to either intervention or control conditions. The appengaged children, who played consistently, regardless of developmentallevel, and was rated highly by parents. There were no significant groupdifferences in parent-report measures post-intervention, nor in ameasure of parent-child play at follow-up. Therefore, this interventiondid not have an observable impact on real-world social communicationskills and caution is recommended about the potential usefulness of iPadapps for amelioration of difficulties in interaction. However, positiveattitudes among participants, lack of harms and the potential of apps todeliver therapeutic content at low economic cost suggest this approachis worth pursuing further, perhaps targeting other skill domains.",2019,https://scholar.google.com.br/,yes
2422,A mixed-method evaluation of the feasibility and acceptability of atelehealth-based parent-mediated intervention for children with autismspectrum disorder,"Research within the autism spectrum disorder field has called for theuse of service delivery models that are able to more efficientlydisseminate evidence-based practices into community settings. This studyemployed telehealth methods in order to deliver an Internet-based,parent training intervention for autism spectrum disorder, ImPACTOnline. This study used mixed-methods analysis to create a more thoroughunderstanding of parent experiences likely to influence the adoption andimplementation of the program in community settings. Specific researchquestions included (1) What are parents' perceptions of the onlineprogram? (2) How does ImPACT Online compare to other services thatparents are accessing for their children? And (3) Do parents' experiencein, and perceptions of, the program differ based on whether theyreceived a therapist-assisted version of the program? Results from 28parents of a child with autism spectrum disorder indicate that parentssaw improvements in their child's social communication skills and theirown competence during the course of the program, regardless of whetherthey received therapist assistance. However, qualitative interviewsindicate that parents who received therapist assistance were more likelyendorse the acceptability and observability of the program. Thesefindings support the potential for Internet-based service delivery tomore efficiently disseminate evidence-based parent traininginterventions for autism spectrum disorder.",2019,https://scholar.google.com.br/,yes
2423,Comparing Teacher and Student Use and Preference of Two Methods ofAugmentative and Alternative Communication: Picture Exchange and aSpeech-Generating Device,"Handheld computing technologies such as the iPadA (R), which can beadapted to function as a speech-generating device, has led to an influxof evolutions comparing modalities of Augmentative and AlternativeCommunication systems (AAC) in the acquisition of a mand (i.e., request)repertoire in children with autism and related developmentaldisabilities. While these studies have consistently yielded resultsindicating equal acquisition across picture-based systems (PE) and theSGD, they have demonstrated a primary preference for the SGD. Thepurpose of this study was to extend such research by comparing not onlystudent acquisition and preference, but also stakeholder fidelity of useand preference. Using an alternating treatment design, teachers andparaprofessionals were instructed to conduct mand training trials usingboth a PE system and an iPadA (R) Mini with the application Proloqu2Go(TM) as a SGD, with seven school aged children with a diagnosis ofautism or downs syndrome. Following 10-weeks of data collection, thestudent participants were exposed to a device preference assessment andteachers completed a social validity questionnaire to assess preference.The results were consistent with previous research indicating equalacquisition and fidelity of use across both devices, but a generalpreference for the iPadA (R) based SGD.",2019,https://scholar.google.com.br/,yes
2424,Intersections of Critical Systems Thinking and Community BasedParticipatory Research: A Learning Organization Example with theAutistic Community,"Critical systems thinking (CST) and community based participatoryresearch (CBPR) are distinct approaches to inquiry which share a primarycommitment to holism and human emancipation, as well as common groundingin critical theory and emancipatory and pragmatic philosophy. This paperexplores their intersections and complements on a historical,philosophical, and theoretical level, and then proposes a hybridapproach achieved by applying CBPR's principles and considerations foroperationalizing emancipatory practice to traditional systems thinkingframeworks and practices. This hybrid approach is illustrated inpractice with examples drawn from of the implementation of the learningorganization model in an action research setting with the Autisticcommunity. Our experience of being able to actively attend to, andcontinuously equalize, power relations within an organizationalframework that otherwise has great potential for reinforcing powerinequity suggests CBPR's principles and considerations foroperationalizing emancipatory practice could be useful in CST settings,and CST's vocabulary, methods, and clarity around systems thinkingconcepts could be valuable to CBPR practitioners.",2019,https://scholar.google.com.br/,no
2425,The effects of video modeling in teaching functional living skills topersons with ASD: A meta-analysis of single-case studies,"Background: Many individuals with autism spectrum disorders (ASD) showdeficits in functional living skills, leading to low independence,limited community involvement, and poor quality of life. Withdevelopment of mobile devices, utilizing video modeling has become morefeasible for educators to promote functional living skills ofindividuals with ASD.Aims: This article aims to review the single-case experimentalliterature and aggregate results across studies involving the use ofvideo modeling to improve functional living skills of individuals withASD.Methods and procedures: The authors extracted data from single-caseexperimental studies and evaluated them using the Tau-U effect sizemeasure. Effects were also differentiated by categories of potentialmoderators and other variables, including age of participants,concomitant diagnoses, types of video modeling, and outcome measures.Outcomes and results: Results indicate that video modeling interventionsare overall moderately effective with this population and dependentmeasures. While significant differences were not found betweencategories of moderators and other variables, effects were found to beat least moderate for most of them.Conclusions and implications: It is apparent that more single-caseexperiments are needed in this area, particularly with preschool andsecondary-school aged participants, participants with ASD-only and thosewith high-functioning ASD, and for video modeling interventionsaddressing community access skills. (C) 2016 Elsevier Ltd. All rightsreserved.",2019,https://scholar.google.com.br/,no
2426,Effects of memory strategy training on performance and event-relatedbrain potentials of children with ADHD in an episodic memory task,"Evidence for memory problems in children with attention deficithyperactivity disorder (ADHD) is accumulating. Attempting to countersuch problems, in the present study children with ADHD aged 8-12 yearsunderwent a six-week metacognitive memory strategy training (MST) or oneof two other active trainings, either a metacognitiveattention-perceptual-motor training (APM) or placebo training consistingof playing board games (PLA). Effects of the training on episodic memoryand underlying brain processes were investigated by comparingperformance and event-related brain potentials (ERPs) on pre- andpost-training sessions in an old/new recognition task between the threetraining groups. Potential far transfer effects of the memory strategytraining were investigated by measuring performance onneuropsychological attention and memory-span tasks and parent-rated ADHDsymptoms. The metacognitive memory strategy training led tosignificantly improved memory performance and enhanced amplitude of leftparietal P600 activity associated with the process of memoryrecollection when compared to PLA, but APM training evoked similarimprovements. Memory performance gains were significantly correlatedwith the memory-related ERP effects. Preliminary far transfer effects ofMST training were found on attention and working memory performance andon parent-rated ADHD symptoms, although these results need replicationwith larger and better IQ-matched groups.",2019,https://scholar.google.com.br/,no
2427,Pivotal response treatment prompts a functional rewiring of the brainamong individuals with autism spectrum disorder,"Behavioral interventions for autism have gained prominence in recentyears, however, the neural-systems-level targets of these interventionsremain poorly understood. We use a novel Bayesian framework to extractnetwork-based differences before and after a 16-week pivotal responsetreatment (PRT) regimen. Our results suggest that the functional changesinduced by PRT localize to the posterior cingulate and are marked by ashift in connectivity from the orbitofrontal cortex to theoccipital-temporal cortex. Our results illuminate a potentialPRT-induced learning mechanism, whereby the neural circuits involvedduring social perception shift from sensory and attentional systems tohigher-level object and face processing areas.",2019,https://scholar.google.com.br/,no
2428,Cognitive Priming and Cognitive Training: Immediate and Far Transfer toAcademic Skills in Children,"Cognitive operations are supported by dynamically reconfiguring neuralsystems that integrate processing components widely distributedthroughout the brain. The inter-neuronal connections that constitutethese systems are powerfully shaped by environmental input. We evaluatedthe ability of computer-presented brain training games done in school toharness this neuroplastic potential and improve learning in an overallstudy sample of 583 second-grade children. Doing a 5-minutebrain-training game immediately before math or reading curricularcontent games increased performance on the curricular content games.Doing three 20-minute brain training sessions per week for four monthsincreased gains on school-administered math and reading achievementtests compared to control classes tested at the same times withoutintervening brain training. These results provide evidence of cognitivepriming with immediate effects on learning, and longer-term braintraining with far-transfer or generalized effects on academicachievement.",2019,https://scholar.google.com.br/,no
2429,"Big data, small kids: Medico-scientific, familial and advocacy visionsof human brains","On the basis of anthropological fieldwork in a US pediatric neurosciencelaboratory, this article traces the recent move from studies ofindividual diagnostic pathologies like ADHD, Tourette or autism spectrumdisorder to the rapid creation of innovative interdisciplinary researchcoalitions and collaborations that both produce and utilize big datatechniques in order to map the human connectome. By analogy with thehuman genome, connectome studies require new ways to imagine and imagecomplex and multivalent neuro-circuits in which brain scans of thosewith and without diagnoses provide data points, open to recombinationwith other forms of data. Emergent expert understandings of theconnectome are only minimally related to what families who enroll theirdiagnosed children in fMRI studies understand. Likewise, young adultself-advocates with the same diagnoses on which the neuroscientists arenow working use `brain talk' to stake their own ethical claims. I arguethat this epistemological gap among medico-scientific, familial andadvocacy visions of human brains provides a mobile space of creativityas well as misunderstanding.",2019,https://scholar.google.com.br/,no
2430,Current State and Model for Development of Technology-Based Care forAttention Deficit Hyperactivity Disorder,"Introduction: Care (i.e., evaluation and intervention) delivered throughtechnology is used in many areas of mental health services, includingfor persons with attention deficit hyperactivity disorder (ADHD).Technology can facilitate care for individuals with ADHD, their parents,and their care providers. The adoption of technological tools for ADHDcare requires evidence-based studies to support the transition fromdevelopment to integration into use in the home, school, or work forpersons with the disorder. The initial phase, which is development oftechnological tools, has begun in earnest, however, the evidence basefor many of these tools is lacking. In some instances, the uptake of apiece of technology into home use or clinical practice may be furtheralong than the research to support its use. Methods: In this study, wereview the current evidence regarding technology for ADHD and alsopropose a model to evaluate the support for other tools that have yet tobe tested. Results: We propose using the Research Domain Criteria as aframework for evaluating the tools' relationships to dimensions relatedto ADHD. Conclusion: This article concludes with recommendations fortesting new tools that may have promise in improving the evaluation ortreatment of persons with ADHD.",2019,https://scholar.google.com.br/,no
2431,Educational and Therapeutic Approaches to Communication Difficulties inChildren with Clinical Signs of Autism,"Autism is considered today a neurological development disorder whichappears in early infancy and is characterized by social interactiondifficulties, communication problems and reduced and repetitivebehavioral patterns, interests and activities. This paper presents abibliographic review about the different treatments that currently dealwith communication difficulties in children with this disorder, on atwo-axis conceptual basis: approaching modalities and underlyingtheoretical perspectives. On the one hand, two different ways ofapproach are defined according to the objectives pursued in practice:the educative and the therapeutic modalities. On the other hand, thesame practices according to the theoretical framework that support themare presented: those related to the cognitive behavioral theory andthose based on psychoanalysis which introduces the importance of thesubject and social ties. The objective of this article is to analyze thecontributions and limitations of each of the different theoreticalapproaches here presented, detailing the scope they have achievedregarding the aforementioned diagnosis.",2019,https://scholar.google.com.br/,no
2432,Attribute Development Using Continuous Stakeholder Engagement toPrioritize Treatment Decisions: A Framework for Patient-CenteredResearch,"Objectives: To develop a methodological approach for selecting,validating, and prioritizing attributes for health care decision making.Methods: Participants (n = 48) were recruited from community supportgroups if they had a child aged 26 years or younger diagnosed with acoexisting mental health condition and cognitive impairment. Sixin-depth interviews eliciting care management experiences weretranscribed and coded into themes following the principles of groundedtheory and the constant comparative method. Six focus groups involving42 participants assessed the relevance, priority, and meaning andinter-relationship among the themes. The positive predictive value andsensitivity assessed agreement on thematic meaning. A final list wasselected from the top priorities with good agreement as candidateattributes. Attribute levels reflecting the range of experiences in caremanagement decisions emerged from the verbatim passages within eachcoded theme. Results: Participants were the child's mother (73\%), white(77\%), married (69\%), and on average 48 years old. The children wereon average 14 years old, 44\% had an intellectual disability, 25\% hadautism, and more than half had anxiety orattention-deficit/hyperactivity disorder. All 14 attributes identifiedfrom the in-depth interviews were deemed relevant. The positivepredictive value exceeded 90\%, and the sensitivity ranged from 64\% to89\%. The final set of attributes formed the framework for caremanagement decisions consisting of six attributes (medication, behavior,services, social, treatment effects, and school) each with three levels.Conclusions: A systematic approach grounded in qualitative methodsproduced a framework of relevant, important, and actionable attributesrepresenting competing alternatives in clinical decisions.",2019,https://scholar.google.com.br/,no
2433,"A study protocol testing the implementation, efficacy, and costeffectiveness of the ezParent program in pediatric primary care","Introduction: Up to 20\% of children demonstrate behavior problems thatinterfere with relationship development and academic achievement. Parentparticipation in behavioral parent training programs has been shown todecrease child problem behaviors and promote positive parent-childrelationships. However, attendance and parent involvement inface-to-face parent training remain low. Testing the implementation,efficacy, and cost of alternative delivery models is needed to (a)increase the reach and sustainability of parent training interventionsand (b) address the barriers to parent participation and implementationof such programs, specifically in primary health care settings. Thepurpose of this paper is to describe the study protocol evaluating theimplementation, efficacy, and cost-effectiveness of delivering thetablet-based ezParent program in pediatric primary care sites.Methods: The implementation of the ezParent in four pediatric primarycare sites will be evaluated using a descriptive design andcost-effectiveness analysis. The efficacy of the ezParent will be testedusing a randomized controlled trial design with 312 parents of 2 to 5year old children from pediatric primary care settings. Data onparenting and child behavior outcomes will be obtained from allparticipants at baseline, and 3, 6, and 12 months post baseline.Discussion: Integrating and evaluating the implementation of theezParent in pediatric primary care is an innovative opportunity topromote positive parenting with potential for universal access to thepreschool population and for low cost by building on existinginfrastructure in pediatric primary care. (C) 2016 Elsevier Inc. Allrights reserved.",2019,https://scholar.google.com.br/,no
2434,Toward an Interdisciplinary Approach to Understanding Sensory Functionin Autism Spectrum Disorder,"Heightened interest in sensory function in persons with autism spectrumdisorder (ASD) presents an unprecedented opportunity for impactful,interdisciplinary work between neuroscientists and clinicalpractitioners for whom sensory processing is a focus. In spite of thispromise, and a number of overlapping perspectives on sensory function inpersons with ASD, neuroscientists and clinical practitioners are facedwith significant practical barriers to transcending disciplinary silos.These barriers include divergent goals, values, and approaches thatshape each discipline, as well as different lexical conventions. Thiscommentary is itself an interdisciplinary effort to describe the sharedperspectives, and to conceptualize a framework that may guide futureinvestigation in this area. We summarize progress to date and issue acall for clinical practitioners and neuroscientists to expandcross-disciplinary dialogue and to capitalize on the complementarystrengths of each field to unveil the links between neural andbehavioral manifestations of sensory differences in persons with ASD.Joining forces to face these challenges in a truly interdisciplinary waywill lead to more clinically informed neuroscientific investigation ofsensory function, and better translation of those findings to clinicalpractice. Likewise, a more coordinated effort may shed light not only onhow current approaches to treating sensory processing differences affectbrain and behavioral responses to sensory stimuli in individuals withASD, but also on whether such approaches translate to gains in broadercharacteristics associated with ASD. It is our hope that suchinterdisciplinary undertakings will ultimately converge to improveassessment and interventions for persons with ASD. (C) 2016International Society for Autism Research, Wiley Periodicals, Inc.",2019,https://scholar.google.com.br/,no
2435,Bedtime Electronic Media Use and Sleep in Children with Autism SpectrumDisorder,"Objectives: The purpose of this study was to better understand the useof screen-based media at bedtime among children with autism spectrumdisorder (ASD). The study specifically examined whether the presence ofmedia devices in the child's bedroom, the use of media as part of thebedtime routine, and exposure to media with violent content just beforebedtime were associated with sleep difficulties. Methods: Parents of 101children with ASD completed questionnaires assessing their children'ssleep habits, bedroom media access (including television, video gamedevices, and computers), and patterns of nighttime media use (includingtiming of media exposure and violent media content). Results: Childrenwith ASD who used media as part of the bedtime routine showedsignificantly greater sleep onset latency than those who did not (39.8vs 16.0 minutes). Similarly, children who were exposed to media withviolent content within the 30-minute period before bedtime experiencedsignificantly greater sleep onset delays and shorter overall sleepduration. In contrast, the mere presence of bedroom media was notassociated with either sleep onset latency or sleep duration.Conclusion: Overall, these findings indicate that incorporatingtelevision and video games into the bedtime routine is associated withsleep onset difficulties among children with ASD. Exposure to violentmedia before bed is also associated with poor sleep. Families ofchildren with ASD should be encouraged to regulate and monitor thetiming and content of television and video game use, whether or not suchdevices are physically present in the child's bedroom.",2019,https://scholar.google.com.br/,no
2436,Five Essential Features of Quality Educational Programs for Studentswith Moderate and Severe Intellectual Disability: A Guide forAdministrators,"Despite encouraging changes in the expectations of programming forpersons with moderate to severe intellectual disability (MSD), datasuggest that programs for these individuals are still lacking in severalcritical areas. Building administrators play a key role in promotinghigh quality programs for students with MSD within local schools but mayhave little specialized knowledge in this area. The authors outline fiveessential features of quality educational programs for this populationand provide a framework upon which building administrators can assessand support local programs.",2019,https://scholar.google.com.br/,no
2437,Psychosocial and Computer-Assisted Intervention for College Studentswith Autism Spectrum Disorder: Preliminary Support for Feasibility,"The number of young adults with Autism Spectrum Disorders (ASD) enrolledin higher education institutions has steadily increased over the lastdecade. Despite this, there has been little research on how to mosteffectively support this growing population. The current study presentsdata from a pilot trial of two novel intervention programs developed forcollege students with ASD. In this small randomized controlled trial,college students with ASD (n = 8) were assigned to one of two newprograms either an intervention based on a virtual realityBrain-Computer Interface for ASD (BCI-ASD) or a psychosocialintervention, the College and Living Success (CLS) program. Preliminaryevidence supports the feasibility and acceptability of both programs,although behavioral outcomes were inconsistent across participants andinterventions. Results indicate that expanded research on psychosocialand computer-assisted intervention approaches for this population iswarranted, given the preliminary support found in this pilot study.",2019,https://scholar.google.com.br/,yes
2438,Applied Examples of Screening Students At Risk of Emotional andBehavioral Disabilities,"Early identification of student behavioral needs allows educators theopportunity to apply appropriate interventions before negative behaviorsbecome more intensive and persistent. A variety of screening tools areavailable to identify which students are at risk for persistent behaviorproblems in school. This article provides two examples in which theEmotional and Behavioral Screener (EBS) was used to identify students atrisk of emotional or behavioral problems. Example 1 demonstrates how theEBS can be used within a schoolwide positive behavioral interventionsand supports framework to inform decision making. Example 2 demonstrateshow the EBS can be used to inform behavioral intervention decisions inan individual teacher's classroom. Finally, suggestions for using theEBS across various school formats are provided.",2019,https://scholar.google.com.br/,no
2439,Video Modeling and Observational Learning to Teach Gaming Access toStudents with ASD,"The purpose of this study was to evaluate both video modeling andobservational learning to teach age-appropriate recreation and leisureskills (i.e., accessing video games) to students with autism spectrumdisorder. Effects of video modeling were evaluated via a multiple probedesign across participants and criteria for mastery were based on theseresults. Secondary measures were collected on observational learningacross participants and behaviors. Participants included 4 children withautism, ages 8-11, who were served in self-contained special educationclassrooms. Results indicated a functional relation between videomodeling and increased independence in gaming, observational learningoccurred for at least some steps across students. Results, implicationsfor practitioners, limitations, and ideas for future research arediscussed.",2019,https://scholar.google.com.br/,no
2440,Issues in Integrating Psychotropic and Intensive BehavioralInterventions for Students With Emotional and Behavioral Challenges inSchools,"The prevalence of psychotropic medication use among students withemotional and behavioral challenges continues to increase as intensivebehavioral interventions are designed and evaluated in schools. There isgeneral consensus among clinical professionals that psychotropicmedications are not silver bullets but should be expected to improvemental health outcomes and enhance the effects of academic andbehavioral interventions. Thus, they should be used to supplement, notreplace, classroom-based strategies. Unfortunately, effectivecollaboration between clinical and educational professionals to evaluatemedication effects is rare. As a result, psychopharmacological andbehavioral interventions often occur simultaneously but are implementedand monitored independently by separate teams of professionals. In thepresent article, we make a case that a better understanding ofbehavioral mechanisms of psychotropic drug effects has the potential toimprove the integration and evaluation of psychotropic and intensivebehavioral interventions for students with emotional and behavioralchallenges in schools. First, we review behavior-analytic approaches tointensive intervention models and current use patterns in psychotropicmedications for students with emotional and behavioral challenges.Second, we review potential behavioral mechanisms of drug action as aframework for integrating the two treatment models. Third, we discussimplications of this integrated framework for practitioners whenimplementing and evaluating intensive, integrated interventions inschools.",2019,https://scholar.google.com.br/,no
2441,Biomusic: An Auditory Interface for Detecting Physiological Indicatorsof Anxiety in Children,"For children with profound disabilities affecting communication, it canbe extremely challenging to identify salient emotions such as anxiety.If left unmanaged, anxiety can lead to hypertension, cardiovasculardisease, and other psychological diagnoses. Physiological signals of theautonomic nervous system are indicative of anxiety, but can be difficultto interpret for non-specialist caregivers. This paper evaluates anauditory interface for intuitive detection of anxiety from physiologicalsignals. The interface, called ``Biomusic,{''} maps physiologicalsignals to music (i.e., electrodermal activity to melody, skintemperature to musical key, heart rate to drum beat, respiration to a``whooshing{''} embellishment resembling the sound of an exhalation).The Biomusic interface was tested in two experiments. Biomusic sampleswere generated from physiological recordings of typically developingchildren (n = 10) and children with autism spectrum disorders (n = 5)during relaxing and anxiety provoking conditions. Adult participants (n= 16) were then asked to identify ``anxious{''} or ``relaxed{''} statesby listening to the samples. In a classification task with 30 Biomusicsamples (1 relaxed state, 1 anxious state per child), classificationaccuracy, sensitivity, and specificity were 80.8\% {[}standard error(SE) = 2.3], 84.9\% (SE = 3.0), and 76.8\% (SE = 3.9), respectively.Participants were able to form an early and accurate impression of theanxiety state within 12.1 (SE = 0.7) seconds of hearing the Biomusicwith very little training (i.e., <.10 min) and no contextualinformation. Biomusic holds promise for monitoring, communication, andbiofeedback systems for anxiety management.",2019,https://scholar.google.com.br/,no
2442,iPads and the Use of ``Apps{''} by Children with Autism SpectrumDisorder: Do They Promote Learning?,"The advent of electronic tablets, such as Apple's iPad, has opened upthe field of learning via technology, and the use of electronicapplications ({''}apps{''}) on these devices continues to dramaticallyrise. Children with communication and social impairment, specificallythose with Autism Spectrum Disorder (ASD), often use educational andrecreational apps within the context of their home and school settings.Here we examine in which contexts learning via this medium may bebeneficial, and outline recommendations for the use of electronictablets and the design features for apps to promote learning in thispopulation that is characterized by a unique profile of needs andheterogeneous ability levels.",2019,https://scholar.google.com.br/,no
2443,Toward the Autism Motor Signature: Gesture patterns during smart tabletgameplay identify children with autism,"Autism is a developmental disorder evident from infancy. Yet, itsclinical identification requires expert diagnostic training. Newevidence indicates disruption to motor timing and integration mayunderpin the disorder, providing a potential new computational markerfor its early identification. In this study, we employed smart tabletcomputers with touch-sensitive screens and embedded inertial movementsensors to record the movement kinematics and gesture forces made by 37children 3-6 years old with autism and 45 age- and gender-matchedchildren developing typically. Machine learning analysis of thechildren's motor patterns identified autism with up to 93\% accuracy.Analysis revealed these patterns consisted of greater forces at contactand with a different distribution of forces within a gesture, andgesture kinematics were faster and larger, with more distal use ofspace. These data support the notion disruption to movement is corefeature of autism, and demonstrate autism can be computationallyassessed by fun, smart device gameplay.",2019,https://scholar.google.com.br/,no
2444,Transcriptomic signatures of neuronal differentiation and theirassociation with risk genes for autism spectrum and relatedneuropsychiatric disorders,"Genes for autism spectrum disorders (ASDs) are also implicated infragile X syndrome (FXS), intellectual disabilities (ID) orschizophrenia (SCZ), and converge on neuronal function anddifferentiation. The SH-SY5Y neuroblastoma cell line, the most widelyused system to study neurodevelopment, is currently discussed for itsapplicability to model cortical development. We implemented an optimalneuronal differentiation protocol of this system and evaluatedneurodevelopment at the transcriptomic level using the CoNTeXTframework, a machine-learning algorithm based on human post-mortem braindata estimating developmental stage and regional identity oftranscriptomic signatures. Our improved model in contrast to currentlyused SH-SY5Y models does capture early neurodevelopmental processes withhigh fidelity. We applied regression modelling, dynamic time warpinganalysis, parallel independent component analysis and weighted geneco-expression network analysis to identify activated gene sets andnetworks. Finally, we tested and compared these sets for enrichment ofrisk genes for neuropsychiatric disorders. We confirm a significantoverlap of genes implicated in ASD with FXS, ID and SCZ. However,counterintuitive to this observation, we report that risk genes affectpathways specific for each disorder during early neurodevelopment. Genesimplicated in ASD, ID, FXS and SCZ were enriched among the positiveregulators, but only ID-implicated genes were also negative regulatorsof neuronal differentiation. ASD and ID genes were involved in dendriticbranching modules, but only ASD risk genes were implicated in histonemodification or axonal guidance. Only ID genes were over-representedamong cell cycle modules. We conclude that the underlying signatures aredisorder-specific and that the shared genetic architecture results inoverlaps across disorders such as ID in ASD. Thus, adding developmentalnetwork context to genetic analyses will aid differentiating thepathophysiology of neuropsychiatric disorders.",2019,https://scholar.google.com.br/,no
2445,Identifying Children with Autism Spectrum Disorder Based on Their FaceProcessing Abnormality: A Machine Learning Framework,"The atypical face scanning patterns in individuals with Autism SpectrumDisorder (ASD) has been repeatedly discovered by previous research. Thepresent study examined whether their face scanning patterns could bepotentially useful to identify children with ASD by adopting the machinelearning algorithm for the classification purpose. Particularly, weapplied the machine learning method to analyze an eye movement datasetfrom a face recognition task {[}Yi et al., 2016], to classify childrenwith and without ASD. We evaluated the performance of our model in termsof its accuracy, sensitivity, and specificity of classifying ASD.Results indicated promising evidence for applying the machine learningalgorithm based on the face scanning patterns to identify children withASD, with a maximum classification accuracy of 88.51\%. Nevertheless,our study is still preliminary with some constraints that may apply inthe clinical practice. Future research should shed light on furthervaluation of our method and contribute to the development of a multitaskand multimodel approach to aid the process of early detection anddiagnosis of ASD. (C) 2016 International Society for Autism Research,Wiley Periodicals, Inc.",2019,https://scholar.google.com.br/,no
2446,"Neural, electrophysiological and anatomical basis of brain-networkvariability and its characteristic changes in mental disorders","The mechanisms underlying temporal variability of resting-statefunctional networks remain unclear. Using simultaneous EEG/functionalMRI and functional MRI/DTI data, Zhang et al. identify the neural andanatomical basis of variability in regional functional architecture, andreveal disease-specific changes. The findings shed light on the dynamicorganization of normal and disordered brain networks.See Mattar et al.(doi: 10.1093/aww151) for a scientific commentary on this article.The mechanisms underlying temporal variability of resting-statefunctional networks remain unclear. Using simultaneous EEG/functionalMRI and functional MRI/DTI data, Zhang et al. identify the neural andanatomical basis of variability in regional functional architecture, andreveal disease-specific changes. The findings shed light on the dynamicorganization of normal and disordered brain networks.Functional brainnetworks demonstrate significant temporal variability and dynamicreconfiguration even in the resting state. Currently, most studiesinvestigate temporal variability of brain networks at the scale ofsingle (micro) or whole-brain (macro) connectivity. However, themechanism underlying time-varying properties remains unclear, as thecoupling between brain network variability and neural activity is notreadily apparent when analysed at either micro or macroscales. Wepropose an intermediate (meso) scale analysis and characterize temporalvariability of the functional architecture associated with a particularregion. This yields a topography of variability that reflects thewhole-brain and, most importantly, creates an analytical framework toestablish the fundamental relationship between variability of regionalfunctional architecture and its neural activity or structuralconnectivity. We find that temporal variability reflects the dynamicalreconfiguration of a brain region into distinct functional modules atdifferent times and may be indicative of brain flexibility andadaptability. Primary and unimodal sensory-motor cortices demonstratelow temporal variability, while transmodal areas, including heteromodalassociation areas and limbic system, demonstrate the high variability.In particular, regions with highest variability such ashippocampus/parahippocampus, inferior and middle temporal gyrus,olfactory gyrus and caudate are all related to learning, suggesting thatthe temporal variability may indicate the level of brain adaptability.With simultaneously recorded electroencephalography/functional magneticresonance imaging and functional magnetic resonance imaging/diffusiontensor imaging data, we also find that variability of regionalfunctional architecture is modulated by local blood oxygenlevel-dependent activity and alpha-band oscillation, and is governed bythe ratio of intra- to inter-community structural connectivity.Application of the mesoscale variability measure to multicentre datasetsof three mental disorders and matched controls involving 1180 subjectsreveals that those regions demonstrating extreme, i.e. highest/lowestvariability in controls are most liable to change in mental disorders.Specifically, we draw attention to the identification of diametricallyopposing patterns of variability changes between schizophrenia andattention deficit hyperactivity disorder/autism. Regions of thedefault-mode network demonstrate lower variability in patients withschizophrenia, but high variability in patients with autism/attentiondeficit hyperactivity disorder, compared with respective controls. Incontrast, subcortical regions, especially the thalamus, show highervariability in schizophrenia patients, but lower variability in patientswith attention deficit hyperactivity disorder. The changes invariability of these regions are also closely related to symptom scores.Our work provides insights into the dynamic organization of the restingbrain and how it changes in brain disorders. The nodal variabilitymeasure may also be potentially useful as a predictor for learning andneural rehabilitation.",2019,https://scholar.google.com.br/,no
2447,A Feasibility Study on the Effectiveness of a Full-Body VideogameIntervention for Decreasing Attention Deficit Hyperactivity DisorderSymptoms,"Objective: The current study assessed the feasibility and effectivenessof a full-body-driven intervention videogame targeted at decreasingattention deficit hyperactivity disorder (ADHD) symptoms, specificallyinattention, hyperactivity, impulsivity, and motor deficiency. Materialsand Methods: The game was tested in a Dutch sample (N=73) of school-agedchildren with elevated ADHD symptoms. Children assigned to theintervention condition played Adventurous Dreaming Highflying Dragon,and those in the control condition played a comparable full-body-drivengame without ADHD-focused training components. Games were played duringsix 15-minute sessions. Outcomes were teacher-rated ADHD symptoms andscores on neuropsychological tasks assessing motor skills, impulsivity,and sustained attention. Results: There was some indication of greaterimprovement in the intervention group in comparison to the control groupin terms of teacher-rated ADHD symptoms. Both groups showed equalindication of improvement in fine motor skills, but no change was foundin gross motor skills. Additionally, both groups showed a deteriorationin number of hits (assessing sustained attention) on the go/no-go task.Last, the intervention group showed a greater increase in false alarms(assessing impulsivity) than the control group. Conclusion:Dragon seemspromising as a game-based intervention for children with ADHD. Childrenwho played Dragon improved in several areas with only a short amount ofgameplay (1.5 hours in total), and their satisfaction with the game washigh. For future research, it is recommended to further inspect Dragon'sinfluence on impulsivity and gross motor skills. Furthermore, it isrecommended to disentangle, examine, and evaluate specific properties ofvideogames that might lead to positive behavioral change.",2019,https://scholar.google.com.br/,no
2448,"A Single-Dose, Single-Period Pharmacokinetic Assessment of anExtended-Release Orally Disintegrating Tablet of Methylphenidate inChildren and Adolescents with Attention-Deficit/Hyperactivity Disorder","Objective: To determine the pharmacokinetic (PK) profile of aproprietary formulation of methylphenidate (MPH) in children andadolescents with attention-deficit/hyperactivity disorder (ADHD) in aphase 1 study. Methylphenidate extended-release orally disintegratingtablets (MPHXR-ODTs) combine two technologies in a single-tabletformulation-an extended-release profile that was designed for once-dailydosing in an ODT that does not require water or chewing for ingestion.Methods: This was a single-dose, open-label, single-period,single-treatment study, in which 32 children with ADHD who werereceiving MPH in doses of 40 or 60 mg before beginning the study eachreceived a 60-mg dose (2 x 30 mg) of MPH XR-ODT. The following plasma PKparameters of MPH were determined for participants grouped by age (6-7,8-9, 10-12, and 13-17 years old): maximum concentration (C-max), time tomaximum concentration (T-max), elimination half-life (T-1/2), area underthe curve from 0 hours to infinity (AUC(inf)), oral clearance (CL/F),and volume of distribution in the terminal phase (Vz/F). Safety andtolerability were also assessed.Results: A total of 32 participants received the study drug. For allparticipants, plasma concentration-time profiles of MPH exhibited abroad peak after administration of MPH XR-ODT through similar to 8hours, indicating extended release from the formulation, followed by anapparent first-order elimination phase. As age increased, MPH exposuredecreased and mean estimates of CL/F increased, however,weight-normalized CL/F values were comparable across age groups.Similarly, mean estimates of Vz/F increased with age, butweight-normalization decreased differences across age groups, with theexception of the youngest age group, which had higher values. Alladverse events (AEs) were mild.Conclusion: This XR-ODT formulation of MPH demonstratedweight-normalized clearance rates that were consistent across all agegroups, a PK profile consistent with once-daily dosing, and an AEprofile consistent with this class of medication in children andadolescents with ADHD.",2019,https://scholar.google.com.br/,no
2449,"Autism Spectrum Disorder, Language Disorder, and Social (Pragmatic)Communication Disorder: Overlaps, Distinguishing Features, and ClinicalImplications","BackgroundThe diagnostic boundaries between autism spectrum disorder(ASD) and specific language impairment (SLI) are not clear-cut. Evidenceof the lack of distinct boundaries between these disorders comes fromresearch identifying a group of children who have pragmatic languagedifficulties that can be distinguished from those in children with SLIand those with ASD. These findings have led to the inclusion of a newdiagnostic category, social (pragmatic) communication disorder (SPCD),in the Diagnostic and Statistical Manual of Mental Disorders-5th EditionDSM-5. While this new diagnostic category appears to capture a subgroupof children who may not have been recognised in the DSM-IV, SPCD hasbeen criticised due to a lack of empirical evidence, showing that thedisorder is distinct from ASD in terms of aetiology, intervention, andprognosis.ObjectiveThe purpose of this paper was to summarise the literature thathas investigated overlaps in the phenotypes of SLI, ASD, and SPCD. Asecondary objective was to present a framework for the assessment anddiagnosis of these three conditions.Method and ResultsIn this paper, we review the research that hasexamined overlaps in the aetiologies and phenotypes of ASD, SPCD, andSLI. While the results highlighted overlaps in the language profiles andautistic symptomatology, these three conditions could also bedistinguished based on the severity of the social communication deficitsand the absence of rigid and repetitive behaviour in strictly definedcases of SPCD and SLI.ConclusionsStrictly defined cases of SPCD and SLI can be distinguishedfrom ASD. However, there is a lack of assessment tools that can reliablydistinguish these three conditions. We consider the clinicalimplications of the findings and present a model of assessment anddiagnosis for ASD, SLI, and SPCD.",2019,https://scholar.google.com.br/,no
2450,Defining Resilience in Families Living with Neurodevelopmental Disorder:A Preliminary Examination of Walsh's Framework,"Family interaction and support play a critical role in raising a childwith a neurodevelopmental disorder (NDD) of brain function and growth.Although the negative effects of NDD on the family, including parentaldistress, have been widely studied less is known about the structure ofresilience in these families, or their capacity to cope. The currentstudy attempts to quantitatively define this complex construct, withreference to Walsh's (2003) Family Resilience Framework. Results from anonline survey of 155 female caregivers of children diagnosed with anautism spectrum disorder, intellectual disability, specific learning orcommunication difficulty highlighted the individual and combinedcontribution of three family processes-belief systems, organisationalpatterns and communication skills-to resilience. Regression analysisrevealed that parental distress, directly associated with problematiccommunication patterns, was a significant (p < .01) impediment to familyresilience. Facilitators of resilience included positive belief systems(i.e. positive perceptions of a child's disability and general outlook)along with a parental organisational style characterised by highnurturing. However, the combined contribution of these variablesaccounted for only 35 \% of the variance in resilience scores,suggesting that further work is needed to operationalise the resilienceprocess. Large-scale and longitudinal data will also help to determineresilience trajectories over time and in different family contexts.",2019,https://scholar.google.com.br/,no
2451,Applied Cliplets-based half-dynamic videos as intervention learningmaterials to attract the attention of adolescents with autism spectrumdisorder to improve their perceptions and judgments of the facialexpressions and emotions of others,"Background: Autism spectrum disorders (ASD) are characterized by areduced ability to understand the emotional expressions on otherpeople's faces. Increasing evidence indicates that children with ASDmight not recognize or understand crucial nonverbal behaviors, whichlikely causes them to ignore nonverbal gestures and social cues, likefacial expressions, that usually aid social interaction.Objective: In this study, we used software technology to createhalf-static and dynamic video materials to teach adolescents with ASDhow to become aware of six basic facial expressions observed in realsituations.Methods: This intervention system provides a half-way point via adynamic video of a specific element within a static-surrounding frame tostrengthen the ability of the six adolescents with ASD to attract theirattention on the relevant dynamic facial expressions and ignoreirrelevant ones.Results: Using a multiple baseline design across participants, we foundthat the intervention learning system provided a simple yet effectiveway for adolescents with ASD to attract their attention on the nonverbalfacial cues, the intervention helped them better understand and judgeothers' facial emotions.Conclusion: We conclude that the limited amount of information withstructured and specific close-up visual social cues helped theparticipants improve judgments of the emotional meaning of the facialexpressions of others.",2019,https://scholar.google.com.br/,no
2452,Sleep Problems and Disorders in Children and Adolescents withAttention-Deficit/Hyperactivity Disorder,"Sleep disturbances are more common among children and adolescents withcomorbid attention-deficit/hyperactivity disorder (ADHD). Some childrenwith ADHD may have sleep-onset insomnia, others may have a predilectionfor delayed-sleep onset. Medications used to treat ADHD may contributeto sleep disturbances. Sleep disorders like obstructive sleep apnea andrestless legs syndrome may cause or contribute to the symptoms of ADHD.These disorders may also present with ADHD-like symptoms. These sleepproblems and disorders affect the quality of life of children andadolescents with ADHD, with potential adverse effects on learning andmemory processing. It is recommended that all children with ADHD beevaluated for sleep problems and primary sleep disorders. These childrenshould also be treated for comorbid sleep problems and disorders,preferably with nonpharmacologic behavioral interventions before orconcurrent with treatment of ADHD. Long-acting stimulants may also bemore beneficial than short-acting stimulants to prevent sleepdisturbances.",2019,https://scholar.google.com.br/,no
2453,Gamification of Cognitive Assessment and Cognitive Training: ASystematic Review of Applications and Efficacy,"Background: Cognitive tasks are typically viewed as effortful,frustrating, and repetitive, which often leads to participantdisengagement. This, in turn, may negatively impact data quality and/orreduce intervention effects. However, gamification may provide apossible solution. If game design features can be incorporated intocognitive tasks without undermining their scientific value, then dataquality, intervention effects, and participant engagement may beimproved.Objectives: This systematic review aims to explore and evaluate the waysin which gamification has already been used for cognitive training andassessment purposes. We hope to answer 3 questions: (1) Why haveresearchers opted to use gamification? (2) What domains has gamificationbeen applied in? (3) How successful has gamification been in cognitiveresearch thus far?Methods: We systematically searched several Web-based databases,searching the titles, abstracts, and keywords of database entries usingthe search strategy (gamif{*} OR game OR games) AND (cognit{*} ORengag{*} OR behavi{*} OR health{*} OR attention OR motiv{*}). Searchesincluded papers published in English between January 2007 and October2015.Results: Our review identified 33 relevant studies, covering 31 gamifiedcognitive tasks used across a range of disorders and cognitive domains.We identified 7 reasons for researchers opting to gamify their cognitivetraining and testing. We found that working memory and general executivefunctions were common targets for both gamified assessment and training.Gamified tests were typically validated successfully, althoughmixed-domain measurement was a problem. Gamified training appears to behighly engaging and does boost participant motivation, but mixed effectsof gamification on task performance were reported.Conclusions: Heterogeneous study designs and typically small samplesizes highlight the need for further research in both gamified trainingand testing. Nevertheless, careful application of gamification canprovide a way to develop engaging and yet scientifically valid cognitiveassessments, and it is likely worthwhile to continue to develop gamifiedcognitive tasks in the future.",2019,https://scholar.google.com.br/,no
2454,"A Study on the Validity of a Computer-Based Game to Assess CognitiveProcesses, Reward Mechanisms, and Time Perception in Children Aged 4-8Years","Background: A computer-based game, named Timo's Adventure, was developedto assess specific cognitive functions (eg, attention, planning, andworking memory), time perception, and reward mechanisms in youngschool-aged children. The game consists of 6 mini-games embedded in astory line and includes fantasy elements to enhance motivation.Objective: The aim of this study was to investigate the validity ofTimo's Adventure in normally developing children and in children withattention-deficit/hyperactivity disorder (ADHD).Methods: A total of 96 normally developing children aged 4-8 years and40 children with ADHD were assessed using the game. Clinical validitywas investigated by examining the effects of age on performances withinthe normally developing children, as well as performance differencesbetween the healthy controls and the ADHD group.Results: Our analyses in the normally developing children showeddevelopmental effects, that is, older children made fewer inhibitionmistakes (r=-.33, P=.001), had faster (and therefore better) reactiontimes (r=-.49, P<.001), and were able to produce time intervals moreaccurately than younger children (rho=.35, P<.001). Discriminantanalysis showed that Timo's Adventure was accurate in mostclassifications whether a child belonged to the ADHD group or thenormally developing group: 78\% (76/97) of the children were correctlyclassified as having ADHD or as being in the normally developing group.The classification results showed that 72\% (41/57) children in thecontrol group were correctly classified, and 88\% (35/40) of thechildren in the ADHD group were correctly classified as having ADHD.Sensitivity (0.89) and specificity (0.69) of Timo's Adventure weresatisfying.Conclusions: Computer-based games seem to be a valid tool to assessspecific strengths and weaknesses in young children with ADHD.",2019,https://scholar.google.com.br/,no
2455,Perception of dental visit pictures in children with autism spectrumdisorder and their caretakers: A qualitative study,"Objectives: One of the most common ways to communicate to children withautism spectrum disorder (ASD) is by using pictures. This study wasconducted to identify the easiest perception of dental visit by childrenwith ASD when using pictures as printed photographs. Materials andMethods: Purposive sampling was used to recruit participants from aschool for children with special needs in south Jakarta. Semi-structuredinterviews were conducted with 10 autistic children aged 13u17 years, 2parents, and 2 teachers. Open-ended questions were asked to participantsregarding pictures of dental clinic personnel and activity.Conversations were noted, tape recorded, and then categorized to extracta theme. The data were analyzed using Dedoose mixed methods software.Results: Most respondents showed a positive perception of the dentalvisit pictures. Many of the pictures were easily recognized by childrenwith ASD, but some failed to be understood. Caretakers not only gavetheir perception but also recommendations for improvement of thepictures. Conclusions: Dental visit pictures could be used as usefulcommunication tools for children with ASD. Based on the results, thepictures related to dental visit were generally easy to understand,however, some needed correction to be comprehensible.",2019,https://scholar.google.com.br/,no
2456,Words Are Not Enough: Providing the Context for Social Communication andInteraction,"This article elucidates the unfolding of 3 phases of cognitivedevelopment through which typical children move during the first 2 yearsof life to illuminate the interrelationships among early cognition,communicative intention, and word-learning strategies. The resultingtheoretical framework makes clear the developmental prerequisites forsocial communication and sheds light on how some children with autismspectrum disorder can learn words and phrases but fail to develop truesocial language. This framework is then applied to a case example of achild called Henry, using data from 10-min videos of clinician-childinteraction that were collected each week to evaluate the child'sprogress in social communication while working with his graduate-studentclinician. Eye-tracking data also were collected as an indirect measureof eye contact. The data showed that Henry made progress in socialengagement, reciprocal verbal interactions, and diversity ofcommunicative intentions. In addition, eye-tracking data suggested anincrease in eye contact commensurate with a typical age mate.Implications for social communication intervention are discussed.",2019,https://scholar.google.com.br/,no
2457,Thinking Socially: Teaching Social Knowledge to Foster Social BehavioralChange,"This article addresses the complexity of what it means to be social fromthe perspective of social thinking. This perspective recognizes socialcognitive processing abilities as the foundation for social knowledgeand, in turn, social behaviors. The article further describes variablesthat influence how one understands how to do what is expected indifferent social situations and how development, stakeholders, andcontext influence that process. Challenges in being social forindividuals with autism spectrum disorders are discussed, as well asdifferences between behavior-based and cognitive-based therapies.Finally, an example of one Social Thinking strategy-based treatmentframework, Social Behavior Mapping, is used to illustrate the essentialelements of cognitive behavioral therapy.",2019,https://scholar.google.com.br/,no
2458,A cybercycling intervention to improve behavioral regulation andclassroom functioning among children with behavioral health disorders:Pragmatic randomized trial design for Manville Moves,"While positive and clinically meaningful effects of exercise oncognition and behavior in children have been demonstrated in controlledexperimental settings, they have rarely been translated and rigorouslyevaluated in real world environments. In particular, there is a lack ofresearch on school-based approaches to sustainable physical activity andexercise interventions targeting children with behavioral healthdisorders. Manville Moves is an exercise intervention designed toimprove behavioral regulation and classroom functioning among childrenwith neurodevelopmental and affective disorders within a therapeuticday-school environment. The curriculum is built around virtual-realityexergaming bicycles (cybercycles) and integrated into physical education(PE) classes. Manville Moves was developed using community basedparticipatory research (CBPR) and implemented as a pragmatic trial. Inthis paper, we describe (a) the background, theoretical framework andintervention setting, (b) the Manville Moves curriculum, (c) the studydesign and outcome and process measures, and (d) the strategies used tosupport implementation compliance and intervention uptake by apopulation with a variety of behavioral challenges. We conclude with adetailed description of the participatory process by which theintervention was developed and integrated into school programming and areview of the program's key innovations and approaches to addressingthreats to internal and external validity. (C) 2016 Published byElsevier Inc.",2019,https://scholar.google.com.br/,no
2459,Project TENDR: Targeting Environmental Neuro-Developmental Risks. TheTENDR Consensus Statement,"Children in America today are at an unacceptably high risk of developingneurodevelopmental disorders that affect the brain and nervous systemincluding autism, attention deficit hyperactivity disorder, intellectualdisabilities, and other learning and behavioral disabilities. These arecomplex disorders with multiple causes-genetic, social, andenvironmental. The contribution of toxic chemicals to these disorderscan be prevented. Approach: Leading scientific and medical experts,along with children's health advocates, came together in 2015 under theauspices of Project TENDR: Targeting Environmental Neuro-DevelopmentalRisks to issue a call to action to reduce widespread exposures tochemicals that interfere with fetal and children's brain development.Based on the available scientific evidence, the TENDR authors haveidentified prime examples of toxic chemicals and pollutants thatincrease children's risks for neurodevelopmental disorders. Theseinclude chemicals that are used extensively in consumer products andthat have become widespread in the environment. Some are chemicals towhich children and pregnant women are regularly exposed, and they aredetected in the bodies of virtually all Americans in national surveysconducted by the U.S. Centers for Disease Control and Prevention. Thevast majority of chemicals in industrial and consumer products undergoalmost no testing for developmental neurotoxicity or other healtheffects. Conclusion: Based on these findings, we assert that the currentsystem in the United States for evaluating scientific evidence andmaking health-based decisions about environmental chemicals isfundamentally broken. To help reduce the unacceptably high prevalence ofneurodevelopmental disorders in our children, we must eliminate orsignificantly reduce exposures to chemicals that contribute to theseconditions. We must adopt a new framework for assessing chemicals thathave the potential to disrupt brain development and prevent the use ofthose that may pose a risk. This consensus statement lays the foundationfor developing recommendations to monitor, assess, and reduce exposuresto neurotoxic chemicals. These measures are urgently needed if we are toprotect healthy brain development so that current and future generationscan reach their fullest potential.",2019,https://scholar.google.com.br/,no
2460,Hearing Parents' Appraisals of Parenting a Deaf or Hard-of-HearingChild: Application of a Positive Psychology Framework,"Hearing parents of deaf and hard-of-hearing children face uniquechallenges and stressors, the understanding of which has been the focusof numerous studies, yet, relatively little is known about theirpositive experiences. Using a qualitative purposive sampling design,interviews were conducted with 11 hearing parents (8 mothers, 3 fathers)exploring parents' positive appraisals of their experiences in raising achild who is deaf or hard of hearing (D/HH). Interviews were transcribedand a thematic analysis was conducted, which allowed the researchers toidentify themes and patterns in the parents' appraisals. Nine key themesemerged, which characterized parents' positive perceptions of raising achild who is D/HH: knowing the child, appreciating everyday positives,increasing involvement with the child, relishing the highs, taking lessfor granted, letting go, learning, advocating, and experiencing personalgrowth. A positive psychology framework was employed to fosterunderstanding of the interview findings and their implications. Whenasked about the positive aspects of raising a D/HH child, hearingparents were readily able to identify ways in which their parentingexperience had been enhanced and their lives improved as a result oftheir unique situations. The implications of these findings arediscussed.",2019,https://scholar.google.com.br/,no
2461,Brief Report: Coaching Adolescents with Autism Spectrum Disorder in aSchool-Based Multi-Sport Program,"While physical activity (PA) is often overwhelming for people with ASD,appropriate engagement strategies can result in increased motivation toparticipate and associated physical and psychosocial benefits. In thisframework, the multi-sport Supporting Success program aims to informgood-practice coaching strategies for community coaches to engage withadolescents with ASD in order to foster socialisation. The projectemploys a community development approach and a Participatory ActionResearch (PAR) design. Methods include ongoing consultation, focusgroups, briefing/debriefing sessions and questionnaire surveys.Preliminary findings indicate that coaching strategies and programdesign are fundamental variables in the use of sport/PA to helpadolescents with ASD to develop social skills and share positiveexperiences with peers, coaches, educators and local community members.",2019,https://scholar.google.com.br/,no
2462,ADHD in context: Young adults' reports of the impact of occupationalenvironment on the manifestation of ADHD,"Does changing context play a role in the decline in ADHD symptoms inadulthood? Insufficient research has explored the functioning of adultswith ADHD. As adults, individuals with ADHD have significantly morelatitude to control aspects of their day-to-day environments. Do the newcontexts young adults find themselves in alter their experience of ADHD?Are there particular occupational or educational contexts in which youngadults report functioning better than others?To examine this issue, we conducted semi-structured interviews at fourNorth American sites in 2010-11 with 125 young adults, originallydiagnosed with ADHD as children, regarding their work and post-secondaryeducational environments. Many subjects describe their symptoms ascontext-dependent. In some contexts, participants report feeling betterable to focus, in others, their symptoms such as high energylevels-become strengths rather than liabilities. Modal descriptionsincluded tasks that were stressful and challenging, novel and requiredmultitasking, busy and fast-paced, physically demanding or hands-on,and/or intrinsically interesting. Consistent with a developmentalpsychopathology framework, ADHD is experienced as arising from aninteraction between our subjects and their environments. These findingsdemonstrate the need to account for the role of context in ourunderstanding of ADHD as a psychiatric disorder, especially as itmanifests in young adulthood. (C) 2016 Elsevier Ltd. All rightsreserved.",2019,https://scholar.google.com.br/,no
2463,Self-Monitoring for High School Students With Disabilities: ACross-Categorical Investigation of I-Connect,"Self-monitoring interventions are well supported within the empiricalliterature as improving classroom engagement for students withdisabilities. However, studies implementing self-monitoringinterventions in high school settings are rarely conducted despite theirpotential to improve student academic and behavioral outcomes. In aninvestigation of an unobtrusive, self-monitoring application loaded on ahandheld device, classroom engagement and perceived academic benefitswere assessed in a withdrawal design for three high school students withdifferent disabilities (specific learning disability, autism, andintellectual disability) in varied instructional arrangements. Directobservation data supported the intervention as effective in improvingclassroom engagement for all three students during intervention andmaintenance phases.",2019,https://scholar.google.com.br/,no
2464,The effects of embodied rhythm and robotic interventions on thespontaneous and responsive social attention patterns of children withautism spectrum disorder (ASD): A pilot randomized controlled trial,"We compared the effects of 8-weeks of rhythm and robotic interventionswith those of a comparison, standard-of-care intervention, on thespontaneous and responsive social attention patterns of school-agechildren with autism spectrum disorder. Attention patterns were examinedwithin a standardized pretest/posttest measure of joint attention (JA)and a training-specific social attention measure during early, mid, andlate training sessions. The rhythm and comparison groups demonstratedimprovements in JA. Social attention was greater in the rhythm followedby the robot and lastly the comparison group. The robot and comparisongroups spent maximum time fixating on the robot and objects,respectively. Across sessions, the robot group decreased attention tothe robot and increased attention to elsewhere. Overall, rhythmicmovement contexts afford sustained social monitoring in children withautism. (C) 2016 Elsevier Ltd. All rights reserved.",2019,https://scholar.google.com.br/,no
2465,The effects of embodied rhythm and robotic interventions on thespontaneous and responsive verbal communication skills of children withAutism Spectrum Disorder (ASD): A further outcome of a pilot randomizedcontrolled trial,"The current manuscript is the second in a mini-series of manuscriptsreporting the effects of alternative, movement-based, rhythm and roboticinterventions on the social communication skills of 36 school-agechildren with ASD. This pilot randomized controlled trial compared theeffects of 8-weeks of rhythm and robotic interventions to those of astandard-of-care, comparison intervention. The first manuscript reportedintervention effects on the spontaneous and responsive social attentionskills of children. In this manuscript, we report intervention effectson the spontaneous and responsive verbal communication skills ofchildren. Communication skills were assessed within a standardized testof responsive communication during the pretest and posttest as well asusing training-specific measures of social verbalization during early,mid, and late training sessions. The rhythm and comparison groupsimproved on the standardized test in the posttest compared to thepretest. The rhythm and robot groups increased levels of socialverbalization across training sessions. Movement-based and stationarycontexts afford different types and amounts of communication in childrenwith ASD. Overall, movement-based interventions are a promising tool toenhance verbal and non-verbal communication skills in children with ASD.(C) 2016 Elsevier Ltd. All rights reserved.",2019,https://scholar.google.com.br/,no
2466,Educational and digital inclusion for subjects with autism spectrumdisorders in 1:1 technological configuration,"Focused on inclusive public policies, the relationship between studentswith Autism Spectrum Disorders and mobile devices was examined fordiscussing the limits and possibilities of the 1:1 technologicalconfiguration for supporting educational and digital inclusion programsin the Brazilian public schools. This was a qualitative research, withexploratory and explanatory approaches. Data collection was carried outthrough direct observation and document analysis, interviews and focusgroups. From the data collected, we could observe the flaws and thepotential of the interaction of three research subjects, all attendingthe first years of Elementary School, with mobile devices. The laptop isnot user-friendly and not easy to understand, due to the complexity ofthe operational system, with its multiple choices and configurations.The interaction with the tablet showed a more friendly and intuitiveuse, since it is used more naturally, using fingers to touch the screen.The tablet can be used anywhere and in any position, which is good forstudents who are hyperactive and can quality strategies for pedagogicalmediations. (C) 2016 Elsevier Ltd. All rights reserved.",2019,https://scholar.google.com.br/,no
2467,The Impact of a Computer-Based Activity Program on the SocialFunctioning of Children with Autistic Spectrum Disorder,"Background: Problems with social functioning are a major area ofdifficulty for children with autism. Such problems have the potential toexert a negative influence on several aspects of the children'sfunctioning, including their ability to access education. This studylooked to examine if a computer-based activity program could improve thesocial functioning of these children. Materials and Methods: Using apooled subject design, 100 children with autistic spectrum disorder wererandomly allocated, controlling where possible for age and gender, toeither an intervention or a control group. The children in theintervention group were encouraged to use the Nintendo (Kyoto, Japan)Wii and the software package Mario \& Sonic at the Olympics in additionto their routine school physical education classes over a 9-monthperiod. The control group attended only the routine physical educationclasses. Results: After 1 year, analysis of the changes in the scores ofteacher-completed measures of social functioning showed that boys in theintervention group had made statistically significant improvement intheir functioning when compared with controls. The number of girls inthe study was too small for any change to reach statisticalsignificance. Conclusions: This type of intervention appears to havepotential as a mechanism to produce improvement in the socialfunctioning, at least of boys, as part of a physical education program.",2019,https://scholar.google.com.br/,no
2468,Does Prevention Pay? Costs and Potential Cost-savings of SchoolInterventions Targeting Children with Mental Health Problems,"Background: In Sweden, the local government is responsible for fundingschools in their district. One funding initiative is for schools toprovide students with mental health problems with additional support viaextra teachers, personal assistants, and special education classes.There are evidence-based preventive interventions delivered in schools,which have been shown to decrease the levels of students' mental healthproblems. However, little is known about how much the local governmentcurrently spends on students' mental health support and ifevidence-based interventions could be financially beneficial.Aims of the Study: The aim of this study was to estimate the costs ofproviding additional support for students' mental health problems andthe potential cost-offsets, defined as reduced school-based additionalsupport, if two evidence-based school interventions targeting children'smental health problems were implemented in routine practice.Methods: This study uses data on the additional support students withmental health problems received in schools. Data was collected from oneschool district for students aged 6 to 16 years. We modeled two Swedishschool interventions, Comet for Teachers and Social and EmotionalTraining (SET), which both had evidence of reducing mental healthproblems. We used a cost-offset analysis framework, assuming bothinterventions were fully implemented throughout the whole schooldistrict. Based on the published studies, the expected effects and thecosts of the interventions were calculated. We defined the cost-offsetsas the amount of predicted averted additional support for students withongoing mental health problems who might no longer require receivingservices such as one-on-one time with an extra teacher, a personalassistant, or to be placed in a special education classroom. Acost-offset analysis, from a payer's perspective (the local governmentresponsible for school financing), was conducted comparing the costs ofboth interventions with the potential cost-savings due to a reduction inthe prevalence of mental health problems and averted additional supportrequired.Results: The school district was comprised of 6,256 students, with 310students receiving additional support for their mental health problems.Of these, 143 received support in their original school due to eitherhaving ADHD (n = 111), psychosocial problems (n = 26), oranxiety/depression (n = 6). The payers' total cost of additional supportwas 2,637,850 Euro per school year (18,447 Euro per student). The costof running both interventions for the school district was 953,643 Eurofor one year, while the potential savings for these interventions wereestimated to be 627,150 Euro. The estimated effects showed that therewould be a reduction of students needing additional support (25 forADHD, eight for psychosocial problems, and one for anxiety/depression),and the payer would receive a return on their invested resources in lessthan two years (1.5 years) after implementation.Discussion: Preventive school interventions can both improve somechildren's mental health problems and be financially beneficial for thepayer. However, they are still limited in their scope of reducing allstudents' mental health statuses to below clinical cut-offs, therefore,the preventive school interventions should be used as a supplement, butnot a replacement, to current practices. Implications for HealthPolicies: The findings have political and societal implications, in thatpayers can reallocate their funds toward preventive measures targetingstudents' mental health problems, while reducing the costs.Implications for Future Research: When evaluating public health actions,it is necessary to consider their economic impact. The resources arescarce and the decision makers need knowledge on how to allocate theirresources in an efficient way. Cost-offset analysis is seen as one wayfor decision makers to comprehend research findings, however, suchanalyses tend to not include the full benefits of the interventions, andactual impacts need to be fully evaluated in routine implementation.",2019,https://scholar.google.com.br/,no
2469,Attention deficit hyperactivity disorder symptomatology and pediatricobesity: Psychopathology or sleep deprivation?,"The relationship between attention deficit hyperactivity disorder (ADHD)and obesity in children has received considerable attention in recentyears. However, the literature currently overlooks the potential causaland maintaining role that sleep problems may play in this relationship.Using a biopsychosocial framework, this article highlights how sleepproblems impact the biological, psychological, and social aspects ofboth ADHD symptomatology and obesity. An in-depth examination of thismodel illustrates the imperative need for future research and clinicalpractice to recognize and explore the role sleep has in the link betweenobesity and ADHD symptomatology.",2019,https://scholar.google.com.br/,no
2470,The ecocultural context and child behavior problems: A qualitativeanalysis in rural Nepal,"Commonly used paradigms for studying child psychopathology emphasizeindividual-level factors and often neglect the role of context inshaping risk and protective factors among children, families, andcommunities. To address this gap, we evaluated influences of ecoculturalcontextual factors on definitions, development of, and responses tochild behavior problems and examined how contextual knowledge can informculturally responsive interventions. We drew on Super and Harkness'``developmental niche{''} framework to evaluate the influences ofphysical and social settings, childcare customs and practices, andparental ethnotheories on the definitions, development of, and responsesto child behavior problems in a community in rural Nepal. Data werecollected between February and October 2014 through in-depth interviewswith a purposive sampling strategy targeting parents (N = 10), teachers(N = 6), and community leaders (N = 8) familiar with child-rearing.Results were supplemented by focus group discussions with children (N =9) and teachers (N = 8), pile-sort interviews with mothers (N = 8) ofschool-aged children, and direct observations in homes, schools, andcommunity spaces. Behavior problems were largely defined in light ofparents' socialization goals and role expectations for children. Certainphysical settings and times were seen to carry greater risk forproblematic behavior when children were unsupervised. Parents and otheradults attempted to mitigate behavior problems by supervising them andtheir social interactions, providing for their physical needs, educatingthem, and through a shared verbal reminding strategy (samjhaune). Thefindings of our study illustrate the transactional nature of behaviorproblem development that involves context-specific goals, roles, andconcerns that are likely to affect adults' interpretations and responsesto children's behavior. Ultimately, employing a developmental nicheframework will elucidate setting-specific risk and protective factorsfor culturally compelling intervention strategies. (C) 2016 ElsevierLtd. All rights reserved.",2019,https://scholar.google.com.br/,no
2471,Mapping Robots to Therapy and Educational Objectives for Children withAutism Spectrum Disorder,"The aim of this study was to increase knowledge on therapy andeducational objectives professionals work on with children with autismspectrum disorder (ASD) and to identify corresponding state of the artrobots. Focus group sessions (n = 9) with ASD professionals (n = 53)from nine organisations were carried out to create an objectivesoverview, followed by a systematic literature study to identify state ofthe art robots matching these objectives. Professionals identified manyASD objectives (n = 74) in 9 different domains. State of the art robotsaddressed 24 of these objectives in 8 domains. Robots can potentially beapplied to a large scope of objectives for children with ASD. Thisobjectives overview functions as a base to guide development of robotinterventions for these children.",2019,https://scholar.google.com.br/,no
2472,Educational interventions for children with ASD: A systematic literaturereview 2008-2013,"Systematic literature reviews can play a key role in underpinningevidence-based practice. To date, large-scale reviews of interventionsfor individuals with Autism Spectrum Disorder (ASD) have focusedprimarily on research quality. To assist practitioners, the currentreview adopted a broader framework which allowed for greaterconsideration of educational utility. Between July and August 2013, 20databases were searched, alongside web searches and hand searches, toidentify ASD intervention studies published between 2008 and 2013. Thissearch yielded 6,232 articles and the subsequent screening andevaluation process identified 85 best evidence studies. Studies weregrouped into categories and individual interventions were assessed andclassified as providing most, moderate, some, or a small amount ofevidence. Interventions with most evidence tended to focus on youngerchildren and core difficulties associated with ASD. Emerging trends,such as increasing evidence for technology-based interventions andpeer-mediated interventions, were identified. An encouraging finding forpractitioners is that in 59\% of the studies, interventions wereundertaken with or by school staff. Implications for school psychologypractice as well as factors to consider when selecting educationalinterventions are discussed.",2019,https://scholar.google.com.br/,no
2473,The Cooperative Research Centre for Living with Autism (Autism CRC)Conceptual Model to Promote Mental Health for Adolescents with ASD,"Despite an increased risk of mental health problems in adolescents withautism spectrum disorder (ASD), there is limited research on effectiveprevention approaches for this population. Funded by the CooperativeResearch Centre for Living with Autism, a theoretically and empiricallysupported school-based preventative model has been developed to alterthe negative trajectory and promote wellbeing and positive mental healthin adolescents with ASD. This conceptual paper provides the rationale,theoretical, empirical and methodological framework of a multilayeredintervention targeting the school, parents and adolescents on thespectrum. Two important interrelated protective factors have beenidentified in community adolescent samples, namely the sense ofbelonging (connectedness) to school and the capacity for self and affectregulation in the face of stress (i.e. resilience). We describe how aconfluence of theories from social psychology, developmental psychologyand family systems theory, along with empirical evidence (includingemerging neurobiological evidence), supports the interrelationshipsbetween these protective factors and many indices of wellbeing. However,the characteristics of ASD (including social and communicationdifficulties, and frequently difficulties with changes and transitions,and diminished optimism and self-esteem) impair access to these vitalprotective factors. The paper describes how evidence-based interventionsat the school level for promoting inclusive schools (using the Index forInclusion) and interventions for adolescents and parents to promoteresilience and belonging {[}using the Resourceful Adolescent Program(RAP)] are adapted and integrated for adolescents with ASD. Thismultisite proof-of-concept study will confirm whether this multilevelschool-based intervention is promising, feasible and sustainable.",2019,https://scholar.google.com.br/,no
2474,"Transition to Kindergarten for Children With Autism Spectrum Disorder: AFocus Group Study With Ethnically Diverse Parents, Teachers, and EarlyIntervention Service Providers","Despite the stated importance of a successful kindergarten transition(TTK) for future school success, no research has addressed thistransition for culturally/ethnically diverse families having childrenwith autism spectrum disorders (ASD). To address this gap, six focusgroups (three with ethnically diverse parents, one with kindergartenteachers, and one each with early childhood resource teachers and earlyintervention providers) were conducted to elicit the experiences ofthese stakeholders regarding TTK for children with ASD generally, andthe TTK experience for ethnically diverse families specifically. Fourmajor themes relating to TTK emerged from the focus groups: RelationshipBuilding, Communication, Knowledge, and Support. While these themes wererelevant for all groups, parents who were relatively recent immigrantsand for whom English was not a first language identified uniquedifficulties. Results are discussed within the context ofBronfenbrenner's Ecological Systems Theory. Recommendations to improvethe experience for ethnically diverse families are explored.",2019,https://scholar.google.com.br/,no
2475,Abnormal intrinsic dynamics of dendritic spines in a fragile X syndromemouse model in vivo,"Dendritic spine generation and elimination play an important role inlearning and memory, the dynamics of which have been examined within theneocortex in vivo. Spine turnover has also been detected in the absenceof specific learning tasks, and is frequently exaggerated in animalmodels of autistic spectrum disorder (ASD). The present study aimed toexamine whether the baseline rate of spine turnover wasactivity-dependent. This was achieved using a microfluidic braininterface and open-dura surgery, with the goal of abolishing neuronalCa2+ signaling in the visual cortex of wild-type mice and rodent modelsof fragile X syndrome (Fmr1 knockout {[}KO]). In wild-type and Fmr1 KOmice, the majority of baseline turnover was found to beactivity-independent. Accordingly, the application of matrixmetalloproteinase-9 inhibitors selectively restored the abnormal spinedynamics observed in Fmr1 KO mice, without affecting the intrinsicdynamics of spine turnover in wild-type mice. Such findings indicatethat the baseline turnover of dendritic spines is mediated byactivity-independent intrinsic dynamics. Furthermore, these resultssuggest that the targeting of abnormal intrinsic dynamics might pose anovel therapy for ASD.",2019,https://scholar.google.com.br/,no
2476,CDC Kerala - The Untold Story,"This article is our life time experience in conceptualizing andsystematically developing Child Development Centre (CDC) Kerala in thelast 25 years, from a research project to a national training centre inchild and adolescent development and premarital counseling. CDC Kerala'smajor contribution was in creating a `conceptual framework' of a validlink between childhood disability, low birth weight, adolescent girls'nutrition and fetal onset adult lifestyle diseases. It all started witha randomized controlled trial (RCT) proving beyond doubt that earlystimulation is effective in improving the neurodevelopmental status ofhigh risk babies at one and two years and the same cohort wasfollowed-up in detail at 5, 13, 16, 19 and 24 completed years. Theprocess of establishing CDC Kerala is being presented under (i) clinicalchild development, (ii) adolescent care counseling, (iii) young adultsand premarital counseling and (iv) institution building.",2019,https://scholar.google.com.br/,no
2477,Effects of Smart-Tablet-Based Neurofeedback Training on CognitiveFunction in Children with Attention Problems,"We sought to determine whether smart-tablet-based neurofeedback couldimprove executive functionincluding attention, working memory, andself-regulationin children with attention problems. Forty children(10-12 years old) with attention problems, as determined by ratings onthe Conners Parent Rating Scale, were assigned to either a neurofeedbackgroup that received 16 sessions or a control group. A comprehensive testbattery that assessed general intelligence, visual and auditoryattention, attentional shifting, response inhibition and behavior ratingscales were administered to both groups before neurofeedback training.Several neuropsychological tests were conducted at posttraining andfollow-up assessment. Scores on several neuropsychological tests andparent behavior rating scales showed significant improvement in thetraining group but not in the controls. The improvements remainedthrough the follow-up assessment. This study suggests that thesmart-tablet-based neurofeedback training program might improvecognitive function in children with attention problems.",2019,https://scholar.google.com.br/,yes
2478,Tablet-Based Activity Schedule in Mainstream Environment for Childrenwith Autism and Children with ID,"Including children with autism spectrum disorders (ASD) in mainstreamenvironments creates a need for new interventions whose efficacy must beassessed in situ. This article presents a tablet-based application foractivity schedules that has been designed following a participatorydesign approach involving mainstream teachers, special educationteachers, and school aides. This application addresses two domains ofactivities: classroom routines and verbal communications.We assessed the efficiency of our application with two overlapping userstudies in mainstream inclusion, sharing a group of children with ASD.The first experiment involved 10 children with ASD, where five childrenwere equipped with our tabled-based application and five were notequipped. We show that (1) the use of the application is rapidlyself-initiated (after 2 months for almost all the participants) and (2)the tablet-supported routines are better performed after 3 months ofintervention. The second experiment involved 10 children equipped withour application, it shared the data collected for the five children withASD and compared them with data collected for five children withintellectual disability (ID).We show that (1) children with ID are not autonomous in the use of theapplication at the end of the intervention, (2) both groups exhibitedthe same benefits on classroom routines, and (3) children with IDimprove significantly less their performance on verbal communicationroutines. These results are discussed in relation with our designprinciples. Importantly, the inclusion of a group with anotherneurodevelopmental condition provided insights about the applicabilityof these principles beyond the target population of children with ASD.",2019,https://scholar.google.com.br/,yes
2479,Perspectives of Health Care Providers Regarding Emergency DepartmentCare of Children and Youth with Autism Spectrum Disorder,"This study aimed to characterize the perspectives of healthprofessionals who care for children with autism spectrum disorder (ASD)in the emergency department (ED) and to determine what strategies couldoptimize care. Ten physicians and twelve nurses were interviewedindividually. Questions related to experiences, processes, clinicaldecision-making and outcomes of children with ASD recently seen in theED. Interviews were audio recorded, transcribed, and analyzed using aqualitative framework. Participants identified factors that facilitatedeffective care, including communication strategies, parental involvementand teamwork. Barriers identified included child characteristics, the EDenvironment, and competing demands. Recommendations included additionalstaff training and stakeholder engagement. However, makingaccommodations was often described as being at odds with how the EDfunctioned, with implications for future service planning.",2019,https://scholar.google.com.br/,no
2480,What a Tangible Digital Installation for Museums Can Offer to AutisticChildren and Their Teachers,"This study is a cooperation between the authors and a teacher who workswith pupils affected by autism spectrum disorders (9-12 years old) in aprimary Danish school. The aim was assess the benefits of game-basedlearning with respect to teachers' main challenges: facilitating thediscussion of curricular subjects and enabling learning throughconceptual thinking and social interaction. An existing digital andtangible installation called MicroCulture, originally created by theauthors to bridge history learning across museums and schools wasre-contextualised and placed at the school's disposal, in a three weeksstudy involving 15 pupils. Data was gathered unobtrusively, withqualitative methods. Through mediated play and teacher's facilitation,children occasionally engaged in interactions leading to conceptualthinking, cooperation, and forms of role play. The authors present bothproblems and positive experiences the pupils and teachers had in playingat MicroCulture, the findings allowed us to outline guidelines fordeveloping similar installations.",2019,https://scholar.google.com.br/,no
2481,"Parent Use and Efficacy of a Self-Administered, Tablet-Based ParentTraining Intervention: A Randomized Controlled Trial","Background: Parent training programs are traditionally delivered inface-to-face formats and require trained facilitators and weekly parentattendance. Implementing face-to-face sessions is challenging in busyprimary care settings and many barriers exist for parents to attendthese sessions. Tablet-based delivery of parent training offers analternative to face-to-face delivery to make parent training programseasier to deliver in primary care settings and more convenient andaccessible to parents. We adapted the group-based Chicago Parent Program(CPP) to be delivered as a self-administered, tablet-based programcalled the ezPARENT program.Objective: The purpose of this study was to (1) assess the feasibilityof the ezPARENT program by examining parent satisfaction with theprogram and the percent of modules completed, (2) test the efficacy ofthe ezPARENT program by examining the effects compared with a controlcondition for improving parenting and child behavior in a sample oflow-income ethnic minority parents of young children recruited from aprimary care setting, and (3) compare program completion and efficacywith prior studies of the group-based CPP.Methods: The study used a two-group randomized controlled trial (RCT)design with repeated measures follow up. Subjects (n=79) were randomlyassigned to an intervention or attention control condition. Datacollection was at baseline and 12 and 24 weeks post baseline. Parentswere recruited from a large, urban, primary care pediatric clinic.ezPARENT module completion was calculated as the percentage of the sixmodules completed by the intervention group parents. Attendance in thegroup-based CPP was calculated as the percentage of attendance atsessions 1 through 10. Satisfaction data were summarized using itemfrequencies. Parent and child data were analyzed using a repeatedmeasures analysis of variance (RM-ANOVA) with simple contrasts todetermine if there were significant intervention effects on the outcomemeasures. Effect sizes for between group comparisons were calculated forall outcome variables and compared with CPP group based archival data.Results: ezPARENT module completion rate was 85.4\% (34.2/40, 95\%confidence interval {[}CI] = 78.4\%-93.7\%) and was significantlygreater (P<.05) than face-to-face CPP group attendance (135.2/267,50.6\%) attendance of sessions, 95\% CI = 46.8\%-55.6\%). ezPARENTparticipants reported the program as very helpful (35/40, 88.0\%) andthey would highly recommend the program (33/40, 82.1\%) to anotherparent. ezPARENT participants showed greater improvements in parentingwarmth (F1,77 = 4.82, P<.05) from time 1 to 3. No other significantdifferences were found. Cohen's d effect sizes for intervention groupimprovements in parenting warmth, use of corporal punishment, followthrough, parenting stress, and intensity of child behavior problems werecomparable or greater than those of the group-based CPP.Conclusions: Data from this study indicate the feasibility andacceptability of the ezPARENT program in a low-income, ethnic minoritypopulation of parents and comparable effect sizes with face-to-facedelivery for parents.",2019,https://scholar.google.com.br/,no
2482,Using e-Coaching to Support an Early Intervention Provider'sImplementation of a Functional Assessment-Based Intervention,"This study examined the effects of e-coaching on the implementation of afunctional assessment-based intervention delivered by an earlyintervention provider in reducing challenging behaviors during homevisits. A multiple baseline design across behavior support plancomponents was used with a provider-child dyad. The e-coachingintervention consisted of weekly training and support delivered viavideo conferencing software. Results demonstrated a functional relationbetween e-coaching and early intervention provider implementation oftargeted behavior support plan strategies. Furthermore, the child'schallenging behaviors decreased over the course of the study.Contributions to the literature, implications for practice, and futuredirections are discussed.",2019,https://scholar.google.com.br/,no
2483,Initiation and Generalization of Self-Instructional Skills inAdolescents with Autism and Intellectual Disability,"Self-instruction using videos or other supports on a mobile device is apivotal skill and can increase independence for individuals withdisabilities by decreasing a need for adult supports. This studyevaluated the effects of progressive time delay (PTD) to teach fouradolescents with autism and intellectual disability how to initiateself-instruction in the presence of a task direction for an untrainedtask. Participants were screened for imitating video models prior to thestudy and were taught to navigate to videos on an iPhone(A (R)) inhistory training. A multiple probe design across settings embedded in amultiple probe design across participants was used to evaluate theeffects of PTD on initiation of self-instruction. All participantslearned to self-instruct. Two participants generalized self-instructionto two novel settings. Two participants required instruction in twosettings before generalizing to the third. Three participantsgeneralized self-instruction in the presence of a task direction fromthe researcher to a task direction from their classroom teacher in allthree settings. One participant generalized to a task directionpresented by the classroom teacher in one setting, but not in the othertwo. All participants maintained self-instruction behaviors assessed 1week after all participants met criteria in all settings.Self-instruction using videos or other supports on a mobile device is apivotal skill and can increase independence for individuals withdisabilities by decreasing a need for adult supports.",2019,https://scholar.google.com.br/,no
2484,A Comparison between iPad-Assisted and Teacher-Directed ReadingInstruction for Students with Autism Spectrum Disorder (ASD),"We conducted an alternating treatment research design to investigate theeffects of a multicomponent reading comprehension intervention onreading comprehension performance and task refusal behavior of threeelementary students with autism spectrum disorder (ASD). This study alsosought to investigate the effects of utilizing teacher-directedinstruction (TDI) in comparison to iPadA (R) -assisted instruction (IAI)as the primary mode of instructional delivery during reading sessions.The multicomponent intervention during the TDI sessions consisted ofteaching text preview strategy (i.e., looking at text and picture,making predictions), identifying the main idea of each paragraph using agraphic organizer, and the use of a token economy system. Whereas IAItreatment sessions consisted of the use of an iPadA (R) application thatfocused on identifying main idea paired with implementing a tokeneconomy system for task completion. Three elementary students identifiedwith ASD participated in this study. Results indicate that themulticomponent intervention implemented during both conditions wasassociated with improved performance on curriculum-based measure (CBM)probes during TDI and IAI treatments, with an indication that the TDItreatment was more effective in increasing accuracy of responding on CBMprobes in comparison to the IAI condition. Findings from this study alsoindicate that both treatment conditions (TDI and IAI) were associatedwith a reduction of task refusal for the three participants with feweroccurrences of the challenging behavior during IAI in comparison to TDItreatment.",2019,https://scholar.google.com.br/,yes
2485,Evaluating the Language Builder (TM) Application in the Acquisition ofListener Responding in Young Children with Autism,"This study evaluated the use of the iPadA (R) Mini and applicationLanguage Builder (TM) in teaching listener responding skills to twopreschool aged children with autism, using a multiple baseline acrossresponses design. Training consisted of the participants completing apre-programmed receptive label lesson contained within Language Builder(TM) application on an iPadA (R) Mini. Following training trials, anevaluation of the participant's ability to generalize the skill from theelectronic device to two-dimensional picture cards was assessed. Eachparticipant acquired the ability to receptively identify three specifiedtwo-dimensional picture cards to a criterion of 100 \% independenceacross two consecutive sessions, requiring an average of two trainingsessions to master each respective label. For each mastered label,maintenance data were also collected. The participants displayed theability to retain each label at 100 \% correct responding followingmastery. This study furthers the current literature on the use ofhandheld computing technologies that can be used to augment behaviorallybased intervention for autism treatment.",2019,https://scholar.google.com.br/,no
2486,Higher Dimensional Meta-State Analysis Reveals Reduced Resting fMRIConnectivity Dynamism in Schizophrenia Patients,"Resting-state functional brain imaging studies of network connectivityhave long assumed that functional connections are stationary on thetimescale of a typical scan. Interest in moving beyond this simplifyingassumption has emerged only recently. The great hope is that trainingthe right lens on time-varying properties of whole-brain networkconnectivity will shed additional light on previously concealed brainactivation patterns characteristic of serious neurological orpsychiatric disorders. We present evidence that multiple explicitlydynamical properties of time-varying whole-brain network connectivityare strongly associated with schizophrenia, a complex mental illnesswhose symptomatic presentation can vary enormously across subjects. Aswith so much brain-imaging research, a central challenge for dynamicnetwork connectivity lies in determining transformations of the datathat both reduce its dimensionality and expose features that arestrongly predictive of important population characteristics. Our paperintroduces an elegant, simple method of reducing and organizing dataaround which a large constellation of mutually informative and intuitivedynamical analyses can be performed. This framework combines a discretemultidimensional data-driven representation of connectivity space withfour core dynamism measures computed from large-scale properties of eachsubject's trajectory, ie., properties not identifiable with any specificmoment in time and therefore reasonable to employ in settings lackinginter-subject time-alignment, such as resting-state functional imagingstudies. Our analysis exposes pronounced differences betweenschizophrenia patients (N-sz = 151) and healthy controls (N-hc = 163).Time-varying whole-brain network connectivity patterns are found to bemarkedly less dynamically active in schizophrenia patients, an effectthat is even more pronounced in patients with high levels ofhallucinatory behavior. To the best of our knowledge this is the firstdemonstration that high-level dynamic properties of whole-brainconnectivity, generic enough to be commensurable under manydecompositions of time-varying connectivity data, exhibit robust andsystematic differences between schizophrenia patients and healthycontrols.",2019,https://scholar.google.com.br/,no
2487,A Creative 3D Design Programme: Building on Interests and SocialEngagement for Students with Autism Spectrum Disorder (ASD),"This study explores the processes occurring during technology workshopswhich built on interests and enhanced social engagement for studentswith autism spectrum disorders (ASD). The workshops used a communitybased research design and focused on teaching a creativethree-dimensional (3D) design programme (SketchUp (TM)) to students withASD. Seven boys (ages 8-17) participated in this pilot programme over a6-month period. The methodology was a qualitative thematic analysis ofvideotapes and transcripts of workshop sessions. The two key themes thatemerged were: (1) development of authentic peer relationships throughhumour, common interests, physical actions, and playful competition, and(2) the importance of a scaffolded learning environment with supportfrom peers and an adult mentor, as opportunities for social engagement.These findings indicate that 3D design technology can build on strengthsand interests of students with ASD and promote social engagement innaturally occurring environments. A positive youth developmentphilosophy focusing on technology interests may be useful with studentswith ASD, especially in connection to existing service delivery models.",2019,https://scholar.google.com.br/,no
2488,The Outcome of a Social Cognitive Training for Mainstream Adolescentswith Social Communication Deficits in a Chinese Community,"The use of cognitive-based strategies for improving social communicationbehaviours for individuals who have solid language and cognition is animportant question. This study investigated the outcome of teachingSocial Thinking((R)), a framework based in social-cognition, to Chineseadolescents with social communication deficits. Thirty-nine students (33with Autism Spectrum Disorders and six without), ranging in age from 12to 15years with social communication deficits, participated in a 12-weekintervention. Students' pre- and post-intervention social behaviourswere measured by six aspects of the Social Thinking-ILAUGH Scaleinvolving 115 familiar raters. Students showed significant improvementin all the six subscales of the Social Thinking-ILAUGH except humourafter training. Agreements on ratings among parents and school personnelwere satisfactory. A framework based in social cognitive strategies,with appropriate linguistic and cultural adaptations, appears to be apromising tool for Chinese adolescents with social learning issues.Social behaviours improved across school and home settings as noted bygroups of raters familiar with the students.",2019,https://scholar.google.com.br/,no
2489,PROBOGOTCHI: A NOVEL EDUTAINMENT DEVICE AS A BRIDGE FOR INTERACTIONBETWEEN A CHILD WITH ASD AND THE TYPICALLY DEVELOPED SIBLING,"There has been a considerable transformation in game preferences ofchildren with the rapid development of information and communicationtechnology. Computer games became the mostly preferred spare timeactivity for children of different ages. Several studies found thattechnology, ranging from computer applications to social robots, can actas a mediator to improve interaction for children with socialimpairments. The contribution presented is an intermediate step whichcombines the embodiment with tangible and intuitive interaction thatsocial robots can offer and an affordable and autonomous solution as acomputer game. Probogotchi is a way to play an educational computergame, where children have to interact with a toy equipped with sensorsconnected to a PC. The control architecture is built around anartificial homeostatic system for social agents and is set to simulatepet-like behavior, resulting in a dependency on the user's interactions.As such, affective human-computer interaction is achieved. Thehomeostatic regulation is an autonomous system that uses input stimulifrom a tactile and object identification system to detect certainactions originating from the user. If an action is triggered, it willinfluence the internal needs that are subsequently translated into anemotional state. This emotional state is communicated back to the userby a virtual model showing the corresponding facial expression. For theevaluation section, a preliminary study using Probogotchi as a bridgefor interaction between a child with ASD and his typically developedsibling is for the first time described. Quantitative data andqualitative observations are presented. The paper concludes with a focuson the technical limitations and also on future developments andimplications for the clinical use of Probogotchi game for children withautism.",2019,https://scholar.google.com.br/,no
2490,"Disruptive Mood Dysregulation Disorder in a Community Mental HealthClinic: Prevalence, Comorbidity and Correlates","Objective: The revision of the Diagnostic and Statistical Manual ofMental Disorders, 5th ed. (DSM-5) added a new diagnosis of disruptivemood dysregulation disorder (DMDD) to depressive disorders. This studyexamines the prevalence, comorbidity, and correlates of the newdisorder, with a particular focus on its overlap with oppositionaldefiant disorder (ODD), with which DMDD shares core symptoms. Methods:Data were obtained from 597 youth 6-18 years of age who participated ina systematic assessment of symptoms offered to all intakes at acommunity mental health center (sample accrued from July 2003 to March2008). Assessment included diagnostic, symptomatic, and functionalmeasures. DMDD was diagnosed using a post-hoc definition from item-levelratings on the Schedule for Affective Disorders and Schizophrenia forSchool-Age Children that closely matches the DSM-5 definition.Caregivers rated youth on the Child Behavior Checklist. Results:Approximately 31\% of youth met the operational definition of DMDD, and40\% had Diagnostic and Statistical Manual of Mental Disorders, 4th ed.(DSM-IV) diagnoses of ODD. Youth with DMDD almost always had ODD (oddsratio {[}OR]=53.84) and displayed higher rates of comorbidity withattention-deficit/hyperactivity disorder (ADHD) and conduct disorderthan youth without DMDD. Caregivers of youth with DMDD reported moresymptoms of aggressive behavior, rule-breaking, social problems,anxiety/depression, attention problems, and thought problems than allother youth without DMDD. Compared with youth with ODD, youth with DMDDwere not significantly different in terms of categorical or dimensionalapproaches to comorbidity and impairment. Conclusions: The new diagnosisof DMDD might be common in community mental health clinics. Youth withDMDD displayed more severe symptoms and poorer functioning than youthwithout DMDD. However, DMDD almost entirely overlaps with ODD and youthwith DMDD were not significantly different than youth with ODD. Thesefindings raise concerns about the potentially confusing effects of usingDMDD in clinical settings, particularly given that DSM-5 groups DMDDwith depressive disorders, but ODD remains a disruptive behaviordisorder, potentially changing the decision-making framework thatclinicians use to select treatments.",2019,https://scholar.google.com.br/,no
2491,Improving Empathic Communication Skills in Adults with Autism SpectrumDisorder,"The literature suggests that many individuals diagnosed with AutismSpectrum Disorder (ASD) experience challenges with recognizing anddescribing emotions in others, which may result in difficulties with theverbal expression of empathy during communication. Thus, there is a needfor intervention techniques targeting this area. Using a multiplebaseline across participants design, this study examined theeffectiveness of a video-feedback intervention with a visual frameworkcomponent to improve verbal empathetic statements and questions duringconversation for adults with ASD. Following intervention, allparticipants improved in verbal expression of empathetic statements andempathetic questions during conversation with generalization andmaintenance of gains. Furthermore, supplemental assessments indicatedthat each participant improved in their general level of empathy andconfidence in communication skills.",2019,https://scholar.google.com.br/,no
2492,Evaluating a tablet application and differential reinforcement toincrease eye contact in children with autism,"We tested the effectiveness of a tablet application and differentialreinforcement to increase eye contact in 3 children with autism. Theapplication required the child to look at a picture of a person's faceand identify the number displayed in the person's eyes. Eye contact wasassessed immediately after training, 1 hr after training, and in aplayroom. The tablet application was not effective, however,differential reinforcement was effective for all participants.",2019,https://scholar.google.com.br/,yes
2493,Horsing Around: Gestalt Equine Psychotherapy as Humanistic Play Therapy,"This article explores how the key concepts within Gestalt EquinePsychotherapy (GEP) and Humanistic Play Therapy (HPT) can be compatiblemodalities for working with children. The connections between GEP andHPT can be seen in their philosophical framework of viewing the self asan embodied, relational process, and the belief in the importance ofplay and experimentation within the therapeutic encounter. Bothapproaches emphasize the importance of the therapeutic relationship andtrust that the child is able to self-direct his or her own growth andlearning. Both GEP and HPT can draw from neuroscience research toprovide evidence of the importance of authenticity, congruence, andcoherence within both the therapist and the child in building thetherapeutic relationship. Through the use of a case example, thisarticle will demonstrate how HPT and GEP can become an integratedapproach in supporting the developmental process of the client.",2019,https://scholar.google.com.br/,no
2494,AN INVESTIGATION OF THE ACCEPTABILITY OF VIDEOCONFERENCING WITHIN ASCHOOL-BASED BEHAVIORAL CONSULTATION FRAMEWORK,"School-based behavioral consultation with classroom teachers is one ofthe primary ways school psychologists deliver intervention services tostudents. The present study aimed to evaluate the acceptability ofvideoconferencing (VC) with teachers as an alternative medium ofconsultative communication. Specifically, problem identificationinterviews (PIIs) were conducted with 60 classroom teachers to simulatea typical consultation interaction. Each teacher completed two PIIs withthe researcher consultants, one in a traditional face-to-face (FtF)format and one in a videoconference (VC) format Teachers completed twobrief pre-post measures, the Fast Form of the Technology AcceptabilityModel (FF-TAM) and the Distance Communication Comfort Scale (DCCS) toevaluate the acceptability of VC. Demographic moderators of theacceptability of VC were evaluated using a multiple regression analysis.The results suggest that although teachers rated VC as an acceptablecommunication medium prior to participating in the VC interview, teacheracceptability ratings increased to highly acceptable after participatingin the study. Finally, no variables were identified that significantlymoderated the relationship between teachers' acceptability rating of VCand their demographic variables. Implications for practice and futureresearch are discussed.",2019,https://scholar.google.com.br/,no
2495,"A critical review of outcome measures used to evaluate the effectivenessof comprehensive, community based treatment for young children with ASD","This review critically evaluates reporting and use of standardizedmeasures to assess community based treatments for young children withAutism Spectrum Disorder (ASD). The Standards for Educational andPsychological Testing (AERPA, APA \& NCME, 1999), a best practiceframework for reporting standardized test results, guides theevaluation. Fifty three different outcome measures are identified across45 studies representing twelve countries. Adaptive behavior,specifically the Vineland Adaptive Behavior Scales and cognitivemeasures continue to be primary outcome tools, despite a lack of clearfit to core ASD diagnostic constructs. Behavioral, ASD specific,language, social communication, and family wellness tools are underrepresented. Reporting strengths are use of multiple measures, clearsample descriptions, and use of specialized tools for ASD. Reportingweaknesses are assessment bias, test substitution, and under reportingof test modifications. Clinical and research implications are discussed.(C) 2016 Elsevier Ltd. All rights reserved.",2019,https://scholar.google.com.br/,no
2496,Unique handwriting performance characteristics of children withhigh-functioning autism spectrum disorder,"Knowledge about the handwriting performance characteristics of childrenwith autism spectrum disorder (ASD) is scarce, despite this skill'simportance for their academic and social participation. The objectivewas to compare the handwriting process and product characteristics ofchildren with high-functioning autism spectrum disorder (HFASD) to thoseof typically developing children to determine the best means ofdifferentiation between the groups. Participants were 60 children, aged9-12 years, 30 of them were diagnosed with HFASD, and 30 were aged andgender-matched typically developed controls. All participants performedthree graded writing tasks on an electronic tablet, which is part of acomputerized handwriting evaluation system (ComPET). Their paragraphcopying product was then evaluated using the Hebrew HandwritingEvaluation (HHE). Significantly inferior handwriting performance amongchildren with HFASD was found in both handwriting process and productmeasures. Significant correlations between these measures, supplementedwith discriminant analysis and regression analysis results, emphasizeunique handwriting performance dynamics among children with HFASD.Evaluation of the characteristics of both the handwriting process andproduct of children with HFASD may provide a more comprehensive pictureof individual deficits. Identifying performance features may lead tomore focused and adapted intervention and enhancement of schoolparticipation among these children. (C) 2015 Elsevier Ltd. All rightsreserved.",2019,https://scholar.google.com.br/,no
2497,Robots Learn to Recognize Individuals from Imitative Encounters withPeople and Avatars,"Prior to language, human infants are prolific imitators. Developmentalscience grounds infant imitation in the neural coding of actions, andhighlights the use of imitation for learning from and about people.Here, we used computational modeling and a robot implementation toexplore the functional value of action imitation. We report 3experiments using a mutual imitation task between robots, adults,typically developing children, and children with Autism SpectrumDisorder. We show that a particular learning architecture - specificallyone combining artificial neural nets for (i) extraction of visualfeatures, (ii) the robot's motor internal state, (iii) posturerecognition, and (iv) novelty detection - is able to learn from aninteractive experience involving mutual imitation. This mutual imitationexperience allowed the robot to recognize the interactive agent in asubsequent encounter. These experiments using robots as tools formodeling human cognitive development, based on developmental theory,confirm the promise of developmental robotics. Additionally, findingsillustrate how person recognition may emerge through imitativeexperience, intercorporeal mapping, and statistical learning.",2019,https://scholar.google.com.br/,no
2498,"Specific Language Impairment, Nonverbal IQ,Attention-Deficit/Hyperactivity Disorder, Autism Spectrum Disorder,Cochlear Implants, Bilingualism, and Dialectal Variants: Defining theBoundaries, Clarifying Clinical Conditions, and Sorting Out Causes","Purpose: The purpose of this research forum article is to provide anoverview of a collection of invited articles on the topic ``specificlanguage impairment (SLI) in children with concomitant health conditionsor nonmainstream language backgrounds.{''} Topics include SLI,attention-deficit/hyperactivity disorder, autism spectrum disorder,cochlear implants, bilingualism, and dialectal language learningcontexts.Method: The topic is timely due to current debates about the diagnosisof SLI. An overarching comparative conceptual framework is provided forcomparisons of SLI with other clinical conditions. Comparisons of SLI inchildren with low-normal or normal nonverbal IQ illustrate theunexpected outcomes of 2 x 2 comparison designs.Results: Comparative studies reveal unexpected relationships amongspeech, language, cognitive, and social dimensions of children'sdevelopment as well as precise ways to identify children with SLI whoare bilingual or dialect speakers.Conclusions: The diagnosis of SLI is essential for elucidating possiblecausal pathways of language impairments, risks for language impairments,assessments for identification of language impairments, linguisticdimensions of language impairments, and long-term outcomes. Althoughchildren's language acquisition is robust under high levels of risk,unexplained individual variations in language acquisition lead topersistent language impairments.",2019,https://scholar.google.com.br/,no
2499,CYBERNETIC APPROACH IN IDENTIFICATION OF BRAIN PATTERN VARIATIONS INAUTISM SPECTRUM DISORDER,"Poincar section is a tool used in analysis and even control ofnon-linear systems like chaotic and uncertain systems. Although it hasbeen presented long ago, yet this approach is artistic and heuristic.Poincar Section is destitute of any definite methodologies and problemsincluding indefinite structure and model parameters that can begenerally attributed to this approach, machine learning based on Poincarsection is impossible. In this article, first of all, signal modelingsteps using Poincar is explained, then considering the occurred events,the concept of information and relativism applying Poincar section andinformation approach, we will diagnose the brain pattern variations inAutistic cases. The reason we have taken Autism into consideration isbecause we believe its origin is information, in other words the bigproblem in Autism disorder is software kind, which can lead to hardwarekind over time.In this research a new kind of representation, namely ExtendedComplementary Plot, in which the main characteristic is specialattention to signal phase as embedded information in the signal andineffectiveness of energy, is introduced. All the introducedstate-of-art concepts on Electroencephalography are implemented onAutistic children. Recording the EEG signal in Autistic children hasalways been a challenge for the specialists. Implementations of thearticle have been carried out on over 120 cases including 60 Autisticchildren and 60 normal ones ranging from 3 to 10 years old, in threedifferent states, asleep, open eyes and a new record based on braindynamics which has been suggested from the authors and does not have theother records problems for Autistic kids.Prodigious results accomplished, suggests the common dynamic presence inAutism disorder which is entirely different from normal dynamics, andthis is only due to the potency of the applied information tool, Poincarsection, and cybernetic modeling in this research. We hope that theempirical results of this research to be a strong and effective steptowards quantification of Autism disorder and conversion of diagnosisprocess from Clinical to Para clinical, and even early Autism diagnosis.",2019,https://scholar.google.com.br/,no
2500,A robot-assisted behavioral intervention system for children with autismspectrum disorders,"The purpose of this paper is to propose and examine the feasibility of arobot-assisted intervention system capable of facilitating socialtraining for children with autism spectrum disorder (ASD) via humanrobot interaction (HRI) architecture. Based on the well-known discretetrial teaching (DTT) protocol for the therapy of children with ASD, ourcontrol architecture configures four modules - human perception, userinput, the interaction manager, and the robot effector - such that therobot system generates differentiated training stimuli using motivationand Stroop paradigms and automatically copes with the child's responseby using reliable human recognition and interaction technologies. Usingthese configurations, the proposed system performs the role of trainingthe social skills of basic eye contact and reading emotions in childrenwith ASD. By examining reliable performance evaluations and the positiveeffect of the training process targeting preschoolers with a highfunctioning level, we then verify that the proposed system can induce apositive transition in the response of children with ASD and thepossibility of a labor-saving effect in carrying out autism treatments.(C) 2015 Elsevier B.V. All rights reserved.",2019,https://scholar.google.com.br/,no
2501,Computer game misuse and addiction of adolescents in a clinicallyreferred study sample,"Background: Actually it remains unclear whether specific psychiatricdisorders, especially emotional disorders and attention deficithyperactivity disorder (ADHD), may be meaningful in the pathogenesis ofcomputer game misuse.Objective: In this clinical study with adolescent psychiatric patientswe expected a moderate to strong correlation between computer gamemisuse and emotional, conduct and peer problems, as well as symptoms ofADHD.Method: 183 patients (14.9 +/- 1.5 years) from a child and adolescentpsychiatric clinic were assessed for computer game misuse or addictionusing the CSV-S scale in order to distinguish between regular andexcessive computer gaming. The Strengths and Difficulties Questionnaire(SDQ) was used to screen for actual emotional and behavioraldifficulties.Results: Within the patients' group with problematic computer gamingespecially male patients with the highest addiction score spentsignificantly more time on computer gaming and presented more schoolperformance problems as well as other comorbidities. Excessive gamingcorrelated significantly with conduct and emotional problems. Nospecific psychiatric disorders correlated to computer game misuse oraddiction.Conclusion: Misuse or addiction of computer games in psychiatricpatients seems to be related to an increased rate of conduct andemotional problems but related specific psychiatric diagnoses could notbe identified. (C) 2015 Elsevier Ltd. All rights reserved.",2019,https://scholar.google.com.br/,no
2502,Design based on fuzzy signal detection theory for a semi-autonomousassisting robot in children autism therapy,"There are different kinds of robots that are used to assist autisticchildren during therapy, however, there is not a previous evaluation inplace to decide if the robot can detect and send social interactionclues to the child in correct manner. Since the signal detection andfuzzy signal detection theories are well known techniques in humanpsychology for detecting signal and noise relationships, this workproposes those techniques as a main tool to identify how effectivelystimuli are detected by social robots. Unlike traditional psychophysicalapproaches, which treat observers as sensors, signal detection theoryrecognizes that observers are both sensors and decision makers, and thatthese are distinct processes that can be measured using separateindices, sensitivity and response criterion. Hence, the robot can bedefined as an observer using the signal detection theory. This proposalallows to evaluate social robots with human psychology tools in order toimprove the human-robot interaction. Thus, the robots accomplishspecific social responses that can be a better approach during theautism therapy. Furthermore, the fuzzy signal detection theory (FSDT)applied to social skills can be an enhanced procedure for designingsocial robots. A semi-autonomous social robot was designed to validatethe proposal. (C) 2015 Elsevier Ltd. All rights reserved.",2019,https://scholar.google.com.br/,no
2503,Exploring embodied social presence of youth with Autism in 3Dcollaborative virtual learning environment: A case study,"This case study explores the experience of embodied social presencewhile learning social competence of 11 youth with Autism SpectrumDisorders (ASD). The learning takes place in a series of 13 NaturalisticPractice (NP) learning activities which are part of a 3D CollaborativeVirtual Learning Environment (CVLE)-iSocial. iSocial is a translation ofa face-to-face clinic based curriculum, Social CompetenceIntervention-Adolescents (SCI-A), into a 3D CVLE for delivery over theInternet,. This study developed a direct-observation instrument thatbuilt upon the Embodied Social Presence (ESP) theory framework todescribe youth with ASDs' embodied presence, embodied copresence andembodied social presence. The findings show that youth with ASD achievedembodied presence and embodied copresence in almost all of the NPactivities. However, they achieved embodied social presence in only ahandful of NP activities. From comparisons between the learningactivities that had high or low percentages of achieving ESP, theresults indicate associations of design features (narratives, choosingroles, fantasy settings and ease of use of learning tools) with having ahigher percentage of youth achieve embodied social presence.Furthermore, the work of this study provides a method for researchersinterested in studying ESP and the results can inform future designdecisions in the development 3D CVLE and the structure of learningactivities within the 3D CVLE. (C) 2015 Elsevier Ltd. All rightsreserved.",2019,https://scholar.google.com.br/,no
2504,Augmented reality-based video-modeling storybook of nonverbal facialcues for children with autism spectrum disorder to improve theirperceptions and judgments of facial expressions and emotions,"Autism spectrum disorders (ASD) are characterized by a reduced abilityto understand the emotions of other people. Increasing evidenceindicates that children with ASD might not recognize or understandcrucial nonverbal behaviors, which likely causes them to ignorenonverbal gestures and social cues, like facial expressions, thatusually aid social interaction. We used an augmented reality (AR)-basedvideo modeling (VM) storybook (ARVMS) to strengthen and attract theattention of children with ASD to nonverbal social cues because theyhave difficulty adjusting and switching their attentional focus. In thisresearch, AR has multiple functions: it extends the social features ofthe story, but it also restricts attention to the most important partsof the videos.Evidence-based research shows that AR attracts the attention of childrenwith ASD. However, few studies have combined AR with VM to trainchildren with ASD to mimic facial expressions and emotions to improvetheir social skills. In addition, we used markerless natural tracking toteach the children to recognize patterns as they focused on the stablevisual image printed in the storybook and then extended their attentionto an animation of the story. After the three-phase (baseline,intervention, and maintenance) test data had been collected, the resultsshowed that ARVMS intervention provided an augmented visual indicatorwhich had effectively attracted and maintained the attention of childrenwith ASD to nonverbal social cues and helped them better understand thefacial expressions and emotions of the storybook characters. (C) 2015Elsevier Ltd. All rights reserved.",2019,https://scholar.google.com.br/,no
2505,Communicative participation changes in pre-school children receivingaugmentative and alternative communication intervention,"Purpose: This paper reports changes in communicative participationskillssystematically measured and describedin an empirical observationalcase series of eight children receiving augmentative and alternativecommunication (AAC) interventions.Method: The eight children (seven boys, one girl), ranging from 1 year 4months to 4 years 11 months (mean = 2.8 years, SD = 1.32 years) receivedvaried AAC interventions (i.e. sign language, assistive technology,PECS), averaging 15 hours of treatment over a 12-month period. Parentscompleted an outcome measure (FOCUS) three times: at the start,mid-point (6 months) and end of the intervention period (after 12months). They also completed the ASQ-SE at the start and end ofintervention.Result: FOCUS scores increased over the treatment interval, indicatingimprovement in real-world communication skills as observed by theirparents. The ASQ-SE items that pertained to communication also improved,while the items that did not correspond to communication did not. Thisdivergence suggests that the communicative participation improvementsresulted from treatment rather than general developmental gains. Thelargest improvements were noted in receptive language/listening,pragmatics and social/play skills. Improvements in intelligibility werealso measured for several children.Conclusion: These results suggest that AAC intervention facilitatedimprovements in communicative participation skills in pre-schoolchildren.",2019,https://scholar.google.com.br/,no
2506,Using Multitouch Collaboration Technology to Enhance Social Interactionof Children with High-Functioning Autism,"Aims. Children with high-functioning Autism Spectrum Disorder (HFASD)have major difficulties in social communication skills, which may impacttheir performance and participation in everyday life. The goal of thisstudy was to examine whether the StoryTable, an intervention paradigmbased on a collaborative narrative, multitouch tabletop interface,enhanced social interaction for children with HFASD, and to determinewhether the acquired abilities were transferred to behaviors duringother tasks. Methods. Fourteen boys with HFASD, aged 7-12years,participated in a 3-week, 11-session intervention. Social interactionsduring two nonintervention tasks were videotaped at three points intime, one prior to the intervention (pre), a second immediatelyfollowing the intervention (post) and a third three weeks after theintervention (follow-up). The video-recorded files were coded using theFriendship Observation Scale to ascertain the frequencies of positiveand negative social interactions and collaborative play. Differences inthese behaviors were tested for significance using nonparametricstatistical tests. Results. There were significantly higher rates ofpositive social interactions and collaborative play, and lower rates ofnegative social interactions following the intervention suggestinggeneralization of the social skills learned during the intervention.Improvement was maintained when tested three weeks later. Conclusion.These findings provide support for the use of collaborativetechnology-based interventions within educational settings to enhancesocial interaction of children with HFASD.",2019,https://scholar.google.com.br/,no
2507,The Triad of Strengths: A Strengths-Based Approach for Designing withAutistic Adults with Additional Learning Disabilities,"Autism is a condition that is often defined in terms of difficulties insocial interaction, social communication, social understanding andimagination. Much existing research in autism and design is still framedaround these so-called Triad of Impairments {[}1] the goal of which isto improve a person's deficits, for example, developing technologies andenvironments to enhance communication and social interaction. This papersupports and builds upon existing autism research that views autismthrough a person's strengths and abilities. This project aims to broadenthis discussion into the field of design and turn the deficit-basedframework on its head, through the development of a less generalized andmore personalised design approach termed the Triad of Strengths, thatviews autism through a positive and enabling light. The paper describeshow a strengths-based approach can support tangible design outcomes tocreate a positive impact on everyday life for autistic adults.",2019,https://scholar.google.com.br/,no
2508,"Human-Centered Design with Autistic University Students: Interface,Interaction and Information Preferences","This paper reports on a study aimed at creating an online supporttoolkit for young autistic people to navigate the transition from schoolto university, thereby empowering this group in developing their fullpotential. It is part of the Autism\&Uni project, a European-fundedinitiative to widen access to Higher Education for students on theautism spectrum. Our particular focus is on the Human-ComputerInteraction elements of the toolkit, namely the visual design of theinterface, the nature of interactions and navigation, and theinformation architecture. Past research in this area tended to focus onautistic children, often with learning difficulties, and theirpreferences in terms of interface and interaction design. Our researchrevealed that the preferences of young autistic adults who areacademically competent and articulate, differ considerably from those ofautistic children. Key findings are that text is preferred over visualmaterial, visual design should be minimal, content ought to be organizedin a logical and hierarchical manner, the tone of language ought to begenuine yet not too negative or patronizing, and images or video areonly useful if they illustrate places or people, in other wordsinformation that cannot easily be conveyed in other ways.",2019,https://scholar.google.com.br/,no
2509,The Design of Guidelines for Teachers and Parents in the Use of iPads toSupport Children with Autism in the Development of Joint AttentionSkills,"Children with autism have an affinity with technologies, which imposesthe need to keep abreast of new digital technologies {[}1]. The benefitsof mobile devices and interactive technologies in providing structureand predictability {[}2] and the vast variety of apps that canfacilitate social communication makes it imperative to effectivelyincorporate iPads in the teaching of joint attention. Despite theincrease use of mobile devices there is a lack of guidance for parentsand teachers on how to use these devices in home and school environmentsfor young children with autism. This study fills this gap. This paperreports on one of the final stages of the project, in which focus groupswith teachers, parents, academics and children were conducted to discussthe development of guidelines on how to use the iPads with children withautism to improve their joint attention skills.",2019,https://scholar.google.com.br/,no
2510,Mobile Devices as Assistive Technologies for ASD: Experiences in theClassroom,"Information and Communication Technologies offer new opportunities topeople with disabilities to develop their autonomy and independence intheir daily life activities. However, more research should be done inorder to comprehend how technology affects this collective of people.This paper presents two experiences where participants with cognitivedisabilities and Autism Spectrum Disorder used AssisT-Task to performjob related activities and DEDOS to perform educational activities.Their performance is improved along the sessions using both tools.Combining visual and textual information help students with cognitivedisabilities and ASD to focus on the contents presented, avoidingusability and accessibility issues, and therefore improving theirlearning process while they are having fun interacting with newtechnologies.",2019,https://scholar.google.com.br/,no
2511,The Effect of Literacy Learning via Mobile Augmented Reality for theStudents with ADHD and Reading Disabilities,"This study focuses on the effects of mobile augmented reality (MAR) onword recognition learning. The study developed an interactive effect andcorresponding video on word learning in MAR. MAR uses the camera of themobile phone. It is installed in to interpose virtual objects on thereal life view through the camera. The study participants were twofifth-grade elementary school children with Attention DeficitHyperactivity Disorder (ADHD) and reading disabilities. The studyfollowed a single-case design using ABA' models in which A indicated thebaseline, B indicated the intervention and A' indicated the maintenancephrase. The experiment period was almost 3 months. The independentvariable was word recognition teaching with MAR on Chinese literacyability of `read the words' and `select the correct the word to blankline'. The experimental results demonstrated that the scores for 2children with ADHD and reading disabilities increased considerablyduring the intervention and maintenance phrases. The developmentalapplications of these results are also discussed.",2019,https://scholar.google.com.br/,no
2512,M-Health Solutions to Support the National Health Service in theDiagnosis and Monitoring of Autism Spectrum Disorders in Young Children,"With estimates of prevalence between 1 in 68 and 1 in 88 children{[}11], accurate and early identification of autism spectrum disorders(ASDs) in young children remains a pressing public health issue. In theabsence of a single biomarker for ASD, however, a diagnosis is currentlyreached on the basis of a portfolio of evidence assembled by varioushealth care professionals, parents and educational specialists. Studieshave shown that early diagnosis and subsequent intervention are key to afavourable prognosis for children with autism. Many families, however,experience long periods of time between appointments with health careprofessionals, thus delaying the diagnosis and subsequent access tosupport and interventions. In this paper, we consider the potential roleof m-health software solutions in supporting the diagnosis and ongoingmonitoring of ASDs in young children. We consider their applicationparticularly within the context of the UK's National Health Service.This paper also presents a review of some of the current literature onuser-behaviour analysis software on mobile computing devices such astablet computers and smartphones, along with some of the emergingm-health solutions for supporting the diagnosis of ASD in children.",2019,https://scholar.google.com.br/,no
2513,Incloodle: Evaluating an Interactive Application for Young Children withMixed Abilities,"Every child should have an equal opportunity to learn, play, andparticipate in his or her life. In this work, we investigate howinteractive technology design features support children with and withoutdisabilities with inclusion during play. We developed four versions ofIncloodle, a two-player picture-taking tablet application, designed tobe inclusive of children with different abilities and needs. Eachversion of the application varied in (1) whether or not it enforcedcooperation between children, and in (2) whether it promptedinteractions through in-app characters or more basic instructions. Alaboratory study revealed technology-enforced cooperation was helpfulfor child pairs who needed scaffolding, but character-based promptinghad little effect on children's experiences. We provide an empiricalevaluation of interactive technology for inclusive play and offerguidance for designing technology that facilitates inclusive playbetween young neurotypical and neurodiverse children.",2019,https://scholar.google.com.br/,no
2514,``This is how I want to learn{''}: High Functioning Autistic TeensCo-Designing a Serious Game,"This paper presents a project that developed a Serious Game with aNatural User Interface, via a Participatory Design approach with twoadolescents with High Functioning Autism (HFA). The project took placein a highly specialized school for young people with Special EducationalNeeds (SEN). The teenagers were empowered by assigning them specificroles across several sessions. They could express their voice as user,informant, designer and tester. As a result, teachers and young peopledeveloped a digital educational game based on their experience as videogamers to improve academic skills in Geography. This paper contributesby describing the sensitive and flexible approach to the design processwhich promoted stakeholders' participation.",2019,https://scholar.google.com.br/,no
2515,Using Positive or Negative Reinforcement in Neurofeedback Games forTraining Self-Regulation,"Neurofeedback training can reduce symptoms related to epilepticseizures, attention deficits, and Asperger's Syndrome, and often usesgames to motivate participation over the long term needed to seeimprovements. Most neurofeedback games use negative reinforcement toguide players - i.e., a barrier to progressing in the game is removedwhen players achieve a desirable state - which is considered to be lesseffective than reinforcing behaviour through positive feedback whenplayers do well. We investigate whether using positive reinforcement ismore successful than negative reinforcement through the design andevaluation of the experience and efficacy of a custom neurofeedbacktraining game. We showed that positive reinforcement was more effectivein encouraging players to keep their brain activity regulated.Furthermore it generated more positive affect and motivated moreinvestment of effort in players, suggesting that positive reinforcementin neurofeedback games may provide a better and more effectiveneurofeedback training experience.",2019,https://scholar.google.com.br/,no
2516,DESIGNING ENRICHED LEARNING ENVIRONMENTS: A CROSS-DISCIPLINARY APPROACHTO SOCIAL INNOVATION,"This study investigates the state of art in the contemporary scenario inthe education of people with intellectual disabilities throughindustrial design and product development in a cross-disciplinary setupfocused on children with Down Syndrome (DS), Attention DeficitHyperactivity Disorder (ADHD) and Autism Spectrum Disorder (ASD). Thearticle addresses social innovation contexts facing barriers ofdiscrimination within educational environments and the potential ofdesign discipline in this regard. This article revises key debatesconcerning: 1) the paradigm of inclusive education, 2) insights fromfields of neurophysiology and neurobiology: neural correlates betweenlearning and creativity, and 3) design driven innovation in educationaligning social, political and technological factors. It herebyrepresents a contemporary reflection on the core ideas of VictorPapanek's work Design for the real world. An experimental outcome ispresented outlining a framework of cognitive and emotional ergonomics inregards of creativity and ethics in product design education as learningtools for managing language, meaning generation and technology.",2019,https://scholar.google.com.br/,no
2517,ADHD and Present Hedonism: time perspective as a potential diagnosticand therapeutic tool,"The article draws primarily from the behavioral findings (mainlypsychiatric and psychological observations) and points out the importantrelationships between attention-deficit/hyperactivity disorder (ADHD)symptoms and time orientation. Specifically, the authors argue thatthere is a significant overlap between the symptoms of ADHD and PresentHedonism. Present Hedonism is defined by Zimbardo's time perspectivetheory and assessed by Zimbardo Time Perspective Inventory.Developmental data on Present Hedonism of males and females in the Czechpopulation sample (N=2201) are also presented. The hypothesis ofrelationship between ADHD and Present Hedonism is mainly derived fromthe prevalence of addictive behavior (mainly excessive Internet use,alcohol abuse, craving for sweets, fatty foods, and fast foods),deficits in social learning, and increased aggressiveness both in ADHDand in the population scoring high on Present Hedonism in the ZimbardoTime Perspective Inventory. We conclude that Zimbardo's time perspectiveoffers both: 1) a potential diagnostic tool - the Zimbardo TimePerspective Inventory, particularly its Present Hedonism scale, and 2) apromising preventive and/or therapeutic approach by the Time PerspectiveTherapy. Time Perspective Therapy has so far been used mainly to treatpast negative trauma (most notably, posttraumatic stress disorder),however, it also has value as a potential therapeutic tool for possiblebehavioral compensation of ADHD.",2019,https://scholar.google.com.br/,no
2518,Building Social Awareness for Teens and Young Adults with Autism viaGamification,"Teens and young adults are in one of the most challenging phases oftheir life in terms of discovering new and complex emotions andsituations. This is particularly the case for a demographic diagnosedwith conditions commonly referred to as Autistic Spectrum Disorders,which is inclusive of Asperger's Syndrome. Through a video game medium,it is possible to place the players in virtual situations that explorethese the intricacies of social interaction and relationships. Thiscould be powerful for communicating such concepts: players can beexplained to, practice and given feedback in a comfortable,non-threatening, and perhaps even familiar environment.Our objective is to build such a game by modifying an already popularvideo game. Through modification, a game's already existing mechanismsand resources may be repurposed for serious functions. In the case ofour team, this is to allow the player to have conversations thatdynamically change depending on their input. Characters in the game canbe manipulated to communicate verbally and non-verbally, deliveringemotive lines recorded by voice actors whilst projecting certain facialexpressions and body language.We created a tangible video game learning resource that can be trialedto investigate its value to build social awareness.",2019,https://scholar.google.com.br/,no
2519,Developing user interface design application for children with autism,"The usage of touchscreen-assistive technology in the 21st century seemsvery promising. There has been a rapid rise in interest regarding theuse of touchscreen assistive technology as an intervention andinterdisciplinary research field for children with autism. Inventing anddesigning a touchscreen-assistive application for children with autismis a delicate process as designing technologies for groups of individualwith profiles other than one's own is always challenging where the lifeworlds and lived experience are far removed from the experience oftypical individual. Participatory design process that has been conductedwith children with autism earlier in the study has led towards theinvention of touchscreen-assistive learning numeracy apps (TaLNA). Theapplication is focusing on basic numeracy and calculation to supportteaching and learning. User interface design has been used as a baselinein establishing the TaLNA apps. It is a complement from the traditionalapproaches such as call cards and cue cards which being applied at thetouchscreen devices. The TaLNA apps is believe assist parents, teachers,and instructors to train and educate the children with autism whilegrowing their engagement and interest in learning. It is a hope with theestablishment of this application, they will be able to learn, memorizeand recognize the numbers through the animated and interactive learningapplication. Thus, this research paper discusses the user interfacedesign process of forming TaLNA in assisting the teaching of basiccalculations to children with autism. (C) 2016 Published by ElsevierLtd.",2019,https://scholar.google.com.br/,yes
2520,An Adaptive Strategy for an Immersive Visuo-Haptic Attention TrainingGame,"Attention training using virtual environments is a promising way totreat mental disorders such as attention-deficit hyperactivity disorder(ADHD). Interactive haptic tasks combined with immersive visual displayprovide a potential solution for attention modulation and training. Inthis paper, we introduced a visuo-haptic game consisting ofstimulus-response tasks using fingertip pressure control with immersivevisual display using the Oculus Rift. Users were required to press aforce sensor using either the index or middle finger from either hand.In each trial, users needed to maintain a constant force with anexpected tolerance within an allowable response time. An adaptivestrategy was proposed to tune the difficulty level of the task to matchthe force control skill of the user, which may produce an optimalsuccess rate in each trial to maintain users' interest and keep themmotivated. Furthermore, a randomized algorithm was adopted to vary thetarget fingertip, target force magnitude and target tolerance betweenadjacent trials, which was designed to avoid the boring repetition andthus to keep the users' curiosity on the task. Experimental results onsix participants show that the proposed strategy was able to obtaindifferent expected success rates, i.e. either 79.4 \% or 50 \%.",2019,https://scholar.google.com.br/,no
2521,DETECTION OF WHITE MATTER ABNORMALITIES IN MR BRAIN IMAGES FOR DIAGNOSISOF AUTISM IN CHILDREN,"This paper introduces a novel computer-aided diagnosis (CAD) system forthe diagnosis of autism from magnetic resonance (MR) brain images ofchildren. The proposed framework has two main components. First,cerebral white matter (CWM) is segmented from the brain volume using anadaptive shape model that is built from a set of co-aligned trainingimages. A higher-order Markov Gibbs random field (MGRF) spatialinteraction model is then integrated with an intensity model to accountfor data inhomogeneities. Secondly, CWM meshes are reconstructed and acurvature-based analysis is applied in order to differentiate betweenautistic and control brains. From the reconstructed CWM meshes, weestimated 3 shape features (curvedness, sharpness, and mean curvature)that could geometrically describe CWM folds. The statistical analysisconducted on 20 autistic and control brains using binomial regression onraw features as well as on their principal components reveals that thethree curvature-based measures could be used as discriminatory featuresbetween autistic and control brains. Moreover, the accuracy of thediagnostic results using K-nearest neighbor (KNN) classifier is 95\%.These results show the promise of the proposed technique as a supplementto current diagnostic instruments (e.g., Autism Diagnostic Interview,Revised (ADI-R)).",2019,https://scholar.google.com.br/,no
2522,Improving Perspective Taking and Empathy in Children with AutismSpectrum Disorder,"This paper discusses the design, implementation, and evaluation of aserious game intended to reinforce applied behavior analysis (ABA)techniques used with children with autism spectrum disorder (ASD) byproviding a low cost and easily accessible supplement to traditionalmethods. The goal is develop a safe environment for social explorationand learning that boosts the child's confidence while providing calmingmechanisms. Games increase children's motivation and thus increase therate of learning in computer mediated environments. Furthermore,children with ASD are able to understand basic emotions and facialexpressions in avatars more easily than in real-world interactions.",2019,https://scholar.google.com.br/,yes
2523,eMot-iCan: Design of an Assessment Game for Emotion Recognition inPlayers with Autism,"We present an emotion recognition game, eMot-iCan, that is designed toassess and possibly remediate social accessibility in individuals withAutism Spectrum Disorders (ASDs). The game tests the theory thatatypical attention patterns are at the root of several of the featuresthat characterize ASD. These features include impaired social andcommunicative skills, difficulty in adapting to changing environments,and academic underachievement. Our framework applies trials designed bydomain experts that allow for standard repeatable measures acrosssessions and players. The game is designed to go beyond drilling skills,instead it aims to assess and customize learning. We are currentlypiloting the game with administrators of the game and with players witha wide range of skills and abilities for the assessment and possibletreatment of autism spectrum disorders (ASD).",2019,https://scholar.google.com.br/,yes
2524,Using Mind Mapping Software to Initiate Writing and Organizing Ideas forStudents with SLD and ADHD,"The article is a summary of research conducted in the field of planningfunctions of postsecondary students with Specific Learning Disabilities(SLD) and/or Attention Deficit Hyperactive Disorder (ADHD). The articleprovides an overview of the students difficulties initiating writingtasks due to their disabilities. Model of planning functions of studentswith SLD provides insight into the contribution of motivating factors toinitializing four planning functions. The review also presents theadvantages of using mind mapping software to initiate writing tasks andorganizing ideas for this population. Relevant academic literature showsthat use of mind mapping software may assist students with SLD and/orADHD to initiate writing tasks, overcome their difficulties in betterorganize information, and develop learning and cognitive skills.",2019,https://scholar.google.com.br/,no
2525,Exploring the use of tablets (iPads) with children and young adults withdisabilities in Trinidad,"Purpose: This study was conducted to review data gathered during a pilotproject which trialed the use of a tablet computer, the iPad. Methods:Students from a segregated special education school and pre-vocationalcentre, with a wide range of intellectual and physical disabilities,were previously observed participating in 5-10-min introductory learningsessions with the iPad. This study reviewed quantitative and qualitativedata collected during these sessions which included data regardingstudents' level of engagement and overall ability to learn how tooperate the iPad and its applications. Results: Results were positivefor level of engagement and ease of use with cause and effectapplications. For lower functioning students or students not previouslyexposed to tablet technology, scores were lower but overall remainedhigh based on the 5-point scaling used in this study. Conclusion:Regular use of tablet technology in the classroom with applicationsappropriate to the level of ability of the student has the potential toenhance engagement in learning as well as maximise independence in theclassroom.",2019,https://scholar.google.com.br/,no
2526,Multimodal Adaptive Social Interaction in Virtual Environment (MASI-VR)for children with Autism Spectrum Disorders (ASD),"Difficulties in social interaction, verbal and non-verbal communicationsas well as repetitive and atypical patterns of behavior, characterizesAutism spectrum disorders (ASD). A number of studies indicated that manychildren with ASD prefer technology and this preference can be exploredto develop systems that may alleviate several challenges of traditionaltreatment and intervention. As a result, recent advances in computer androbotic technology are ushering in innovative assistive technologies forASD intervention. The current work presents design, development and ausability study of an adaptive multimodal virtual reality-based socialinteraction platform for children with ASD. It is hypothesized thatendowing a technological system that can detect the processing patternand mental state of the child using implicit cues from eye tracking andelectrophysiological, including peripheral physiological andelectroencephalography (EEG), signals and adapt its interactionaccordingly is of great importance in assisting and individualizingtraditional intervention approaches. The presented VR system is based ona virtual reality based social environment, a school cafeteria, where anindividual with ASD interacts with virtual characters. An eye tracker,an EEG monitor and biosensors to measure peripheral electrophysiologicalsignals are integrated with the VR task environment to obtain gaze, EEGsignals and several peripheral physiological signals in real-time. Inthe current work, we show how eye gaze and task performance can be usedin real-time to adapt intervention in VR. The other signals arecollected for offline analysis. The results from a usability study with12 subjects with ASD are presented to demonstrate the viability of theproposed concepts within the VR system.",2019,https://scholar.google.com.br/,no
2527,The interface between somatic psychotherapy and dance/movement therapy:a critical analysis,"Just as a child's neurodevelopment becomes more sophisticated with lifeexperience, somatic psychotherapy and dance/movement therapy, now intheir eighth decade, are approaching a more intricate stage of growth.As each discipline grows in complexity, conflicts have risen regardingthe concept of identity. The recent debate of whether dance/movementtherapy is one of the somatic psychotherapies or its own discipline is anecessary and exciting `growing pain' in the evolution of embodiedpsychotherapy practices. This paper provides a historic overview anduses a systems theory framework to compare the disciplines with dataderived from original and recent literature. Practices, education andgovernance of each discipline are presented as they exist in the UnitedStates. Findings illustrate the comparison and offer clarity on thecurrent trend towards integration. Suggestions are made for furthercritical thinking to develop awareness towards an evolved perspective ofembodied psychotherapy practices.",2019,https://scholar.google.com.br/,no
2528,DISCOVERING PATIENT PHENOTYPES USING GENERALIZED LOW RANK MODELS,"The practice of medicine is predicated on discovering commonalities ordistinguishing characteristics among patients to inform correspondingtreatment. Given a patient grouping (hereafter referred to as aphenotype), clinicians can implement a treatment pathway accounting forthe underlying cause of disease in that phenotype. Traditionally,phenotypes have been discovered by intuition, experience in practice,and advancements in basic science, but these approaches are oftenheuristic, labor intensive, and can take decades to produce actionableknowledge. Although our understanding of disease has progressedsubstantially in the past century, there are still important domains inwhich our phenotypes are murky, such as in behavioral health or inhospital settings. To accelerate phenotype discovery, researchers haveused machine learning to find patterns in electronic health records, buthave often been thwarted by missing data, sparsity, and dataheterogeneity. In this study, we use a flexible framework calledGeneralized Low Rank Modeling (GLRM) to overcome these barriers anddiscover phenotypes in two sources of patient data. First, we analyzedata from the 2010 Healthcare Cost and Utilization Project NationalInpatient Sample (NIS), which contains upwards of 8 millionhospitalization records consisting of administrative codes anddemographic information. Second, we analyze a small (N=1746), localdataset documenting the clinical progression of autism spectrum disorderpatients using granular features from the electronic health record,including text from physician notes. We demonstrate that low rankmodeling successfully captures known and putative phenotypes in thesevastly different datasets.",2019,https://scholar.google.com.br/,no
2529,Using virtual reality for industrial design learning: a methodologicalproposal,"Nowadays, the different computer tools available enable designers tocreate complex industrial prototypes. The use of these tools isconstrained by the limitations imposed by common devices, such asscreens and displays. Recently emerged virtual and augmented realitytechniques have started being used as supports in many learning andindustrial environments. Beyond the new possibilities that these toolsoffer for designing industrial objects, the underlying question iswhether these new technologies could improve the creativity of designersto enable them to get a better understanding of the designing processitself. This paper presents a methodological proposal for the deploymentof an industrial design engineering course aimed not only at learningdifferent design techniques, but also at assessing the creativity skillsof students. The practical contents include the use of virtual realitydevices, to help the designer overcome the limitations of prototypevisualisation and make better designing decisions. Moreover, acreativity test will be performed at the beginning and at the end of thecourse to assess the changes in creativity skills taking place withinthe experiment group versus the changes in a traditional learning(control) group.",2019,https://scholar.google.com.br/,no
2530,COGNITIVE TRAINING GAMES TO IMPROVE LEARNING SKILLS,"The Cognitive Learning Theory explains the brain as the most incrediblenetwork of information processing and interpretation. The ability tolearn and make sense of new information is crucial to successfullearning and that is why developing cognitive skills is so important.The current study proposes a new cognitive training application, whichaims to help people (both children and adults) improve their learningskills, especially for those having particular difficulties, as poorvisual memory or poor content memory. The functionalities, thetechnological details, implementation issues which were overcome withinnovative solutions, as well as the strengths of the application arehighlighted in the paper, in the context of other IT - supportedinstruments for cognitive learning. Our tool consists into a desktopapplication which offers for the user the choice of several learninggames, e.g. 2048, Image, Digit Puzzle and Box Matching. The tool alsohelps the user track his or her progress by registering the high scoresand the record times. Therefore, the competitive capabilities could bealso developed for those who ought to improve these skills throughoutthis application. Completely written in C++ and using the custom graphiclibrary built from the ground up, the developed app boasts superiorperformance over other applications of the same type using the defaultor other much more complex libraries written in C. The graphic libraryuses just the amount of computer power that it needs in order to offerthe user a simple and fluid experience. Thus, we claim that our toolexploits successfully gamification and human computer interfaceprinciples to offer an accessible instrument to all individuals aimingto improve their lives, by solving their attention deficit disorder orpoor memory issues, by enhancing their prediction skills and mindreflection abilities or by offering relaxation and pleasant game-basedactivities.",2019,https://scholar.google.com.br/,no
2531,Multimedia application to work with students emotions with Aspergersyndrome,"The work presented below, translates into an intervention program basedon developing an app, in order to work on emotions in children withAsperger's Syndrome who consider a neurological disorder that affectsthe ability to communicate and relate with the rest.This App is supported on a multimedia application which we call``Expresate,{''} based on the ASSURE model. Instructional design system,part of the specific characteristics of the subject, learning styles,and the promotion of active and committed participation of the same.The main contribution of the work presented is to show, a working tool,easy to use duly substantiated selected and developed in order tofacilitate the teaching-learning in kindergarten children withAsperger's Syndrome, and thus improve this key dimension for inclusionin society.It is, in short, work and material support especially useful to studentswith Asperger Syndrome, which facilitates know, recognize or understandthe different moods.",2019,https://scholar.google.com.br/,yes
2532,THE USE OF TABLET PCS IN TEACHING OBJECT RECOGNITION TO STUDENTS WITHASD,"Most people with autism spectrum disorders (ASD) have some degree of alearning disability. Hence, students with ASD cannot learn in the sameway as typically developing children do and they need special treatmentto learn a concept. The purpose of this paper is to use assistivetechnology to enhance teaching object recognition for students with ASDand then get a better understanding of how they learn and categorize theobjects. For this purpose, a web and touch-based application wasdeveloped for teaching object recognition in images where objects weregrouped according to five categories and four difficulty levels. Due toseveral features for tablet PC, the study suggests that the tablet is aneffective educational tool to enhance teaching and learning for studentswith ASD. The software allows us to analyze the data gathered during thelearning sessions and make useful decisions about the teaching process.Based on our findings, we offer suggestions that may help in futureapplications that can be developed for students with ASD.",2019,https://scholar.google.com.br/,yes
2533,Using the iPad to facilitate interaction between preschool children whouse AAC and their peers,"Social interaction is one of the key components of education, yetchildren with complex communication needs often face social isolation inthe classroom, rarely interacting with same-age peers. This studyinvestigated the impact of the provision of an iPad((R) 1) with an AACapp with visual scene displays and a dyadic turn taking training on thenumber of communicative turns taken by children with complexcommunication needs in interaction with same-age peers. Two preschoolchildren with complex communication needs and six peers withoutdisabilities participated in this research. A single-subject, multipleprobe across partners design with one replication was used to evaluatethe effectiveness of the intervention on the frequency of communicativeturns expressed by the children with complex communication needs.Parents, teachers, speech-language pathologists, and the childrenparticipated in social validation measures. As a result of intervention,Participant 1 showed immediate gains in the frequency of symboliccommunicative turns after the first training session across all threepartners (average gains of 30-46 symbolic communicative turns per 10-minsession across peer partners). Participant 2 showed some initial gains,but they were not maintained over time (average gains of 11-24 turnsacross partners). Classroom implications and future research directionsare discussed.",2019,https://scholar.google.com.br/,no
2534,Reading comprehension intervention for high-functioning children withautism spectrum disorders,"The prevalence of children with autism spectrum disorders appears to beon the increase and educators are becoming more aware of theireducational and social needs. In particular, many students withhigh-functioning autism have a deficit in reading comprehension. As aconsequence, there is now a greater determination by educators to designthe most appropriate reading interventions to address their specificlearning impairments. This article outlines a balanced instructionalframework for reading comprehension intervention that includes athree-levelled structure incorporating language decoding, languagecomprehension and metacognitive processes. Research suggests thatreading comprehension intervention should focus on reading for meaningby incorporating visual and verbal cognitive strategies to enhance thedevelopment of local and global inferencing skills. The frameworkhighlights the need to develop language, social and self-regulationabilities in association with dialogic interaction.",2019,https://scholar.google.com.br/,no
2535,Designing ReduCat: Audio-Augmented Paper Drawings Tangible Interface inEducational Intervention for High-Functioning Autistic Children,"This paper describes the design of ReduCat, an audio-augmented paperdrawings tangible user interface (TUI) system intended to supporteducational intervention for high-functioning children diagnosed withautism spectrum disorder (ASD). The system records audio snippets onstandard paper drawings using a tangible user interface that can beshared between the therapist and the child. ReduCat is designed as atool for the therapist to engage the child in a collaborativestorytelling activity. We used a progressive design method based on adynamic process that merges concept generation, technology benchmarkingand activity design into continuously enriching actions. The paperhighlights the qualities and benefits of using tangible audio-augmentedartefacts in educational intervention for children with ASD. Finally, wereflect on three main qualities of our system: exploring the qualitiesof children's written and oral narrative, framing children's attention,and supporting therapist appropriation and child differences.",2019,https://scholar.google.com.br/,no
2536,Crescendo: Routine Learning App for Children with Autism SpectrumDisorders,"Crescendo is an ongoing project aimed to provide children with HighFunctioning Autism, their teachers and carers with a communication toolthat bridges them. Crescendo guides carers in teaching and immersingtheir child in a virtual environment that mimics the real world, helpingthem to make sense of it and interact with objects and places in orderto become self-reliant in atomized, step-by-step routines. Crescendo isa two-sided app design, one for carers and another for children. Itprovides both with tool for monitoring and incremental step-by-steplearning.",2019,https://scholar.google.com.br/,yes
2537,``I will Help You Pass the Puzzle Piece to Your Partner if This is WhatYou Want Me to{''}: The Design of Collaborative Puzzle Games to TrainChinese Children with Autism Spectrum Disorder Joint Attention Skills,"Children with ASD are usually facing social and communicationchallenges, for example avoiding face-to-face conversation or beingreluctant to socialize and share with others. Previous collaborativegames had implemented Enforced Collaboration (EC) pattern for players toshare a single work space with highly coupled collaborative tasks, whichthus could result in forced collaboration and reduce game playability.In addition, it is unclear whether the improved social attention andjoint attention skills learned from playing these games aretransferrable to real-life situations. We approach these issues bydesigning tablet and tabletop enabled games to support sharing inplayer's individual work space instead of a single workspace. Inparticular, giving/sharing virtual items each other's joint attentionskills. To the best of our knowledge, this is the first study conductedin mainland China. We report a pilot study involving young children at aprivate local autism educational center.",2019,https://scholar.google.com.br/,yes
2538,The Design Principles of Edutainment System for Autistic Children withCommunication Difficulties,"Approximately 50\% of all individuals with Autism have difficulties indeveloping functional language owing to communication deterioration.Mobile devices with installed educational games help these individualsfeel more comfortable and relaxed doing such activities. Althoughnumerous mobile applications are available for individuals with Autism,they are difficult to use, particularly in terms of user-interfacedesign. From the analysis of existing apps for autistic children, an appdesign principles are proposed based on interaction design (IxD), thatwould fulfil the users' requirements in a better manner. Fiveapplications were involved in this analysis. The analysis identifiedfifteen suggestions for the design principles. These recommendations areoffered by this paper towards designing and developing a prototype appfor autistic children. This paper introduces an edutainment-systemdesign principle formulated to help develop the communication skills ofchildren with Autism-spectrum disorders.",2019,https://scholar.google.com.br/,no
2539,Clustering social cues to determine social signals: Developing learningalgorithms using the ``N-Most Likely States{''} approach,"Human-robot teaming largely relies on the ability of machines to respondand relate to human social signals. Prior work in Social SignalProcessing has drawn a distinction between social cues (discrete,observable features) and social signals (underlying meaning). Formachines to attribute meaning to behavior, they must first understandsome probabilistic relationship between the cues presented and thesignal conveyed. Using data derived from a study in which participantsidentified a set of salient social signals in a simulated scenario andindicated the cues related to the perceived signals, we detail alearning algorithm, which clusters social cue observations and definesan ``N-Most Likely States{''} set for each cluster. Since multiplesignals may be co-present in a given simulation and a set of social cuesoften maps to multiple social signals, the ``N-Most Likely States{''}approach provides a dramatic improvement over typical linearclassifiers. We find that the target social signal appears in a ``3most-likely signals{''} set with up to 85\% probability. This results inincreased speed and accuracy on large amounts of data, which is criticalfor modeling social cognition mechanisms in robots to facilitate morenatural human-robot interaction. These results also demonstrate theutility of such an approach in deployed scenarios where robots need tocommunicate with human teammates quickly and efficiently. In this paper,we detail our algorithm, comparative results, and offer potentialapplications for robot social signal detection and machine-aided humansocial signal detection.",2019,https://scholar.google.com.br/,no
2540,Augmented Reality for Cognitive and Social Skills Improvement inChildren with ASD,"Nowadays ubiquitous technology can be a suitable way to motivate andengage children in interactive learning activities in order to promotetheir cognitive and social skills. Technologies, like augmented reality(AR), have the ability to catch the children's imagination and topromote their attention, as they can experiment artificial, safe andfascinating environments. Children with autism spectrum disorders (ASD)usually have difficulty to recognize facial expressions and tounderstand the associated emotions. Regarding that, an innovativeGameBook to assist children with ASD to recognize and acquire emotionsby engaging their attention and motivation was developed. The aim is topromote the interaction between the child/storyteller and his/herimagination as well as it will help the child to identify the correctemotional face to the situation. It can be played on any mobile device,such as a tablet, a smartphone or a laptop, with either an external oran inbuilt camera. We also intend to observe the impact of the game onchildren interaction, as well as to quantify and evaluate theirperformance, assess the usability of the technology, and evaluate how itaffects the child emotion reactions and the benefits it offers.",2019,https://scholar.google.com.br/,no
2541,Apps for autism rehabilitation training of children,"A certain amount of apps for autism rehabilitation training have beendeveloped. This paper summarizes these apps on the market can help tosolve the problem currently, characteristics and advantages theyembodied, and the existing problems and proposed solutions. This papersummarizes the current situation of the development of app in autismrehabilitation field.",2019,https://scholar.google.com.br/,no
2542,Evaluating the efficacy of psychodynamic treatment on a single case ofautism. A qualitative research,"Autism spectrum disorder refers to a group of diseases determined bymultiple conditions and primarily defined on the basis of behavioralpatterns. The literature and guidelines provide indications regardingadequate treatments, underlying how psychologically and behaviorallystructured interventions, should be considered the best programs.Anyway, there is still a scarcity of studies evidencing theeffectiveness of therapeutic and developmental approaches situated in apsychodynamic framework and researches aimed to evaluate the quality ofpsychodynamic interventions on autism are rare. The present studyillustrate a qualitative research on the single-case intervention withan autistic adolescent, admitted to the Educational - RehabilitationCentre Antenna 112. The Centre bases its intervention on a specificpsychodynamic approach, Lacanian Psychoanalysis, named Pratique aPlusieurs. The efficacy of the psychodynamic intervention is evaluatedby monitoring the therapeutic process with the adolescent from hisadmission. The evaluation took place in three different stages of theintervention: at the beginning of the treatment, after 6 months andafter 12 months. In particular, the level of adaptive behaviors(Vineland Adaptive Behavior Scale), Social Communication (SocialCommunication Questionnaire), and the seriousness of behavioralpatterns, specific for the autism disorders (Childhood Autism RatingScale) have been assessed. Results highlight that the psychodynamicsetting of the Centre and the therapeutic intervention, which takesplace in it, foster an improvement of adaptive behavior, such as lifeskills and socialization. Limitations of the present study and clinicalimplications regarding residential psychodynamic treatments in cases ofautism disorders are discussed.",2019,https://scholar.google.com.br/,no
2543,Emotional Robot to Examine Different Play Patterns and AffectiveResponses of Children with and without ASD,"Robots are often employed to proactively engage children with AutismSpectrum Disorder (ASD) in well-defined physical or social activities topromote specific educational or therapeutic outcomes. However, much canalso be learned by leveraging a robot's unique ability to objectivelydeliver stimuli in a consistent, repeatable way and record child-robotinteractions that may be indicative of developmental ability and autismseverity in this population. In this study, we elicited affectiveresponses with an emotion-simulating robot and recorded child-robotinteractions and child-other interactions during robot emotion states.This research makes two key contributions. First, we analyzedchild-robot interactions and affective responses to anemotion-simulating robot to explore differences between the responses oftypically developing children and children with Autism Spectrum Disorder(ASD). Next, we characterized play and affective responsivity and itsconnection to severity of autism symptoms using the Autism DiagnosticObservation Schedule (ADOS) calibrated severity scores. This preliminarywork delivers a novel and robust robot-enabled technique for (1)differentiating child-robot interactions of a group of very youngchildren with ASD (n=12) from a group of typically developing children(n=15) and, (2) characterizing within-group differences in play andaffective response that may be associated with symptoms of autismseverity.",2019,https://scholar.google.com.br/,no
2544,Interactive Robotic Framework for Multi-sensory Therapy for Childrenwith Autism Spectrum Disorder,"We present an interactive robotic framework that delivers emotional andsocial behaviors for multi-sensory therapy for children with autismspectrum disorders. Our framework includes emotion-based roboticgestures and facial expressions, as well as vision and audio-basedmonitoring system for quantitative measurement of the interaction. Wealso discuss the special aspects of interacting with children withautism with multi-sensory stimuli and the potentials of our approach forpersonalized therapies for social and behavioral learning.",2019,https://scholar.google.com.br/,no
2545,Cyborg and autism: exploring new social articulations via posthumanconnections,"This paper explores the connections a young man with autism spectrum(AS) made using cyborg imagery having attended school in Nova Scotia,Canada. Cyborg is applied as a conceptual approach to explore the youngman's connections to human and nonhuman elements. We also make use ofrhizomes as a methodological framework to support the exploration of theyoung man's multiplicity of experiences with cyborg configurations. Dataare drawn from a semi-structured interview with the young man where hedemonstrated his capacity to employ cyborg imagery as a means torearticulate his social identity when experiencing school on theperiphery. A diffractive reading of the data produced alternativeunderstandings outside contemporary thought on his schoolingexperiences. Findings challenge educators in applying cyborg to cutacross static social categories and theorize new social knowledge on theexperiences of students with AS.",2019,https://scholar.google.com.br/,no
2546,EVALUATION OF AN INTERVENTION PROGRAM IN INDIGENOUS STUDENTS WITHATTENTION DEFICIT HYPERACTIVITY DISORDER (ADHD),"The study evaluates an intervention program in primary school childrenwith Attention Deficit Hyperactivity Disorder (ADHD) of an indigenouscommunity in Chiapas. An initial assessment was carried out, anintervention proposed and a final evaluation, in study and controlgroups was done. The program includes self-instructional techniques,problem solving, attention on play and use of language as an organizerof action, and the Play Attention Interface Box, software that combinesbrain activity monitoring and cognitive skills exercises. Contrastingthe results between the first and second evaluations by the Wilcoxontest for related samples in the study group indicated significantdifferences were obtained, with increased working memory, selective andsustained attention with greater efficiency, and inattentive behavior,hyperactivity, physiological anxiety and social concern reduced. Theresults, although encouraging, necessitate the use of larger sampleswith discrimination of interventional techniques.",2019,https://scholar.google.com.br/,no
2547,Capturing the world of physical education through the eyes of childrenwith autism spectrum disorders,"The potential benefits of physical education (PE) are universal for allpupils. However, facilitating such benefits in children with autismspectrum disorders (ASD) requires careful planning. This paper reportson a small-scale case study at one school in eastern England, exploringphysical education through the eyes of children (n = 5), aged 12-16,with autistic spectrum disorders. Photo-elicitation was adopted as theresearch tool to accord authority to the voices of the pupils,empowering them to share their feelings towards the subject by capturingsignificant aspects of physical education. The photographs providedprompts for greater exploration during unstructured interviews. Usingthe concepts of Bourdieu's reflexive sociology, the paper drawsattention to how pupil's embodied dispositions interacted with what maybe illustrated as the delimited spaces of the physical educationfield-physical education changing rooms, physical education corridors,the physical education teacher's office and physical educationactivities in the development of positive and negative positions andpractices. The teacher's office was regarded positively as wereactivities that provided opportunities for engagement with peers.Opportunities to be heroic, such as scoring a goal for their team orbeing given an official role were important factors as was theopportunity to engage in some team sports. However, pupils' interactionwith the changing rooms and physical education corridors were viewedwith trepidation, worry and fear. The paper concludes by highlightingthat both positive and negative interactions with the spaces of physicaleducation develop forms of social and symbolic capital shaping thephysical education experiences for pupils with ASD. Anticipatingbarriers presented within these integral fields of physical educationspace can help in preparing a rich and inclusive experience for pupilswith ASD. Teachers may be better informed in providing strategies tofacilitate communication and social interaction whilst allowing allpupils to engage positively with physical education.",2019,https://scholar.google.com.br/,no
2548,Mobile Activity Plan Applications for Behavioral Therapy of AutisticChildren,"This paper concerns technological support for behavioral therapy ofautistic children. A family of tools dedicated for mobile devices ispresented, that allows to design and perform an activity schedule inbehavioral therapy. The paper describes the main challenges, that wereencountered, especially in meeting the non-functional requirements ofthe application: simplicity, repeatability, robustness, personalization,re-usability and learning support.",2019,https://scholar.google.com.br/,no
2549,An Internet of Things Based Software Framework to Handle MedicalEmergencies,"A software framework is a reusable design that requires various softwarecomponents to function, almost out of the box. To specify a framework,the creator must specify the different components that form theframework and how to instantiate them. Also, the communicationinterfaces between these various components must be defined. In thispaper, we propose such a framework based on the Internet of Things (IoT)for developing applications for handling emergencies of some kind. Wedemonstrate the usage of our framework by explaining an applicationdeveloped using it. The application is a system for tracking the statusof autistic students in a school and also for alerting theirparents/care takers in case of an emergency.",2019,https://scholar.google.com.br/,no
2550,Individual Theta/Beta Based Algorithm for Neurofeedback Games to ImproveCognitive Abilities,"NeuroFeedback Training (NFT) can be used to enhance cognitive abilitiesin healthy adults. In this paper, we propose and implement aneurofeedback system which integrates an individual theta/beta basedneurofeedback algorithm in a ``Shooting{''} game. The system includes analgorithm of calculation of an Individual Alpha Peak Frequency (IAPF),Individual Alpha Band Width (IABW) and individual theta/beta ratio. Useof the individual theta/beta ratio makes the neurofeeback training moreeffective. We study the effectiveness of the proposed neurofeedbacksystem with five subjects taking 6 NFT sessions each. As theneurofeedback protocol based on the power of individual theta/beta ratiotraining is used, each neurofeedback training session includes an IAPF,IABW and individual theta/beta ratio calculation. Subjects play the``Shooting{''} game to train cognitive abilities. The feedback on theplayer's brain state is given by the color of the shooter's target. Ifthe target turns from ``blue{''} to ``red{''}, the player is in the``desired{''} brain state and is able to shoot. IAPF and IABW parameterscalculated before and after NFT sessions are used for neurofeedbackefficiency analysis. Our hypothesis is that after the neurofeedbacktraining by playing the ``Shooting{''} game, the individual alpha peakfrequency increases. The results show that all subjects overall have ahigher individual alpha peak frequency values right after the trainingor the next day.",2019,https://scholar.google.com.br/,no
2551,LifePal: A Mobile Self-management Tool for Supporting Young People withAutism,"People with autism spectrum disorders (ASD) cope with a life-longcondition that can affect communication skills and social interaction.This can lead to feelings of social anxiety, depression and isolation,especially among young adults with ASD. One strategy to support theneeds of people with ASD is to facilitate proper structure andorganization in the person's daily life. This paper presents atechnology solution that promotes a self-management paradigm towardsempowering people with ASD to enhance their independence and lifeskills. `LifePal' is a smartphone App that provides users with taskmanagement, life-logging, reminding, and travel support. The App issupported via a dedicated web portal that promotes collaboration betweencaregivers and their dependents, towards defining obtainable life goals.The paper presents implementation details of the core platform servicesand discusses the results from a two-stage evaluation, conducted over aperiod of 6 months. Based on the feedback from 20 participants (4parents (Phase one), 8 child-parent groupings (Phase two)), the findingspositively support the potential utility of LifePal, however, highlightthe importance of delivering sufficient user training to supportadoption.",2019,https://scholar.google.com.br/,yes
2552,"Drugs, games, and devices for enhancing cognition: implications for workand society","As work environments change, the demands on working people change.Cognitive abilities in particular are becoming progressively moreimportant for work performance and successful competition in a globalenvironment. However, work-related stress, performance over long hours,lack of sleep, shift work, and jet lag affect cognitive functions.Therefore, an increasing number of healthy people are reported to usecognitive-enhancing drugs, as well as other interventions, such asnoninvasive brain stimulation, to maintain or improve work performance.This review summarizes research on pharmacological and technical methodsas well as cognitive training, including game apps for the brain, inhealthy people. In neuropsychiatric disorders, impairments in cognitivefunctions can drastically reduce the chances of returning to work,therefore, this review also summarizes findings from pharmacological andcognitive-training studies in neuropsychiatric disorders.",2019,https://scholar.google.com.br/,no
2553,Using the Choiceboard Creator (TM) app on an iPad (c) to teach choicemaking to a student with severe disabilities,"This paper describes an intervention to teach the use of the ChoiceboardCreator app on an iPad for choice making to a student with autism,severe intellectual disability, and challenging behavior. This appprovides flexibility in the number of pictures and blank distractorsdisplayed, produces voice output, shuffles the picture arrangement aftereach activation, and makes the selected picture more salient byenlarging it once it has been selected. The effectiveness of theintervention was explored using a multiple baseline across threesettings. Pre- and post-assessments of the student's ability to select apicture given the spoken word or the object and to select the objectgiven the spoken word or the picture explored the further development ofpicture skills. The student learned to use a display of three picturesin free play, a display of two pictures in morning circle, and a displayof five pictures at morning tea.",2019,https://scholar.google.com.br/,no
2554,A Comparison of PECS and iPad to Teach Requesting to Pre-schoolers withAutistic Spectrum Disorders,"Few studies have compared the efficacy of the Picture ExchangeCommunication System (PECS) and iPads used as speech generating devices(SGDs), and none have targeted preschoolers. This study compares therelative efficacy of PECS and an iPad/SGD with three preschool-agedchildren with autism spectrum disorder and limited functional speech wholived in Malta. The study utilized an adapted alternating treatmentdesign embedded in a multiple baseline design, with requesting ofreinforcers as the dependent variable. Visual analysis of the resultsindicated that all participants required more prompted trials andsessions for the iPad/SGD condition. All participants learned a threestep navigational sequence on the iPad. Participant preference probeswere inconclusive and were not linked to speed of acquisition ofrequesting skills. Results suggest that both PECS and an iPad could beappropriate for teaching requesting skills to beginning communicators.",2019,https://scholar.google.com.br/,no
2555,The cultural evolution of prosocial religions,"We develop a cultural evolutionary theory of the origins of prosocialreligions and apply it to resolve two puzzles in human psychology andcultural history: (1) the rise of large-scale cooperation amongstrangers and, simultaneously, (2) the spread of prosocial religions inthe last 10-12 millennia. We argue that these two developments wereimportantly linked and mutually energizing. We explain how a package ofculturally evolved religious beliefs and practices characterized byincreasingly potent, moralizing, supernatural agents, credible displaysof faith, and other psychologically active elements conducive to socialsolidarity promoted high fertility rates and large-scale cooperationwith co-religionists, often contributing to success in intergroupcompetition and conflict. In turn, prosocial religious beliefs andpractices spread and aggregated as these successful groups expanded, orwere copied by less successful groups. This synthesis is grounded in theidea that although religious beliefs and practices originally arose asnonadaptive by-products of innate cognitive functions, particularcultural variants were then selected for their prosocial effects in along-term, cultural evolutionary process. This framework (1) reconcileskey aspects of the adaptationist and by-product approaches to theorigins of religion, (2) explains a variety of empirical observationsthat have not received adequate attention, and (3) generates novelpredictions. Converging lines of evidence drawn from diverse disciplinesprovide empirical support while at the same time encouraging newresearch directions and opening up new questions for exploration anddebate.",2019,https://scholar.google.com.br/,no
2556,Developing mainstream resource provision for pupils with autism spectrumdisorder: staff perceptions and satisfaction,"The majority of children and young people with autism spectrum disorderare educated in mainstream schools. The diverse needs of this group ofpupils has led to a continuum of provision being promoted in the UK andother countries, and developed at a local level. This continuum includesmainstream schools with resource provision which can offer enhancedphysical and staffing resources beyond those normally provided inmainstream schools. How teaching staff perceive such provisions andtheir development over time have not previously been investigated. Thecurrent study was designed to explore the perceptions of staff workingin five primary and three secondary school resource provisions in onelocal authority throughout the first year of the provisions and atthree-year follow-up. Sixty-six interviews with senior teachers,mainstream teachers and resource provision staff took place during theinitial year, with 21 three-year follow-up interviews. Data wereanalysed using inductive and deductive thematic analysis. Data providetentative support for Bronfenbrenner's bio-ecosystemic theory as aframework for representing the complex interactions within the resourceprovision schools, between systems and their development over time.Findings and implications are discussed in relation to theory andpractice.",2019,https://scholar.google.com.br/,no
2557,A prosocial online game for social cognition training in adolescentswith high-functioning autism: an fMRI study,"To help patients with autism spectrum disorder (ASD) improve theirsocial skills, effective interventions and new treatment modalities arenecessary. We hypothesized that a prosocial online game would improvesocial cognition in ASD adolescents, as assessed using metrics of socialcommunication, facial recognition, and emotional words. Ten ASDadolescents underwent cognitive behavior therapy (CBT) using a prosocialonline game (game-CBT), and ten ASD adolescents participated in anoffline-CBT. At baseline and 6 weeks later, social communicationquality, correct identification of emotional words and facial emoticons,and brain activity were assessed in both groups. Social communicationquality and correct response rate of emotional words and facialemoticons improved in both groups over the course of the intervention,and there were no significant differences between groups. In response tothe emotional words, the brain activity within the temporal and parietalcortices increased in the game-CBT group, while the brain activitywithin cingulate and parietal cortices increased in the offline-CBTgroup. In addition, ASD adolescents in the game-CBT group showedincreased brain activity within the right cingulate gyrus, left medialfrontal gyrus, left cerebellum, left fusiform gyrus, left insularcortex, and sublobar area in response to facial emoticons. A prosocialonline game designed for CBT was as effective as offline-CBT in ASDadolescents. Participation in the game especially increased socialarousal and aided ASD adolescents in recognizing emotion. The therapyalso helped participants more accurately consider associatedenvironments in response to facial emotional stimulation. However, theonline CBT was less effective than the offline-CBT at evoking emotionsin response to emotional words.",2019,https://scholar.google.com.br/,no
2558,Effectiveness of Tablet Computer Use in Achievement OfSchedule-Following Skills by Children with Autism Using GraduatedGuidance,"Tablet computers are frequently used in the education of children withautism. Studies show that educational activities involving tabletcomputers have positive effects on the acquisition of target skills bychildren with autism. In this research, the effectiveness of the use oftablet computers in teaching children with autism to use schedules wasevaluated. Three male students of ages 5 to 7 diagnosed with autismparticipated in the research. A single-casemultiple-probe-design-across-participants was used in the research.Independent variable of the research was the education provided viatablet computers using the graduated guidance technique, and thedependent variable was the acquisition of schedule-following skill.Follow-up and generalization data were collected on the 7th, 14th, and21st days after the teaching sessions ended. Follow-up sessions werecompleted with 100\% performance for all three subjects. Generalizedcorrect responses were found 90\% for one subject, and 100\% for theother two. The results indicated that the subjects acquired, maintained,and generalized the schedule-following skills after the teachingsessions completed. In addition, the teachers of the subjects were askedtheir opinions about the application. These opinions that form thesocial validity data of the research support the research findings.",2019,https://scholar.google.com.br/,no
2559,A Comparison of Robot Interaction with Tactile Gaming ConsoleStimulation in Clinical Applications,"Technological advancements in recent years have encouraged lots ofresearch focus on robot interaction among individuals with intellectualdisability, especially among kids with Autism Spectrum Disorders (ASD).However, promising advancements shown by these investigations, about useof interactive robots for rehabilitation of such individuals can bequestioned on various aspects, e.g. is effectiveness of interactiontherapy because of the robot itself or due to the sensory stimulations?Only few studies have shown any significant comparison in remedialtherapy using interactive robots with non-robotic visual stimulations.In proposed research, authors have tried to explore this idea bycomparing response of robotic interactions with stimulations caused by atactile gaming console, among individuals with profound and multiplelearning disability (PMLD). The results show that robot interactions aremore effective but stimulations caused by tactile gaming consoles cansignificantly serve as complementary tool for therapeutic benefit ofpatients.",2019,https://scholar.google.com.br/,no
2560,Clinical effectiveness and patient perspectives of different treatmentstrategies for tics in children and adolescents with Tourette syndrome:a systematic review and qualitative analysis,"Background: Tourette syndrome (TS) is a neurodevelopmental conditioncharacterised by chronic motor and vocal tics affecting up to 1\% ofschool-age children and young people and is associated with significantdistress and psychosocial impairment.Objective: To conduct a systematic review of the benefits and risks ofpharmacological, behavioural and physical interventions for tics inchildren and young people with TS (part 1) and to explore the experienceof treatment and services from the perspective of young people with TSand their parents (part 2).Data Sources: For the systematic reviews (parts 1 and 2), mainstreambibliographic databases, The Cochrane Library, education, social careand grey literature databases were searched using subject headings andtext words for tic(star) and Tourette(star) from database inception toJanuary 2013.Review/research methods: For part 1, randomised controlled trials andcontrolled before-and-after studies of pharmacological, behavioural orphysical interventions in children or young people (aged < 18 years)with TS or chronic tic disorder were included. Mixed studies and studiesin adults were considered as supporting evidence. Risk of biasassociated with each study was evaluated using the Cochrane tool. Whenthere was sufficient data, random-effects meta-analysis was used tosynthesize the evidence and the quality of evidence for each outcome wasassessed using the Grading of Recommendations Assessment, Developmentand Evaluation approach. For part 2, qualitative studies and surveyliterature conducted in populations of children/young people with TS ortheir carers or in health professionals with experience of treating TSwere included in the qualitative review. Results were synthesizednarratively. In addition, a national parent/carer survey was conductedvia the Tourettes Action website. Participants included parents ofchildren and young people with TS aged under 18 years. Participants(young people with TS aged 10-17 years) for the in-depth interviews wererecruited via a national survey and specialist Tourettes clinics in theUK.Results: For part 1, 70 studies were included in the quantitativesystematic review. The evidence suggested that for treating tics inchildren and young people with TS, antipsychotic drugs {[}standardisedmean difference (SMD) -0.74, 95\% confidence interval (CI) -1.08 to-0.41, n = 75] and noradrenergic agents {[}clonidine (Dixarit (R),Boehringer Ingelheim) and guanfacine: SMD -0.72, 95\% CI -1.03 to -0.40,n = 164] are effective in the short term. There was little differenceamong antipsychotics in terms of benefits, but adverse effect profilesdo differ. Habit reversal training (HRT)/comprehensive behaviouralintervention for tics (CBIT) was also shown to be effective (SMD -0.64,95\% CI -0.99 to -0.29, n = 133). For part 2, 295 parents/carers ofchildren and young people with TS contributed useable survey data. Fortyyoung people with TS participated in in-depth interviews. Four studieswere in the qualitative review. Key themes were difficulties inaccessing specialist care and behavioural interventions, delay indiagnosis, importance of anxiety and emotional symptoms, lack ofprovision of information to schools and inadequate information regardingmedication and adverse effects.Limitations: The number and quality of clinical trials is low and thisdowngrades the strength of the evidence and conclusions.Conclusions: Antipsychotics, noradrenergic agents and HRT/CBIT areeffective in reducing tics in children and young people with TS. Thebalance of benefits and harms favours the most commonly usedmedications: risperidone (Risperdal (R), Janssen), clonidine andaripiprazole (Abilify (R), Otsuka). Larger and better-conducted trialsaddressing important clinical uncertainties are required. Furtherresearch is needed into widening access to behavioural interventionsthrough use of technology including mobile applications ('apps') andvideo consultation.Study registration: This study is registered as PROSPERO CRD42012002059.",2019,https://scholar.google.com.br/,no
2561,Plugged in: Electronics use in youth and young adults with autismspectrum disorder,"Although electronic technology currently plays an integral role for mostyouth, there are growing concerns of its excessive and compulsive use.This study documents patterns and impact of electronics use inindividuals with autism spectrum disorder compared to typicallydeveloping peers. Participants included 172 parents of typicallydeveloping individuals and 139 parents of individuals with an autismspectrum disorder diagnosis, ranging in age from 6 to 21years. Parentscompleted an online survey of demographics and the frequency, duration,and problematic patterns of electronics use in their youth and youngadults. Individuals with autism spectrum disorder were reported to usecertain electronics more often in the last month and on an average day,and had greater compulsive Internet and video game use than individualswithout autism spectrum disorder. Across both samples, males used videogames more often than females. Compared to parents of individualswithout autism spectrum disorder, parents of individuals with autismspectrum disorder were significantly more likely to report thatelectronics use was currently having a negative impact. The implicationsof problematic electronics use for individuals with autism spectrumdisorder are discussed.",2019,https://scholar.google.com.br/,no
2562,Enhancing Cognitive Function Using Perceptual-Cognitive Training,"Three-dimensional multiple object tracking (3D-MOT) is aperceptual-cognitive training system based on a 3D virtual environment.This is the first study to examine the effects of 3D-MOT training onattention, working memory, and visual information processing speed aswell as using functional brain imaging on a normative population. Twentyuniversity-aged students were recruited and divided into a training (NT)and nonactive control (CON) group. Cognitive functions were assessedusing neuropsychological tests, and correlates of brain functions wereassessed using quantitative electroencephalography (qEEG). Resultsindicate that 10 sessions of 3D-MOT training can enhance attention,visual information processing speed, and working memory, and also leadsto quantifiable changes in resting-state neuroelectric brain function.",2019,https://scholar.google.com.br/,no
2563,Electrophysiological CNS-processes related to associative learning inhumans,"The neurophysiology of human associative memory has been studied withelectroencephalographic techniques since the 1930s. This research hasrevealed that different types of electrophysiological processes in thehuman brain can be modified by conditioning: sensory evoked potentials,sensory induced gamma-band activity, periods of frequency-specific waves(alpha and beta waves, the sensorimotor rhythm and the mu-rhythm) andslow cortical potentials. Conditioning of these processes has beenstudied in experiments that either use operant conditioning or repeatedcontingent pairings of conditioned and unconditioned stimuli (classicalconditioning). In operant conditioning, the appearance of a specificbrain process is paired with an external stimulus (neurofeedback) andthe feedback enables subjects to obtain varying degrees of control ofthe CNS-process. Such acquired self-regulation of brain activity hasfound practical uses for instance in the amelioration of epilepticseizures, Autism Spectrum Disorders (ASD) and Attention DeficitHyperactivity Disorder (ADHD). It has also provided communicative meansof assistance for tetraplegic patients through the use of brain computerinterfaces. Both extra and intracortically recorded signals have beencoupled with contingent external feedback. It is the aim for this reviewto summarize essential results on all types of electromagnetic brainprocesses that have been modified by classical or operant conditioning.The results are organized according to type of conditioned EEG-process,type of conditioning, and sensory modalities of the conditioningstimuli. (C) 2015 Elsevier B.V. All rights reserved.",2019,https://scholar.google.com.br/,no
2564,BCI inside a virtual reality classroom: a potential training tool forattention,"Background: A growing population is diagnosed with Attention DeficitHyperactivity Disorder (ADHD) and are currently being treated withpsychostimulants. Brain Computer Interface (BCI) is a method ofcommunicating with an external program or device based on measuredelectrical signals from the brain. A particular brain signal, the P300potential, can be measured about 300 ms after a voluntary cognitiveinvolvement to external stimuli. By utilizing the P300 potential, wehave designed a BCI-assisted exercising tool targeting attentionenhancement within an immersive 3D virtual reality (VR) classroom.Methods: Combining a low-cost infrared camera with an ``off-axisperspective projection{''} algorithm to achieve the illusion of 3D, anengaging training environment has been created. The setup also includesa single measurement electrode placed on the scalp above the parietallobe (Pz). Two sets of experiments have been performed to elicit theP300 potential. One used a system which is a variant of Farwell andDonchin's famous P300 speller and the other used a system where the useris required to search for a specific letter in a series of changingimages. A non-linear optimized support vector machine (SVM) classifierhas been used to automatically detect the P300 potential.Results: Six subjects have participated in the preliminary experiment totest the prototype system, and an average error rate below 0.30 havebeen achieved, which is noteworthy considering the simplicity of thescheme.Conclusions: This work has successfully demonstrated a non-intrusive,low-cost, and portable system targeting attention in a motivating andengaging environment.",2019,https://scholar.google.com.br/,no
2565,Visual motion imagery neurofeedback based on the hMT+/V5 complex:evidence for a feedback-specific neural circuit involving neocorticaland cerebellar regions,"Objective. Current approaches in neurofeedback/brain-computer interfaceresearch often focus on identifying, on a subject-by-subject basis, theneural regions that are best suited for self-driven modulation. It isknown that the hMT+/V5 complex, an early visual cortical region, isrecruited during explicit and implicit motion imagery, in addition toreal motion perception. This study tests the feasibility of traininghealthy volunteers to regulate the level of activation in their hMT+/V5complex using real-time fMRI neurofeedback and visual motion imagerystrategies. Approach. We functionally localized the hMT+/V5 complex tofurther use as a target region for neurofeedback. An uniform strategybased on motion imagery was used to guide subjects to neuromodulatehMT+/V5. Main results. We found that 15/20 participants achievedsuccessful neurofeedback. This modulation led to the recruitment of aspecific network as further assessed by psychophysiological interactionanalysis. This specific circuit, including hMT+/V5, putative V6 andmedial cerebellum was activated for successful neurofeedback runs. Theputamen and anterior insula were recruited for both successful andnon-successful runs. Significance. Our findings indicate that hMT+/V5 isa region that can be modulated by focused imagery and that a specificcortico-cerebellar circuit is recruited during visual motion imageryleading to successful neurofeedback. These findings contribute to thedebate on the relative potential of extrinsic (sensory) versus intrinsic(default-mode) brain regions in the clinical application ofneurofeedback paradigms. This novel circuit might be a good target forfuture neurofeedback approaches that aim, for example, the training offocused attention in disorders such as ADHD.",2019,https://scholar.google.com.br/,no
2566,Identification of Infants at High-Risk for Autism Spectrum DisorderUsing Multiparameter Multiscale White Matter Connectivity Networks,"Autism spectrum disorder (ASD) is a wide range of disabilities thatcause life-long cognitive impairment and social, communication, andbehavioral challenges. Early diagnosis and medical intervention areimportant for improving the life quality of autistic patients. However,in the current practice, diagnosis often has to be delayed until thebehavioral symptoms become evident during childhood. In this study, wedemonstrate the feasibility of using machine learning techniques foridentifying high-risk ASD infants at as early as six months after birth.This is based on the observation that ASD-induced abnormalities in whitematter (WM) tracts and whole-brain connectivity have already started toappear within 24 months after birth. In particular, we propose a novelmultikernel support vector machine classification framework by using theconnectivity features gathered from WM connectivity networks, which aregenerated via multiscale regions of interest (ROIs) and multiplediffusion statistics such as fractional anisotropy, mean diffusivity,and average fiber length. Our proposed framework achieves an accuracy of76\% and an area of 0.80 under the receiver operating characteristiccurve (AUC), in comparison to the accuracy of 70\% and the AUC of 70\%provided by the best single-parameter single-scale network. Theimprovement in accuracy is mainly due to the complementary informationprovided by multiparameter multiscale networks. In addition, ourframework also provides the potential imaging connectomic markers and anobjective means for early ASD diagnosis. (C) 2015 Wiley Periodicals,Inc.",2019,https://scholar.google.com.br/,no
2567,Improved fidelity of brain microstructure mapping from single-shelldiffusion MRI,"Diffusion weighted imaging (DWI) is sensitive to alterations in thediffusion of water molecules caused by microstructural barriers.Different microstructural compartments are characterized by differencesin DWI signal. Diffusion tensor imaging conflates the signal from thesecompartments into a single tensor, which poorly represents multiplewhite matter fascicles and extra-axonal space. Diffusion compartmentimaging (DCI) models overcome this limitation by providing parametricrepresentations for the signal contribution of each compartment, therebyimproving the fidelity of brain microstructure mapping. However, currentapproaches fail to identify DCI model parameters from conventionalsingle-shell DWI with the desired accuracy. It has been demonstratedthat part of this inaccuracy is due to the ill-posedness of theestimation of DCI model parameters from conventional single-shellacquisitions. In this paper, we propose to regularize the estimationproblem for single-shell DWI by learning a prior distribution of DCImodel parameters from DWI acquired at multiple b-values in an externalpopulation of subjects. We demonstrate that this population-informedprior enables, for the first time, accurate estimation of DCI modelsfrom single-shell DWI typically acquired in clinical practice. Wevalidated our approach on synthetic and in vivo data of healthy subjectsand patients with autism spectrum disorder. We applied the approach topopulation studies of brain microstructure in autism and found thatintroducing a population-informed prior leads to reliable detection ofgroup differences. Our algorithm enables novel investigation from largeexisting DWI datasets in normal development and in disease and injury.(C) 2015 Elsevier B.V. All rights reserved.",2019,https://scholar.google.com.br/,no
2568,Self-Regulation Assessment Among Preschoolers With ExternalizingBehavior Problems,"This study examined the construct validity and clinical utility of abrief self-regulation assessment (Head-Toes-Knees-Shoulders HTKS) amonga clinical sample of children with externalizing behavior problems(EBP). Participants for this study included 101 preschool children (72\%male, M-age = 5.10 years, 79 \% Hispanic) with at-risk or clinicallyelevated levels of EBP. Self-regulation measures included the HI KStask, 4 standardized subtests from the Automated Working MemoryAssessment (AWMA), parent and teacher reports of children's executivefunctioning (FT), and children's self-regulation performance across aseries of executive functioning classroom games conducted as part of asummer treatment cainp. Additional outcomes included school readiness asmeasured by standardized achievement tests, and parent and teacherreports of kindergarten readiness and behavioral impairment related toacademic functioning. Performance on the FITKS task was moderatelycorrelated with children's performance on the standardized workingmemory tasks and observed self-regulation performance in the classroom.Low to moderate correlations were observed between performance on theHIKS task and parent report of children's EF difficulties, as well asparent and teacher reports of children's kindergarten readiness andbehavioral impairment related to academic functioning. Moderate to highcorrelations were observed between performance on the HTKS task andstandardized academic outcomes. These findings highlight the promise ofthe HTKS task as a brief, ecologically valid, and integrative EP tasktapping into both behavioral and cognitive aspects of sell regulationthat are important for children with EBP's success in school,",2019,https://scholar.google.com.br/,no
2569,A Review of the Use of Touch-Screen Mobile Devices by People withDevelopmental Disabilities,"This article presents a review of the research on the use of mobiletouch-screen devices such as PDAs, iPod Touches, iPads and smart phonesby people with developmental disabilities. Most of the research has beenon very basic use of the devices as speech generating devices, as ameans of providing video, pictorial and/or audio self-prompting and forleisure activities such as listening to music and watching videos. Mostresearch studies were small-n designs that provided a preponderant levelof research evidence. There is a clear need for more research withyounger participants and with a much wider range of apps, includingeducational apps.",2019,https://scholar.google.com.br/,no
2570,Technology-Aided Interventions and Instruction for Adolescents withAutism Spectrum Disorder,"The use of technology in intervention and instruction for adolescentswith autism spectrum disorder (ASD) is increasing at a striking rate.The purpose of this paper is to examine the research literatureunderlying the use of technology in interventions and instruction forhigh school students with ASD. In this paper, authors propose atheoretical and conceptual framework for examining the use of technologyby and for adolescents with ASD in school, home, and community settings.This framework is then used to describe the research literature onefficacy of intervention and instruction that utilizes technology. Areview of the literature from 1990 to the end of 2013 identified 30studies that documented efficacy of different forms of technology andtheir impact on academics, adaptive behavior, challenging behavior,communication, independence, social competence, and vocational skills.",2019,https://scholar.google.com.br/,no
2571,Talking Picture Schedules: Embedding Video Models into Visual ActivitySchedules to Increase Independence for Students with ASD,"Studies examining video modeling and visual activity schedulesindependent of one another have been shown to be effective in teachingskills for students with autism, but there is little research about theeffectiveness of combining the two methods. Use of visual activityschedules with embedded video models via an iPad application wasinvestigated to determine if high school students with autism couldtransition within and between novel activities (e.g., writingparagraphs, setting a table, data entry) using a multiple probe acrossparticipants design. Findings indicate youth with autism were able toindependently transition within and between tasks. Students exhibitedhigh rates of generalization to the static visual activity schedules andnovel task exemplars after the embedded video model was removed.",2019,https://scholar.google.com.br/,yes
2572,Development of graphomotor fluency in adults with ADHD: Evidence ofattenuated procedural learning,"Purpose: The present study sought to determine if adults with ADHDdemonstrate reduced graphomotor learning relative to controls.Method: Twenty-eight control adults (n = 14) and adults with ADHD (n =14) were recruited and wrote a novel grapheme on a digitizing tablet 30times. Participants with ADHD were counterbalanced on and off stimulantmedication.Results: Control participants, F(1,13) = 13.786, p =.003,omega(2)(partial) =.460, and participants with ADHD on medication,F(1,13) = 10.462, p =.007, omega(partial2) =.387, demonstratedsignificant improvement in graphomotor fluency with equivalent practicewhereas participants with ADHD off medication did not, F(1,12) = 0.166,NS.Conclusions: Results indicate that graphomotor program learning inadults with ADHD may occur more slowly than typically developing peers.Findings have implications for providing accommodations to adults withADHD, potential benefits of stimulant medication, and using digitizingtechnology as a neuropsychological assessment instrument. (C) 2015Elsevier B.V. All rights reserved.",2019,https://scholar.google.com.br/,no
2573,Using a 3D Immersive Virtual Environment System to Enhance SocialUnderstanding and Social Skills for Children With Autism SpectrumDisorders,"Children with autism spectrum disorders (ASDs) have a severe deficiencyin social understanding and skills. The present study utilizedsingle-subject design (N = 3) with multiple probes to investigate theeffectiveness of a three-dimensional social understanding system with ahead-mounted display to improve social understanding and skills in threechildren with ASD. We tested the proposed system based on immersivevirtual environments. The target behaviors of non-verbal communication,social initiations, and social cognition for each participant and theimpact of using immersive digital equipment with this population wereexamined simultaneously. A preliminary empirical study for threeparticipants diagnosed with ASD was conducted over a 6-week period. Thefindings indicate that participants' targeted behaviors improved frombaseline to intervention through maintenance following their use of thesystem. These suggest that the system may present an effective learningenvironment for the promotion of social understanding and skills inchildren with ASD.",2019,https://scholar.google.com.br/,no
2574,"Development and User Satisfaction of ``Plan-It Commander,'' a SeriousGame for Children with ADHD","The need for engaging treatment approaches within mental health care hasled to the application of gaming approaches to existing behavioraltraining programs (i.e., gamification). Because children with attentiondeficit/hyperactivity disorder (ADHD) tend to have fewer problems withconcentration and engagement when playing digital games, applying gametechnologies and design approaches to complement treatment may be auseful means to engage this population in their treatment.Unfortunately, gamified training programs currently available for ADHDhave been limited in their ability to demonstrate in-game behaviorskills that generalize to daily life situations. Therefore, we developeda new serious game (called Plan-It Commander) that was specificallydesigned to promote behavioral learning and promotes strategy use indomains of daily life functioning such as time management,planning/organizing, and prosocial skills that are known to beproblematic for children with ADHD. An interdisciplinary teamcontributed to the development of the game. The game's content andapproach are based on psychological principles from the Self-RegulationModel, Social Cognitive Theory, and Learning Theory. In this article,game development and the scientific background of the behavioralapproach are described, as well as results of a survey (n=42) to gatheruser feedback on the first prototype of the game. The findings suggestthat participants were satisfied with this game and provided the basisfor further development and research to the game. Implications fordeveloping serious games and applying user feedback in game developmentare discussed.",2019,https://scholar.google.com.br/,no
2575,Assessing competencies in applied behavior analysis for tutors workingwith children with autism in a school-based setting,"With an increase in large scale Applied Behavior Analysis (ABA) servicesfor children with autism, the need to define and measure quality isessential. Staff competence is key and identifying and measuring thisaccurately is critical. ABA service providers typically measurecompetence by direct observation, video analysis, and writtenexamination. However, apart from the York Measure of Quality ofIntensive Behavioural Intervention (YMQI) there is an interesting lackof direct links between defining competencies and developing assessmenttools. In this study we used three measures of competencies developedfrom the UK ABA Autism Education Competence Framework Level 1. Alongwith the YMQI we assessed their construct validity by comparing theperformance of two groups of tutors working in a school for childrenwith autism ({''}experienced{''} vs. ``inexperienced{''}) andperformance of the ``inexperienced{''} group at baseline (T1) andfollowing one year of competence based training (T2). Results revealedthat the more experienced group in both the between group andlongitudinal comparisons achieved higher scores supporting the constructvalidity of the measures. There were few associations between thedifferent methods of assessing competence, suggesting that no measureshould be used in isolation if competence is to be comprehensivelyassessed. (C) 2015 Elsevier Ltd. All rights reserved.",2019,https://scholar.google.com.br/,no
2576,Transition of students with autistic spectrum disorders from primary topost-primary school: a framework for success,"The purpose of this research was to investigate best practice inrelation to the planning, process and strategies that support thetransition of students with ASD from primary to post-primary school. Aquestionnaire survey was sent to graduates of a postgraduateCertificate/Diploma in SEN (ASD) in Ireland who were working in primaryand post-primary schools. Findings included strong oral communicationbetween schools, transition programmes in many post-primary schools, avariety of generic and ASD specific strategies in both primary andpost-primary schools and a large number of personnel involved in thetransition process. Analysis of findings and current literature enabledthe researchers to propose a framework that the Department of Educationand Skills, support agencies and schools may use to examine practice inorder to enhance the transition programmes based on students' needs, theprofile of the school and its community.",2019,https://scholar.google.com.br/,no
2577,Brain-machine interfaces in neurorehabilitation of stroke,"Stroke is among the leading causes of long-term disabilities leaving anincreasing number of people with cognitive, affective and motorimpairments depending on assistance in their daily life. While functionafter stroke can significantly improve in the first weeks and months,further recovery is often slow or non-existent in the more severe casesencompassing 30-50\% of all stroke victims. The neurobiologicalmechanisms underlying recovery in those patients are incompletelyunderstood. However, recent studies demonstrated the brain's remarkablecapacity for functional and structural plasticity and recovery even insevere chronic stroke. As all established rehabilitation strategiesrequire some remaining motor function, there is currently nostandardized and accepted treatment for patients with complete chronicmuscle paralysis. The development of brain-machine interfaces (BMIs)that translate brain activity into control signals of computers orexternal devices provides two new strategies to overcome stroke-relatedmotor paralysis. First, BMIs can establish continuous high-dimensionalbrain-control of robotic devices or functional electric stimulation(FES) to assist in daily life activities (assistive BMI). Second, BMIscould facilitate neuroplasticity, thus enhancing motor learning andmotor recovery (rehabilitative BMI). Advances in sensor technology,development of non-invasive and implantable wireless BMI-systems andtheir combination with brain stimulation, along with evidence for BMIsystems' clinical efficacy suggest that BMI-related strategies will playan increasing role in neurorehabilitation of stroke. (C) 2014 TheAuthors. Published by Elsevier Inc.",2019,https://scholar.google.com.br/,no
2578,Joining formative evaluation with translational science to assess an EBIin foster care: Examining social-emotional well-being and placementstability,"This study examined measures of placement stability and social-emotionalwell-being for a federally-funded demonstration project of inhome ParentManagement Training-Oregon model (PMTO) for children in foster care withserious emotional disturbance (SED). Following a cultural exchangeframework for translational research and a tollgate approach toevaluation, this formative study tested these measures prior to furtherinvestment in summative evaluation. The research aim was to observewhether measures of social-emotional wellbeing and placement stabilityperformed as expected. Using a pretest-posttest randomized consenttrial, children identified as SED within six months of entering fostercare were randomly assigned to PMTO or to a services-as-usual comparisongroup (N = 121). A multi-group structural equation model was tested toobserve the relationship of baseline social-emotional wellbeing andplacement stability on post-test social-emotional well-being. Resultsshowed that post-test well-being was significantly predicted by baselinewell-being for both groups and, importantly, only the intervention groupdemonstrated significant effects of placement stability on post-testwell-being. For the intervention group, as placement stabilityincreased, post-test social skills significantly improved, demonstratingan association between well-being and placement stability that was notevident in the comparison group. Overall, wellbeing measures performedas expected and detected relationships between variables and variationas hypothesized. Additionally, placement stability may have beenmediated by the PMTO intervention. In conclusion, by using a real worldexample of the translational research concept of cultural exchangebetween university-based researchers and agency-based practitioners,this study shows that formative evaluation offers an importantopportunity to test ad hoc research questions inspired by the process ofimplementation itself. (C) 2015 Elsevier Ltd. All rights reserved.",2019,https://scholar.google.com.br/,no
2579,Psychological care of families with developmentally retarded or disabledchildren. Comparison between routine treatment with or without SteppingStones Triple P parenting group training,"Developmentally retarded and disabled children often develop behavioraldisorders. The present study investigated whether a complementary (addon) standard medical treatment using the Stepping Stones parentingtraining positively influences dysfunctional parenting, parental stressand the child's behavioral problems.A standard medical treatment, as provided within the framework ofsociopediatric centers parent and child care, was compared to an add onintervention (complementary parental training). For this purposepretreatment and posttreatment conditions were contrasted. Posttreatmentassessment was carried out 3 months after the treatment. Randomizationwas only conducted for the standard treatment plus the add onintervention condition of the study.Group comparisons (ANOVA) showed significant differences indysfunctional parenting. More beneficial changes appeared in groupswhich received add on interventions. Analyses of differences between theindividual group means over time showed significant effects forparenting, parental stress and the child's behavior, however, theseeffects were merely observed in the groups which received add oninterventions.The effect of a standard medical treatment for children withdevelopmental problems and disabled children can be increased by anadditional parental training, however, compared to the standardtreatment a considerable effect could only be found for dysfunctionalparenting.",2019,https://scholar.google.com.br/,no
2580,A Metacognitive Strategy for Reducing Disruptive Behavior in Childrenwith Fetal Alcohol Spectrum Disorders: GoFAR Pilot,"BackgroundFetal alcohol spectrum disorders (FASD) are oftencharacterized by disruptive behavior problems and there are feweffective interventions available. GoFAR is a novel, 3-part interventiondesigned to improve self-regulation and adaptive living skills ofchildren with FASD by improving metacognitive control of emotions andarousal.MethodsThe intervention has 3 components: (i) GoFAR: a serious gamedesigned to teach a metacognitive control strategy in a computer gameenvironment, (ii) parent training on child behavioral regulation, and(iii) Behavior Analog Therapy (BAT) sessions, a practical application ofthe metacognitive learning methodology by parent and child in thecontext of learning adaptive skills. The learning strategy (FAR) teachesthe child to Focus and make a plan, Act out the plan, and Reflect backon the plan. Thirty families were randomized to 3 groups: (i) GoFAR(n=10), (ii) FACELAND (n=10), or (iii) CONTROL (n=10). The 2intervention groups, GoFAR and FACELAND, used computer games to instructchildren. Both groups also received 5 sessions of parent trainingfollowed by 5 sessions of joint parent/child therapy (BAT). Assessmentof disruptive behavior, including frequency of temper tantrums,frustration tolerance, impulsivity, destructiveness, aggression, andmaintaining attention were carried out before enrollment atMid-Treatment, when game play and parent training were completed, andfinally, after completing the BAT sessions.ResultsParental report of disruptive behavior overall was significantlyreduced in the GoFAR group after the first components, game play andparent training, and after the BAT sessions in the FACELAND group withno changes in the CONTROL group over time.ConclusionsThe GoFAR((R)) game was well received by children andeffective in teaching the required skills. Mastering the FARmetacognitive strategy was associated with a reduction in disruptivebehaviors in children with FASD suggesting that effective interventionscan improve outcomes for this high-risk group.",2019,https://scholar.google.com.br/,no
2581,Reversal Learning Task in Children with Autism Spectrum Disorder: ARobot-Based Approach,"Children with autism spectrum disorder (ASD) engage in highlyperseverative and inflexible behaviours. Technological tools, such asrobots, received increased attention as social reinforces and/orassisting tools for improving the performance of children with ASD. Theaim of our study is to investigate the role of the robotic toy Keepon ina cognitive flexibility task performed by children with ASD andtypically developing (TD) children. The number of participants includedin this study is 81 children: 40 TD children and 41 children with ASD.Each participant had to go through two conditions: robot interaction andhuman interaction in which they had performed the reversal learningtask. Our primary outcomes are the number of errors from acquisitionphase and from reversal phase of the task, as secondary outcomes we havemeasured attentional engagement and positive affect. The results of thisstudy showed that children with ASD are more engaged in the task andthey seem to enjoy more the task when interacting with the robotcompared with the interaction with the adult. On the other hand theircognitive flexibility performance is, in general, similar in the robotand the human conditions with the exception of the learning phase wherethe robot can interfere with the performance. Implication for futureresearch and practice are discussed.",2019,https://scholar.google.com.br/,no
2582,Gray Matter Alterations in Young Children with Autism SpectrumDisorders: Comparing Morphometry at the Voxel and Regional Level,"BACKGROUND AND PURPOSESophisticated algorithms to infer diseasediagnosis, pathology progression and patient outcome are increasinglybeing developed to analyze brain MRI data. They have been successfullyimplemented in a variety of diseases and are currently investigated inthe field of neuropsychiatric disorders, including autism spectrumdisorder (ASD). We aim to test the ability to predict ASD from subtlemorphological changes in structural magnetic resonance imaging (sMRI).METHODSThe analysis of sMRI of a cohort of male ASD children andcontrols matched for age and nonverbal intelligence quotient (NVIQ) hasbeen carried out with two widely used preprocessing software packages(SPM and Freesurfer) to extract brain morphometric information atdifferent spatial scales. Then, support vector machines have beenimplemented to classify the brain features and to localize which brainregions contribute most to the ASD-control separation.RESULTSThe features extracted from the gray matter subregions providethe best classification performance, reaching an area under the receiveroperating characteristic curve (AUC) of 74\%. This value is enhanced to80\% when considering only subjects with NVIQ over 70.CONCLUSIONSDespite the subtle impact of ASD on brain morphology and alimited cohort size, results from sMRI-based classifiers suggest aconsistent network of altered brain regions.",2019,https://scholar.google.com.br/,no
2583,Modulation of Posterior Alpha Activity by Spatial Attention Allows forControlling A Continuous Brain-Computer Interface,"Here we report that the modulation of alpha activity by covert attentioncan be used as a control signal in an online brain-computer interface,that it is reliable, and that it is robust. Subjects were instructed toorient covert visual attention to the left or right hemifield. Wedecoded the direction of attention from the magnetoencephalogram by atemplate matching classifier and provided the classification outcome tothe subject in real-time using a novel graphical user interface.Training data for the templates were obtained from a Posner-cueing taskconducted just before the BCI task. Eleven subjects participated in foursessions each. Eight of the subjects achieved classification ratessignificantly above chance level. Subjects were able to significantlyincrease their performance from the first to the second session.Individual patterns of posterior alpha power remained stable throughoutthe four sessions and did not change with increased performance. Weconclude that posterior alpha power can successfully be used as acontrol signal in brain-computer interfaces. We also discuss severalideas for further improving the setup and propose future research basedon solid hypotheses about behavioral consequences of modulating neuronaloscillations by brain computer interfacing.",2019,https://scholar.google.com.br/,no
2584,Facilitating derived requesting skills with a touchscreen tabletcomputer for children with autism spectrum disorder,"Two experiments were conducted employing derived relational respondingand conditioned motivating operations to establish untaught mands with11 children with autism spectrum disorder (ASD) who lacked a vocalrepertoire. Following formal language assessments and preferenceassessments, a multi-stage automated protocol was implemented ontouchscreen tablet computers. Children were first taught to mand bypicture exchange for missing items necessary to play with a toy and thenlearned to conditionally relate the dictated names of the items to thecorresponding pictures of the items (A-B training) and to relate thedictated names to the corresponding printed words (A-C training). Testprobes, in the absence of reinforcement, were presented to determinewhether or not participants would mand for the missing items using textexchange (hence demonstrating derived manding/requesting). Probes forspontaneous matching (B-C and C-B) and labeling (B-A and C-A) were alsopresented in both experiments, one of which employed a pretest/posttestdesign and the other a multiple probe across participants design. Acrossboth experiments, all but one of the participants showed evidence ofderived requesting and derived stimulus relations. Implications forresearch on high-tech devices for facilitating independent communicationskills of children with ASD and for derived relational respondingapproaches to verbal operants are discussed. (C) 2015 Elsevier Ltd. Allrights reserved.",2019,https://scholar.google.com.br/,no
2585,Applying an Evidence-Based Framework to the Early Childhood CoachingLiterature,"Professional development (PD) is a critical pathway for promoting theuse of evidence-based intervention practices in early childhood (EC)settings. Coaching has been proposed as a type of PD that is especiallypromising for job-embedded learning. A lack of consensus existsregarding evidence-based EC coaching strategies and what types ofsupport coaches need to implement these strategies. In this literaturereview, we analyzed the EC coaching literature in terms of coachingstrategies shown to improve EC practitioners' use of effectiveintervention practices, coaching model components and strategies, therigor and quality of the research, and the preparation provided tocoaches in the identified articles. We conclude with recommendations forenhancing the effectiveness of coaching and improving the preparation ofcoaches who serve in EC settings.",2019,https://scholar.google.com.br/,no
2586,"Environmental Radiofrequency Electromagnetic Fields Exposure at Home,Mobile and Cordless Phone Use, and Sleep Problems in 7-Year-Old Children","BackgroundWe evaluated if exposure to RF-EMF was associated with reported qualityof sleep in 2,361 children, aged 7 years.MethodsThis study was embedded in the Amsterdam Born Children and theirDevelopment (ABCD) birth cohort study. When children were about fiveyears old, school and residential exposure to RF-EMF from base stationswas assessed with a geospatial model (NISMap) and from indoor sources(cordless phone/WiFi) using parental self-reports. Parents also reportedtheir children's use of mobile or cordless phones. When children wereseven years old, we evaluated sleep quality as measured with the ChildSleep Habits Questionnaire (CSHQ) filled in by parents. Of eight CSHQsubscales, we evaluated sleep onset delay, sleep duration, nightwakenings, parasomnias and daytime sleepiness with logistic or negativebinomial regression models, adjusting for child's age and sex andindicators of socio-economic position of the parents. We evaluated theremaining three subscales (bedtime resistance, sleep anxiety, sleepdisordered breathing) as unrelated outcomes (negative control) becausethese were a priori hypothesised not to be associated with RF-EMF.ResultsSleep onset delay, night wakenings, parasomnias and daytime sleepinesswere not associated with residential exposure to RF-EMF from basestations. Sleep duration scores were associated with RF-EMF levels frombase stations. Higher use mobile phones was associated with lessfavourable sleep duration, night wakenings and parasomnias, and alsowith bedtime resistance. Cordless phone use was not related to any ofthe sleeping scores.ConclusionGiven the different results across the evaluated RF-EMF exposure sourcesand the observed association between mobile phone use and the negativecontrol sleep scale, our study does not support the hypothesis that itis the exposure to RF-EMF that is detrimental to sleep quality in 7-yearold children, but potentially other factors that are related to mobilephone usage.",2019,https://scholar.google.com.br/,no
2587,Physical activity intervention (Movi-Kids) on improving academicachievement and adiposity in preschoolers with or without attentiondeficit hyperactivity disorder: study protocol for a randomizedcontrolled trial,"Background: The prevention of obesity and improvement of academicachievement in children are concerns of industrialized societies.Obesity has been associated with psychological disorders, includingattention deficit hyperactivity disorder, whose prevalence has beenestimated at 6.8 \% in Spanish children and adolescents. It is knownthat physical activity is positively related to academic achievement andnegatively related to the risk of obesity in children. However, studiesto test the effectiveness of physical activity interventions inimproving academic achievement in preschool children are scarce and havesome weaknesses that threaten their validity. Moreover, very few studieshave examined their effectiveness in improving symptoms of attentiondeficit hyperactivity disorder. This paper outlines a two-yearmultidimensional preschool intervention (Movi-Kids) aimed at preventingobesity and improving academic achievement in children with or withoutattention deficit hyperactivity disorder.Methods/Design: Twenty-one schools from Ciudad Real and Cuenca, Spain,were randomized to intervention and control groups. In the firstacademic year, children in the third grade of preschool and the firstgrade of primary school in the intervention group received the Movi-Kidsintervention. In the second academic year, schools were crossed over tothe other group. The intervention included children, parents andteachers, and the school environment, and consisted of: (i) threehour-long sessions of recreational non-competitive physical activityafter school, weekly, (ii) educational materials for parents andteachers addressing sedentary lifestyle risks and (iii) playgroundmodifications to promote physical activity during breaks. Primaryoutcome measures of this study were academic achievement (intelligence,cognition, memory, attention and perception), assessed by the Battery ofGeneral and Differential Aptitudes, and adiposity measures (body massindex, waist circumference, triceps skinfold thickness and body fatpercentage). Secondary outcome measures were: attention deficithyperactivity disorder risk, motor skills, health-related quality oflife and sleep quality. These variables will all be measured in bothgroups at baseline and at the end of the first and second academicyears.Discussion: It seems reasonable that an intervention to promote physicalactivity based on playground games will be useful for simultaneouslyimproving academic achievement and controlling obesity.",2019,https://scholar.google.com.br/,no
2588,Effectiveness of Siblings-Delivered iPad Game Activities in TeachingSocial Interaction Skills to Children with Autism Spectrum Disorders,"In this study, the effectiveness of a sibling training package offeredfor teaching social interaction skills that are used by typicallydeveloping children while playing iPad game activities with theirsiblings who have autism spectrum disorders (ASD) is investigated. Threechildren with ASD and their typically developing siblings participatedin the study. Multiple probe design across participants was used in thestudy. Multiple probe design across participants is a model in which theeffectiveness of an independent variable is examined on three differentparticipants. Generalization sessions were conducted in the Unit forChildren with Developmental Disabilities at the Research Institute forIndividuals with Disabilities, Anadolu University. During thesesessions, typically developing siblings implemented the same processwith different children with ASD in the unit. Maintenance probe sessionswere conducted in the first and second week after the intervention. Datarevealed that they were able to learn how to use the social interactionskills necessary for the iPad game activities. All mothers reportedtheir satisfaction about involving their typically developing childrenin the sibling training program as well as their children's performancesduring the study.",2019,https://scholar.google.com.br/,yes
2589,Early Intervention for Children With Autism Spectrum Disorder Under 3Years of Age: Recommendations for Practice and Research,"This article reviews current evidence for autism spectrum disorder (ASD)interventions for children aged <3 years, based on peer-reviewedarticles published up to December 2013. Several groups have adaptedtreatments initially designed for older, preschool-aged children withASD, integrating best practice in behavioral teaching methods into adevelopmental framework based on current scientific understanding of howinfants and toddlers learn. The central role of parents has beenemphasized, and interventions are designed to incorporate learningopportunities into everyday activities, capitalize on ``teachablemoments,{''} and facilitate the generalization of skills beyond thefamiliar home setting. Our review identified several comprehensive andtargeted treatment models with evidence of clear benefits. Although sometrials were limited to 8- to 12-week outcome data, enhanced outcomesassociated with some interventions were evaluated over periods as longas 2 years. Based on this review, recommendations are proposed forclinical practice and future research.",2019,https://scholar.google.com.br/,no
2590,Computer and microswitch-based programs to improve academic activitiesby six children with cerebral palsy,"This study was aimed at extending the use of assistive technology (i.e.microswitch such as a pressure sensor, interface and laptop) with a newsetup, allowing six children with cerebral palsy and extensive motordisabilities to improve their academic activities during classroom. Asecond objective of the study was to assess a maintenance/generalizationphase, occurring three months after the end of the intervention, atparticipants' homes, involving their parents. A third purpose of thestudy was to monitor the effects of the intervention program on theindices of positive participations (i.e. constructive engagement) ofparticipants involved. Finally, a social validation procedure involving36 support teachers as raters was conducted. The study was carried outaccording to a multiple probe design across behaviours followed bymaintenance/generalization phase for each participant. That is, the twobehaviours (i.e. choice among academic disciplines and literacy) werelearned first singly, then combined together. Results showed anincreasing of the performances for all participants involved duringintervention phases. Furthermore, during maintenance phase participantsconsolidated their results. Moreover, positive participation augmentedas well. Support teachers, involved in the social validation assessment,considered the combined intervention as more favourable with respect tothose singly learned. Clinical, educational and practical implicationsof the findings are discussed. (C) 2015 Elsevier Ltd. All rightsreserved.",2019,https://scholar.google.com.br/,no
2591,A comparison of the effects of rhythm and robotic interventions onrepetitive behaviors and affective states of children with AutismSpectrum Disorder (ASD),"Repetitive behaviors and poor affect regulation are commonly seen inchildren with Autism Spectrum Disorder (ASD). We compared the effects oftwo novel interventions rhythm and robotic therapies, with those of astandard-of-care intervention, on the repetitive behaviors and affectivestates of 36 children with ASD between 5 and 12 years using a randomizedcontrolled trial design. We coded for frequencies of sensory, negative,and stereotyped behaviors and the duration of positive, negative, andinterested affective states in children during early, mid, and latetraining sessions. In terms of repetitive behaviors, in the earlysession, the rhythm and robot groups engaged in greater negativebehaviors, whereas the comparison group engaged in greater sensorybehaviors. With training, the rhythm group reduced negative behaviorswhereas there were no training-related changes in the other groups. Interms of affective states, the rhythm and robot groups showed greaternegative affect, whereas the comparison group demonstrated greaterinterested affect across all sessions. With training, the rhythm groupshowed a reduction in negative affect and an increase in interestedaffect whereas the robot group showed a reduction in positive affect.Overall, it appears that rhythm-based interventions are sociallyengaging treatment tools to target core impairments in autism. (C) 2015Elsevier Ltd. All rights reserved.",2019,https://scholar.google.com.br/,no
2592,Visual Hybrid Development Learning System (VHDLS) Framework for Childrenwith Autism,"The effect of education on children with autism serves as a relativecure for their deficits. As a result of this, they require specialtechniques to gain their attention and interest in learning as comparedto typical children. Several studies have shown that these children arevisual learners. In this study, we proposed a Visual Hybrid DevelopmentLearning System (VHDLS) framework that is based on an instructionaldesign model, multimedia cognitive learning theory, and learning stylein order to guide software developers in developing learning systems forchildren with autism. The results from this study showed that theattention of children with autism increased more with the proposed VHDLSframework.",2019,https://scholar.google.com.br/,yes
2593,Development of social skills in children: neural and behavioral evidencefor the elaboration of cognitive models,"Social skills refer to a wide group of abilities that allow us tointeract and communicate with others. Children learn how to solve socialsituations by predicting and understanding other's behaviors. The way inwhich humans learn to interact successfully with others encompasses acomplex interaction between neural, behavioral, and environmentalelements. These have a role in the accomplishment of positivedevelopmental outcomes, including peer acceptance, academic achievement,and mental health. All these social abilities depend on widespread brainnetworks that are recently being studied by neuroscience. In this paper,we will first review the studies on this topic, aiming to clarify thebehavioral and neural mechanisms related to the acquisition of socialskills during infancy and their appearance in time. Second, we willbriefly describe how developmental diseases like Autism SpectrumDisorders (ASD) can inform about the neurobiological mechanisms ofsocial skills. We finally sketch a general framework for the elaborationof cognitive models in order to facilitate the comprehension of humansocial development.",2019,https://scholar.google.com.br/,no
2594,"From brain synapses to systems for learning and memory: Objectrecognition, spatial navigation, timed conditioning, and movementcontrol","This article provides an overview of neural models of synaptic learningand memory whose expression in adaptive behavior depends critically onthe circuits and systems in which the synapses are embedded. It reviewsAdaptive Resonance Theory, or ART, models that use excitatory matchingand match-based learning to achieve fast category learning and whoselearned memories are dynamically stabilized by top-down expectations,attentional focusing, and memory search. ART clarifies mechanisticrelationships between consciousness, learning, expectation, attention,resonance, and synchrony. ART models are embedded in ARTSCANarchitectures that unify processes of invariant object categorylearning, recognition, spatial and object attention, predictiveremapping, and eye movement search, and that clarify how consciousobject vision and recognition may fail during perceptual crowding andparietal neglect. The generality of learned categories depends upon avigilance process that is regulated by acetylcholine via the nucleusbasalis. Vigilance can get stuck at too high or too low values, therebycausing learning problems in autism and medial temporal amnesia. Similarsynaptic learning laws support qualitatively different behaviors:Invariant object category learning in the inferotemporal cortex,learning of grid cells and place cells in the entorhinal and hippocampalcortices during spatial navigation, and learning of time cells in theentorhinal-hippocampal system during adaptively timed conditioning,including trace conditioning. Spatial and temporal processes through themedial and lateral entorhinal-hippocampal system seem to be carried outwith homologous circuit designs. Variations of a shared laminarneocortical circuit design have modeled 3D vision, speech perception,and cognitive working memory and learning. A complementary kind ofinhibitory matching and mismatch learning controls movement.This article is part of a Special Issue entitled SI: Brain and Memory.(C) 2014 Elsevier B.V. All rights reserved.",2019,https://scholar.google.com.br/,no
2595,"Automated measurement of mouse social behaviors using depth sensing,video tracking, and machine learning","A lack of automated, quantitative, and accurate assessment of socialbehaviors in mammalian animal models has limited progress towardunderstanding mechanisms underlying social interactions and theirdisorders such as autism. Here we present a new integrated hardware andsoftware system that combines video tracking, depth sensing, and machinelearning for automatic detection and quantification of social behaviorsinvolving close and dynamic interactions between two mice of differentcoat colors in their home cage. We designed a hardware setup thatintegrates traditional video cameras with a depth camera, developedcomputer vision tools to extract the body ``pose{''} of individualanimals in a social context, and used a supervised learning algorithm toclassify several well-described social behaviors. We validated therobustness of the automated classifiers in various experimental settingsand used them to examine how genetic background, such as that of Blackand Tan Brachyury (BTBR) mice (a previously reported autism model),influences social behavior. Our integrated approach allows for rapid,automated measurement of social behaviors across diverse experimentaldesigns and also affords the ability to develop new, objectivebehavioral metrics.",2019,https://scholar.google.com.br/,no
2596,The impact of neuroscience on society: cognitive enhancement inneuropsychiatric disorders and in healthy people,"In addition to causing distress and disability to the individual,neuropsychiatric disorders are also extremely expensive to society andgovernments. These disorders are both common and debilitating and impacton cognition, functionality and wellbeing. Cognitive enhancing drugs,such as cholinesterase inhibitors and methylphenidate, are used to treatcognitive dysfunction in Alzheimer's disease and attention deficithyperactivity disorder, respectively. Other cognitive enhancers includespecific computerized cognitive training and devices. An example of anovel form of cognitive enhancement using the technological advancementof a game on an iPad that also acts to increase motivation is presented.Cognitive enhancing drugs, such as methylphenidate and modafinil, whichwere developed as treatments, are increasingly being used by healthypeople. Modafinil not only affects `cold' cognition, but also improves`hot' cognition, such as emotion recognition and task-relatedmotivation. The lifestyle use of `smart drugs' raises both safetyconcerns as well as ethical issues, including coercion and increasingdisparity in society. As a society, we need to consider which forms ofcognitive enhancement (e.g. pharmacological, exercise, lifelonglearning) are acceptable and for which groups (e.g. military, doctors)under what conditions (e.g. war, shift work) and by what methods wewould wish to improve and flourish.",2019,https://scholar.google.com.br/,no
2597,Parenting Behavior Mediates the Intergenerational Association of Parentand Child Offspring ADHD Symptoms,"Although there are likely to be multiple mechanisms underlying parentattention-deficit/hyperactivity disorder (ADHD) symptoms as a key riskfactor for offspring ADHD, potential explanatory factors have yet to bereliably identified. Given that parent ADHD symptoms independentlypredict parenting behavior and child ADHD symptoms, we tested whetherindividual differences in multiple dimensions of positive and negativeparenting behavior (i.e., corporal punishment, inconsistent discipline,positive parenting behavior, observed negative talk, and observedpraise) mediated the association between parental and offspring ADHD. Weused a prospective design that featured predictors (i.e., parent ADHDsymptoms) and mediators (i.e., parenting behavior) that temporallypreceded the outcome (i.e., offspring ADHD symptoms). Using awell-characterized sample of 120 children with and without ADHD (ages5-10 at Wave 1, 7-12 at Wave 2) and their biological parents, weexamined multimethod (i.e., observed, self-report) measures of positiveand negative parenting behavior as simultaneous mediators of theassociation of Wave 1 parent and Wave 2 offspring ADHD symptoms. Using amultiple mediation framework, consisting of rigorous bootstrappingprocedures and controlling for parent depression, child's baseline ADHDand oppositional defiant disorder, and child's age, corporal punishmentsignificantly and uniquely mediated the association of Wave 1 parentADHD symptoms and Wave 2 offspring ADHD. We consider the role ofparenting behavior in the intergenerational transmission of ADHD as wellas implications of these findings for the intervention and prevention ofchildhood ADHD.",2019,https://scholar.google.com.br/,no
2598,TRANSITION SERVICES FOR DHH ADOLESCENTS AND YOUNG ADULTS WITHDISABILITIES: CHALLENGES AND THEORETICAL FRAMEWORKS,"DEAF AND HARD OF HEARING (DHH) adolescents and young adults withdisabilities (DWD) are a highly diverse group who may also demonstrate arange of functional limitations. These present unique challenges toprofessional efforts to provide high-quality transition services.Despite these issues, a majority of this population has cognitiveabilities within the typical range, and therefore, their transitionexpectations should be commensurately high in comparison to those oftheir DHH peers. Research-based transition practices offer a range ofinterventions, and although none have been validated with DHH or DWDstudents, several provide important foundational learning opportunities.Yet their implementation will require modifications with programming andexpertise beyond what is available in most school districts. Use of amultilevel, ecological framework and person-centered planning offerssystematic strategies for increasing access to transition resources andsupports to address these unique needs and lead to successful adulthood.",2019,https://scholar.google.com.br/,no
2599,Distributed communication: Implications of cultural-historical activitytheory (CHAT) for communication disorders,"This article proposes distributed communication as a promisingtheoretical framework for building supportive environments for childlanguage development. Distributed communication is grounded in anemerging intersection of cultural-historical activity theory (CHAT) andtheories of communicative practices that argue for integrating accountsof language, cognition and culture. The article first defines andillustrates through selected research articles, three key principles ofdistributed communication: (a) language and all communicative resourcesare inextricably embedded in activity, (b) successful communicationdepends on common ground built up through short- and long-term historiesof participation in activities, and (c) language cannot act alone, butis always orchestrated with other communicative resources. It thenillustrates how these principles are fully integrated in everydayinteractions by drawing from my research on Cindy Magic, a verbalmake-believe game played by a father and his two daughters. Overall, theresearch presented here points to the remarkably complex communicativeenvironments and sophisticated forms of distributed communicationchildren routinely engage in as they interact with peer and adultcommunication partners in everyday settings. The article concludes byconsidering implications of these theories for, and examples of,distributed communication relevant to clinical intervention.Learning outcomes: Readers will learn about (1) distributedcommunication as a conceptual tool grounded in an emerging intersectionof cultural-historical activity theory and theories of communicativepractices and (2) how to apply distributed communication to the study ofchild language development and to interventions for children withcommunication disorders. (C) 2015 Elsevier Inc. All rights reserved.",2019,https://scholar.google.com.br/,no
2600,"Effectiveness of Work, Activities of Daily Living, Education, and SleepInterventions for People With Autism Spectrum Disorder: A SystematicReview","OBJECTIVE. To examine interventions addressing work, activities of dailyliving (ADLs), instrumental activities of daily living (IADLs),education, and sleep for people with autism spectrum disorder.METHOD. A total of 23 studies were identified, and 9 work-, 11ADL/IADL-, and 3 education-related interventions were examined. No sleepstudies were identified.RESULTS. Use of mobile and tablet technologies for vocational skills wassupported. Support for ADL/IADL intervention is variable, withindications that Cognitive Orientation to Occupational Performance,sensory integration, and contextual interventions may increaseoccupational performance. Preliminary evidence suggests that daily yogaand brief exercise may improve classroom performance and behavior, groupphysical activities may assist with school readiness variables. Evidencefor using technologies for IADLs was limited, as was evidencedetermining effective interventions for feeding and eating issues.CONCLUSIONS. Studies investigating interventions related to sleep arelacking. More studies are needed in all areas, presenting opportunitiesfor the expansion of science-driven occupational therapy practice andresearch for people with ASD.",2019,https://scholar.google.com.br/,no
2601,Development and Evaluation of an Interactive Electro-Encephalogram-BasedNeurofeedback System for Training Attention and Attention Defects inChildren,"This paper proposes a new innovative BrainUp training system designed totrain attention and reduce attention deficit in children. The BrainUptraining system consists of EEG-based interactive games that may havesome efficacy to train attention-related neurocognitive (dys)functions,including focus-, selective-, and sustained-attention tasks. The BrainUpmethod uses EEG-based feedback signals, provided by four different gamescenes. In this paper we describe the details of the BrainUp System gamedesign, the signal processing strategies of the gaming system andtraining methods. We also present some preliminary results to indicatethat training with the BrainUp system may improve neurocognitiveperformance of children. We have examined a study group of 7 year oldfirst-grade children and classified the participants into two groupsbased on their cognitive abilities using Conners-28 Teacher RatingScale. All participants underwent twelve training days spanning over asix-week period. On each training day the participants underwent aten-minute session game play. Neurocognitive functions were measuredboth before and after the trial using computerised cognitive tests,i.e., using the Cambridge Neuropsychological Test Automated Battery(CANTAB). We found that training with the BrainUp system significantlyimproved attention (e.g., visual sustained attention and visualrecognition memory) as measured with the CANTAB in children who areeither with or without attention deficit or neurocognitive dysfunctions.We discuss other issues that aim to improve our game design andattention training.",2019,https://scholar.google.com.br/,no
2602,Bilingualism and Students (Learners) With Intellectual Disability: AReview,"The authors explored the interface between bilingualism and theeducation of students with intellectual disability (ID) through a reviewof the English language literature. Little substantive research endeavorwas found connecting the two areas. We interpreted the term bilingual asincluding both children from bilingual homes (simultaneous bilinguals)and children being educated through a language other than the languageof their home (sequential or late bilinguals). Six main themes wereidentified in the literature: (1) assessment, (2) staff preparation andtraining, (3) academic progress and supporting bilingual students withID, (4) advice to families on bilingual upbringing and education, (5)communication development, and (6) policy. Considerable progress inassessing bilingual students for ID has been made in the last decade,and good practice guidelines have been developed, however, there isstill a paucity of appropriate assessment tools. Disproportionalityremains a problem, but research shows that it is a more complex problemthan simply overcoming the problem of differentiating between languagedifficulties and ID. There is strong evidence that children who are inthe process of becoming bilingual make better progress when initiallysupported through their L1, this is likely to be equally applicable tostudents with ID. Professionals continue to advise parents againstbilingualism for children with ID, although there is little evidenceeither for or against bilingualism for students with ID. Research shouldconcentrate on how bilingual children with ID can be supported todevelop skills in both their languages, and on ensuring that childrenwith ID who are becoming bilingual are supported academically.",2019,https://scholar.google.com.br/,no
2603,Adolescents' internalizing and externalizing problems predict theiraffect-specific HPA and HPG axes reactivity,"We examined psychopathology-neuroendocrine associations in relation tothe transition into adolescence within a developmental framework thatacknowledged the interdependence of the HPA and HPG hormone systems inthe regulation of responses to everyday affective contexts. Salivasamples were collected during anxiety and anger inductions from 51 youngadolescents (M13.47, SD=.60 years) to evaluate cortisol, DHEA, andtestosterone responses. Internalizing and externalizing problems wereassessed at pre-adolescence (M=9.27, SD=.58 years) while youths were inelementary school and concurrently with hormones in early adolescence.Externalizing problems from elementary school predicted adolescents'reduced DHEA reactivity during anxiety induction. Follow up analysessimultaneously examining the contributions of elementary school andadolescent problems showed a trend suggesting that youths with higherlevels of internalizing problems during elementary school eventuated ina profile of heightened DHEA reactivity as adolescents undergoinganxiety induction. For both the anxiety and the anger inductions, it wasnormative for DHEA and testosterone to be positively coupled.Adolescents with high externalizing problems but low internalizingproblems marshaled dual axes co-activation during anger induction in theform of positive cortisol-testosterone coupling. This is some of thefirst evidence suggesting affective context determines whether dual axescoupling is reflective of normative or problematic functioning inadolescence. (c) 2015 Wiley Periodicals, Inc. Dev Psychobiol 57:769-785, 2015.",2019,https://scholar.google.com.br/,no
2604,Chronic conditions and coexisting ADHD-a complicated combination inadolescents,"Adolescents with chronic conditions (CCs) take more health risks thanpeers. However, coexisting ADHD has not sufficiently been considered.The aim of the present study was to investigate the impact of differentCCs on protective factors and health-risk behaviors, taking coexistingADHD into account. A school-based study among 6895 15- and 17-year-oldstudents was performed in the county of Sormland, Sweden in 2011(response rate 80 \%). The questionnaire explored background factors,CCs, protective factors, and health-risk behaviors. CCs were reported by11 \%, while 55 \% were healthy. Students with CCs more often reportedcoexisting ADHD than healthy students. In adolescents with neurologicalconditions, the odds ratio for having ADHD was 7.34 (95 \% CI3.00-17.99) as compared to healthy peers. Few protective factors (< 4)and clustered health-risk behaviors (a parts per thousand yen4) weremore common among students with CCs, especially if ADHD or a combinationincluding ADHD was reported.Conclusion: CCs and coexisting ADHD are associated with few protectivefactors and clustered-health risk behaviors. Adolescents with ADHD-inaddition to a chronic condition-should be specially acknowledged byhealth care professionals in order to prevent health risk behaviors.ADHD should be considered when studying these outcomes in adolescents.",2019,https://scholar.google.com.br/,no
2605,Performance of Children With Developmental Dyslexia on Two SkillLearning TasksSerial Reaction Time and Tower of Hanoi Puzzle: A Test ofthe Specific Procedural Learning Difficulties Theory,"Among the various theories proposed to explain developmental dyslexia(DD), the theory of specific procedural learning difficulties has gainedcertain support and is the framework for the current research. Thistheory claims that an inability to achieve skill automaticity explainsthe difficulties experienced by individuals with DD. Previous researchon automaticity and DD has exhibited methodological issues such as afailure to test a range of skills. The current study broadens previousfindings by delineating various reading skills correlated with severalaspects of skill acquisition. Furthermore, the study utilizes twononverbal tasks that reflect distinct types of skills: Serial ReactionTime (SRT) and the Tower of Hanoi Puzzle (TOHP). A total of 53 childrenaged 11 to 13 participated in the study, of whom 23 were children withDD and 30 were controls. Participants completed a test battery thatconsisted of reading tests, the SRT, and the TOHP. Results show nodifferences in learning rate between individuals with or without DD,although individuals with DD performed both tasks at a slower rate.Correlations were identified between a number of reading measures andmeasures of skill acquisition, expressed primarily in individuals withDD. Implications are examined in the discussion.",2019,https://scholar.google.com.br/,no
2606,Professional and Parental Attitudes Toward iPad Application Use inAutism Spectrum Disorder,"This study explored the attitudes of parents and professionals who workwith children with autism spectrum disorder (ASD) toward the utilizationof iPads and use of iPad applications by children with ASD. A survey ofparents (n = 90) and professionals (n = 31) assessed information andcommunication technology (ICT) anxiety and self-efficacy, attitudetoward ICT and iPad applications, and iPad utilization. Both parents andprofessionals held positive attitudes toward ICT and iPad use forchildren with ASD. Parents reported high use of iPads by their children,and professionals reported some, albeit limited, utilization as part oftheir practice. These findings suggest that iPad applications are notbeing used by professionals to a degree that is consistent with theirfavorable attitudes toward them. iPad use has been enthusiasticallyadopted by many parents, however, there appears a need for training intheir use and research to establish an evidence base.",2019,https://scholar.google.com.br/,no
2607,Evaluating functional outcomes in adolescents withattention-deficit/hyperactivity disorder: development and initialtesting of a self-report instrument,"Background: Engaging adolescents in decisions about their health mayenhance their compliance with treatment and result in better healthoutcomes. Treatment outcomes in attention-deficit/hyperactivity disorder(ADHD) are rarely evaluated from the adolescents' point of view. Thereis also concern that adolescents with ADHD may not have insight aboutthe impacts of their disease. This article describes research conductedto understand the experiences of adolescents with ADHD and how theresearch was used to develop an adolescent self-report instrument.Methods: This research involved an iterative process to ensure contentvalidity and was conducted in the following stages: conceptidentification from literature reviews and interviews with teachers andclinicians, concept elicitation interviews with adolescents with ADHDand their caregivers, review of existing instruments, development of anew instrument and cognitive interviews. Experts in instrumentdevelopment and translation and clinical practitioners in ADHD alsoparticipated.Results: A conceptual framework to measure the impact of ADHD onadolescent functioning identified from concept identification researchinformed concept elicitation interviews with 60 adolescents with ADHDand their primary caregivers. In the interviews, adolescents discusseddifficulties with performing activities in various contexts: school,home, leisure activities and social interactions. Caregivers providedadditional insights. The instrument review revealed that none of theexisting instruments were suitable to collect data on the elicitedconcepts, therefore, a new instrument was developed. Revisions were madeto the format and content of the instrument (a daily diary) based onfeedback received from cognitive testing with 15 adolescents.Conclusions: Our research helped to obtain a comprehensive understandingof the impacts of ADHD on adolescent functioning, to inform thedevelopment of a new instrument for measuring outcomes. Adolescents wereable to discuss the impact of ADHD on their lives in concept elicitationinterviews and report the impacts of ADHD on a self-report instrument.The new instrument developed to reflect the perspective of adolescentswith ADHD can be used to supplement outcome assessments in clinic andresearch settings. Scientific advocacy for the use of such measures canbe valuable to measure outcomes meaningful to adolescents with ADHD andthe clinical community.",2019,https://scholar.google.com.br/,no
2608,Empowering Patients and Caregivers to Manage Healthcare Via StreamlinedPresentation of Web Objects Selected by Modeling Learning BenefitsObtained by Similar Peers,"In this article, we introduce a framework for selecting web objects(texts, videos, simulations) from a large online repository to presentto patients and caregivers, in order to assist in their healthcare.Motivated by the paradigm of peer-based intelligent tutoring, we modelthe learning gains achieved by users when exposed to specific webobjects in order to recommend those objects most likely to deliverbenefit to new users. We are able to show that this streamlinedpresentation leads to effective knowledge gains, both through a processof simulated learning and through a user study, for the specificapplication of caring for children with autism. The value of ourframework for peer-driven content selection of health information isemphasized through two additional roles for peers: attaching commentaryto web objects and proposing subdivided objects for presentation, bothof which are demonstrated to deliver effective learning gains, insimulations. In all, we are offering an opportunity for patients tonavigate the deep waters of excessive online information towardseffective management of healthcare, through content selection influencedby previous peer experiences.",2019,https://scholar.google.com.br/,no
2609,Untrivial Pursuit: Measuring Motor Procedures Learning in Children withAutism,"Numerous studies have underscored prevalence of motor impairments inchildren with autism spectrum disorders (ASD), but only few of them haveanalyzed motor strategies exploited by ASD children when learning a newmotor procedure. To evaluate motor procedure learning and performancestrategies in both ASD and typically developing (TD) children, we builta virtual pursuit rotor (VPR) task, requiring tracking a moving targeton a computer screen using a digitalized pen and tablet. Procedurallearning was measured as increased time on target (TT) across blocks oftrials on the same day and consolidation was assessed after a 24-hourrest. The program and the experimental setting (evaluated in a firstexperiment considering two groups of TD children) allowed also measuresof continuous time on target (CTT), distance from target (DT) anddistance from path (DP), as well as 2D reconstructions of children'strajectories. Results showed that the VPR was harder for children withASD than for TD controls matched for chronological age and intelligencequotient, but both groups displayed comparable motor procedure learning(i.e., similarly incremented their TT). However, closer analysis of CTT,DT, and DP as well as 2D trajectories, showed different motorperformance strategies in ASD, highlighting difficulties in overallactions planning. Data underscore the need for deeper investigations ofmotor strategies exploited by children with ASD when learning a newmotor procedure. Autism Res2015, 8: 398-411. (c) 2015 InternationalSociety for Autism Research, Wiley Periodicals, Inc.",2019,https://scholar.google.com.br/,no
2610,TOBY play-pad application to teach children with ASD - A pilot trial,"Purpose: To investigate use patterns and learning outcomes associatedwith the use of Therapy Outcomes By You (TOBY) Playpad, an earlyintervention iPad application.Methods: Participants were 33 families with a child with an autismspectrum disorder (ASD) aged 16 years or less, and with a diagnosis ofautism or pervasive developmental disorder - not otherwise specified,and no secondary diagnoses. Families were provided with TOBY and askedto use it for 4-6 weeks, without further prompting or coaching.Dependent variables included participant use patterns and initialindicators of child progress.Results: Twenty-three participants engaged extensively with TOBY, beingexposed to at least 100 complete learn units and completing between 17\%and 100\% of the curriculum.Conclusions: TOBY may make a useful contribution to early interventionprogramming for children with ASD delivering high rates of appropriatelearning opportunities. Further research evaluating the efficacy of TOBYin relation to independent indicators of functioning is warranted.",2019,https://scholar.google.com.br/,no
2611,"A comprehensive scoping review of ability and disability in ADHD usingthe International Classification of Functioning, Disability andHealth-Children and Youth Version (ICF-CY)","This is the first in a series of four empirical investigations todevelop International Classification of Functioning, Disability andHealth (ICF) Core Sets for Attention Deficit Hyperactivity Disorder(ADHD). The objective here was to use a comprehensive scoping reviewapproach to identify the concepts of functional ability and disabilityused in the scientific ADHD literature and link these to thenomenclature of the ICF-CY. Systematic searches were conducted usingMedline/PubMed, PsycINFO, ERIC and Cinahl, to extract the relevantconcepts of functional ability and disability from the identifiedoutcome studies of ADHD. These concepts were then linked to ICF-CY bytwo independent researchers using a standardized linking procedure. Datafrom identified studies were analysed until saturation of ICF-CYcategories was reached. Eighty studies were included in the finalanalysis. Concepts contained in these studies were linked to 128 ICF-CYcategories. Of these categories, 68 were considered to be particularlyrelevant to ADHD (i.e., identified in at least 5 \% of the studies). Ofthese, 32 were related to Activities and participation, 31 were relatedto Body functions, and five were related to environmental factors. Thefive most frequently identified categories were school education (53\%), energy and drive functions (50 \%), psychomotor functions (50 \%),attention functions (49 \%), and emotional functions (45 \%). The broadvariety of ICF-CY categories identified in this study underlines thenecessity to consider ability and disability in ADHD across alldimensions of life, for which the ICF-CY provides a valuable anduniversally applicable framework. These results, in combination withthree additional preparatory studies (expert survey, focus groups,clinical study), will provide a scientific basis to define the ICF CoreSets for ADHD for multi-purpose use in basic and applied research, andevery day clinical practice.",2019,https://scholar.google.com.br/,no
2612,Graphomotor skills in children with developmental coordination disorder(DCD): Handwriting and learning a new letter,"The aim of the present study was to analyze handwriting difficulties inchildren with developmental coordination disorder (DCD) and investigatethe hypothesis that a deficit in procedural learning could help toexplain them. The experimental set-up was designed to compare theperformances of children with DCD with those of a non-DCD group on tasksthat rely on motor learning in different ways, namely handwriting andlearning a new letter. Ten children with DCD and 10 non-DCD children,aged 8-10 years, were asked to perform handwriting tasks(letter/word/sentence, normal/fast), and a learning task (new letter) ona graphic tablet. The BHK concise assessment scale for children'shandwriting was used to evaluate their handwriting quality. Resultsshowed that both the handwriting and learning tasks differentiatedbetween the groups. Furthermore, when speed or length constraints wereadded, handwriting was more impaired in children with DCD than innon-DCD children. Greater intra-individual variability was observed inthe group of children with DCD, arguing in favor of a deficit in motorpattern stabilization. The results of this study could support both thehypothesis of a deficit in procedural learning and the hypothesis ofneuromotor noise in DCD. (C) 2015 Elsevier B.V. All rights reserved.",2019,https://scholar.google.com.br/,no
2613,Thriving in Youth with Autism Spectrum Disorder and IntellectualDisability,"Most research on mental health in individuals with autism spectrumdisorder (ASD) and intellectual disability (ID) has focused on deficits.We examined individual (i.e., sociocommunicative skills, adaptivebehavior, functional cognitive skills) and contextual (i.e., home,school, and community participation) correlates of thriving in 330 youthwith ID and ASD compared to youth with ID only, 11-22 years of age (M =16.74, SD = 2.95). Youth with ASD and ID were reported to thrive lessthan peers with ID only. Group differences in sociocommunicative abilityand school participation mediated the relationship between ASD and lessthriving. Research is needed to further elucidate adevelopmental-contextual framework that can inform interventions topromote mental health and wellness in individuals with ASD and ID.",2019,https://scholar.google.com.br/,no
2614,Exploring the Bidirectionality of Emotion Understanding and ClassroomBehavior with Spanish- and English-speaking Preschoolers Attending HeadStart,"The present study investigated time-dependent relationships betweenemotion understanding and the behavioral adjustment of preschoolers overa single school year using a latent variable structural equationmodeling framework. Teacher reports of child behavior (hyperactivity,emotion symptoms, conduct problems, peer problems, and prosocialbehavior) and performance assessments of emotion understanding wereobtained twice at a 6-month interval for a sample of 281 preschoolers(159 boys and 122 girls, with mean age = 52.40 months) from English- (N= 158) and Spanish-speaking (N = 123) backgrounds. Emotion understandingand behavior were stable over time, and cross-sectional associationsbetween them were in expected directions. Cross-lagged paths revealedthat the behavior variables significantly associated with emotionunderstanding across time were hyperactivity, emotion symptoms, and peerproblems, and that behavior variables were generally better predictorsof emotion understanding than vice versa. Differences across gender andlanguage groups suggest a stronger and more complex bidirectionalrelationship between emotion understanding and behavior for girls andfor Spanish-speaking children compared wth boys and English-speakingchildren. Results are discussed with respect to the value of exploringcross-lagged relationships and the potential importance of gender andculture as determinants of those relationships.",2019,https://scholar.google.com.br/,no
2615,Using a Video Modeling-Based Intervention Package to Toilet Train TwoChildren with Autism,"The current study evaluated the effects of an intervention packagedesigned to teach independent toileting skills to two boys with autismspectrum disorder (ASD). A non-concurrent multiple baseline acrossparticipants design was employed to investigate the effects of videomodeling that utilized animation to depict in-toilet voiding combinedwith prompting and reinforcement procedures. Results indicated that theintervention package was effective in teaching a sequence of behaviorsnecessary for successful and independent toileting (e.g., walking to thetoilet, undressing, sitting on the toilet, dressing, and flushing) aswell as in-toilet urination for both boys. Skills generalized to theschool and were maintained over 3 to 4 months. The intervention may havealso been responsible for teaching in-toilet defecation for oneparticipant. Results are interpreted in relation to the differentialcontributions of video modeling and behavioral instructional strategies.",2019,https://scholar.google.com.br/,no
2616,The Acquisition of Intraverbal Responding using a Speech GeneratingDevice in School Aged Children with Autism,"Powerful, portable, and readably available handheld computing technologyhas led to an increase in research investigating the use of suchtechnology as a speech-generating device (SGD). The results of suchresearch have been favorable and the use of such devices as a SGD hasbecome common practice. However, despite this increased interest in suchdevices, little research has gone beyond the acquisition of a mand(i.e., requesting) repertoire. The focus of the current investigationsought to expand the preliminary evidence base for the use of devicessuch as the iPadA (R) as a SGD, by evaluating its use on the acquisitionof intraverbal responding in school aged children with autism, using amultiple baseline across responses design. To investigate thistwo-school aged children were taught using a 5-s time delay withfull-physical prompts to respond to an intraverbal statement regardingpersonal information, using the iPadA (R) and application Proloqu2Go(TM) as a SGD. The results of the study were favorable, as both childrenacquired the ability to respond to three different intraverbalstatements. The results offer additional support to the use of the iPadA(R) as a SGD for individuals with autism.",2019,https://scholar.google.com.br/,yes
2617,The Inclusion of Children with ASD: Using the Theory of PlannedBehaviour as a Theoretical Framework to Explore Peer Attitudes,"This study used the Theory of Planned Behaviour to explore theattitudes, behavioural intentions and behaviour of 318 mainstreamprimary school children in an urban East London borough towards peerswith Autism Spectrum Disorders (ASD). Pupils were presented with avignette about a hypothetical peer with ASD then completed self-reportquestionnaires and peer socio-metric measures. The results showed thatchildren's attitudes, the social pressure they felt from others and theamount of control they felt they had over their own behaviour,significantly predicted their behavioural intentions to befriend a peerwith ASD. The strongest association was between perceived behaviouralcontrol and behavioural intentions. A significant association was alsofound between children's behavioural intentions and actual behaviourtowards an included peer. Support was therefore found for the use of theTheory of Planned Behaviour as a valuable tool by which to explore thesocial inclusion of children with ASD.",2019,https://scholar.google.com.br/,no
2618,An Examination of Family and School Factors Related to Early Delinquency,"Early delinquency has received considerably less scholarly attentionthan adolescent delinquency. Early delinquency is of great concern toschool social workers, as it may lead to problematic behaviors inadolescence and future involvement with the juvenile justice system.Using an ecological framework, authors used data from the FragileFamilies and Child Wellbeing Study to identify individual, family, andschool factors related to early delinquency among a diverse, nationalsample of children. The authors estimated two linear regression modelsthat predicted early delinquency: one with individual and familycontrols and a second with the addition of parenting stress and schoolbelonging. It was found that parenting stress was positively associatedwith early delinquency and school belonging was negatively associatedwith early delinquency above and beyond individual and family controls.The article concludes with a discussion of the findings in terms ofpractical implications for school social workers related to earlyprevention and intervention efforts. This discussion centers onintervention efforts that may reduce parenting stress and enhance schoolbelonging among young children at risk of engaging in delinquentbehaviors.",2019,https://scholar.google.com.br/,no
2619,The Intelligent Robot Contents for Children with Speech-LanguageDisorder,"The purpose of this study is the development of language-interventioncontent, ``Special Friend, iRobiQ.{''} The play-robot content servesvarious roles: The promotion of language interaction for children withspeech-language disorders, an interlocutor friend (Talking Friend,iRobiQ), the transmission of data for diagnosis and evaluation betweenparents and experts, and a monitor for the supervisor of thespeech-language disorder children outside of a therapy setting (HelpingFriend, iRobiQ). This content design used a script approach, whichprovides entertaining educational elements for speech-language disorderchildren, as a player and learner. It has greetings and a birthdaycelebration script (cake, gift, song), with the theme of the practicallanguage goals necessary for speech-language disorder children. Theformat provides a platform for the exchange of emotions as a peer. Whenexamining the effectiveness of its adaptability for use in the field,four certified speech-language therapists used the content with fourautism/MR (Mental Retardation) children who were 4-5 years old overeight sessions in October 2012. The children learned to initiateconversations with the robot with the emotional exchange of expressions,as reported positively. These results suggest the future development ofspeech-language therapist assistant robots.",2019,https://scholar.google.com.br/,no
2620,Physician Perspectives on Providing Primary Medical Care to Adults withAutism Spectrum Disorders (ASD),"We conducted in-depth case studies of 10 health care professionals whoactively provide primary medical care to adults with autism spectrumdisorders. The study sought to understand their experiences in providingthis care, the training they had received, the training they lack andtheir suggestions for encouraging more physicians to provide this care.Qualitative data were gathered by phone using a structured interviewguide and analyzed using the framework approach. Challenges to providingcare were identified at the systems, practice and provider, andeducation and training levels. Solutions and interventions targetingneeded changes at each level were also proposed. The findings haveimplications for health care reform, medical school and residencytraining programs, and the development of best practices.",2019,https://scholar.google.com.br/,no
2621,Age-related trends in treatment use for children with autism spectrumdisorder,"Numerous and increasing treatment options face parents of children withautism spectrum disorder (ASD). This study sought to elucidateage-related trends in treatment use among children with ASD from theSimons Simplex Collection (SSC, n = 2758). Our goals were to: (a)explore frequencies of use for various treatment types between preschooland adolescence, and (b) statistically compare rates of treatment-typeuse by children of different ages. Results indicated high reliance onschool-based treatments (e.g., speech and occupational therapies),though use of these types of treatments decreased with age. Use of mosttreatment types peaked during the preschool years and decreased withage, except psychotropic medication, which was used more by olderchildren. A stable proportion of the sample across ages endorsedbiomedical treatments (i.e., complementary alternative medicine, CAM).Percentages of treatment-type use at three different ages (representingearly childhood, middle childhood, adolescence) via Pearson chi-squareanalyses indicated significant associations (alpha <.006) between ageand use of these treatment types: private and school-based speech,private and school-based occupational therapy, intensive behavioraltreatment, and psychotropic medication. Results are considered within anecological-behavioral framework to offer potential explanations forage-related differences in treatment use (e.g., family factors, specialeducation legislation). (c) 2015 Elsevier Ltd. All rights reserved.",2019,https://scholar.google.com.br/,no
2622,Empowerment and Parent Gain as Mediators and Moderators of Distress inMothers of Children with Autism Spectrum Disorders,"Mothers of children with autism spectrum disorders (ASD) experienceconsiderable amounts of distress and experiences of crisis. The FamilyAdjustment and Adaptation Response model provides a theory forunderstanding the experience of distress and crisis in families, and thepurpose of the present study was to examine experiences of distress inmothers of individuals with ASD using this framework. We specificallyinvestigated how parent empowerment and positive gain were related totheir experiences of distress, whether as mediators or as moderators ofchild aggression. Participants included 156 mothers of children with ASDranging in age from 4 to 21 years. Mothers completed an online survey ofdemographics, problem behaviors, family empowerment, positive gain, anddistress. We conducted path analyses of multiple mediation andmoderation. Results indicated that greater child problem behavior wasrelated to less parent empowerment, which was related to greatermaternal distress, supporting empowerment as a partial mediator. At thesame time, greater child aggression was not related to maternal distressin mothers who report high rates of positive gain, suggesting thatparent gain functions as a moderator. The implications for how and whenclinicians intervene with families of children with ASD are discussed.",2019,https://scholar.google.com.br/,no
2623,Performance of Fourth-Grade Students with Learning Disabilities onMultiplication Facts Comparing Teacher-Mediated and Technology-MediatedInterventions: A Preliminary Investigation,"Instructional applications (apps) are educational software programs thatcan be accessed via mobile technologies (e. g., iPad, smartphone) andused to help students acquire various academic skills, includingmathematics. Although research suggests that app-based instruction (AI)can be effective, there is a paucity of research comparing AI, toteacher-directed instruction (TDI) or to a combination of instructionalapproaches (CI) involving both AI and TDI in tandem. In an alternatingtreatments design, we compared AI, TDI, and CI conditions duringinstruction targeting multiplication facts with six students withlearning disabilities. Results were inconsistent across students, and nocondition emerged as consistently better than the others. Studentscompleted social validity rating scales, and all approaches were favoredby at least one student. Our results support findings from previousresearch involving similar comparisons between these instructionalformats in which no (or minimal) differences across conditions weredetected. We conclude that there may not be a meaningful differencebetween the outcomes achieved using AI, TDI, or CI for many students.Results are discussed in terms of directions for the future research.",2019,https://scholar.google.com.br/,no
2624,An iPad-Based Tool for Improving the Skills of Children with AttentionDeficit Disorder,"Attention Deficit Hyperactivity Disorder (ADHD), with a worldwideprevalence of 5.29\%-7.1\%, is one of the most common neurodevelopmentaldisorders among children and adolescents. Apart from typical symptomslike inattention, hyperactivity and impulsiveness, patients alsoevidence attention deficit problems with reading comprehension. This inturn causes poor school performance and widens the gap with peerswithout ADHD. This paper presents a novel and interactive tool based onSerious Games for Health, whose aim is not only to improvecomprehension, but also hold the user's attention. This tool is gearedtowards assessing reading quality and is intended for iPad devices.Preliminary results obtained from the experiment performed to evaluatethe game are included in this report. A group of six typicallydeveloping children from Colegio Vizcaya aged between 8 and 12 took partin the evaluation of motivation, satisfaction and usability of the sametherapy in the new media. Results obtained by participants playing thegame were analysed together with questionnaires concerning the usabilityof the system. Game evaluation resulted in relatively goodstatistics-average score was 3 points out of 4 and average time forcompleting the exercise was 59 seconds. A SUS questionnaire with anaverage score of 92.75 out of 100 indicates that the game presented isuser-friendly and an effective tool. Moreover, based on the feedbackobtained from participants, the game had been improved and additionalfunctionality introduced. Older participants completed the first gamefaster than the younger ones, but age was not influential in subsequentgames.",2019,https://scholar.google.com.br/,no
2625,Teaching Sight Words to Elementary Students With Intellectual Disabilityand Autism: A Comparison of Teacher-Directed Versus Computer-AssistedSimultaneous Prompting,"The purpose of this study was to compare the effects of teacher-directedsimultaneous prompting to computer-assisted simultaneous prompting forteaching sight words to 3 elementary school students with intellectualdisability. Activities in the computer-assisted condition were designedwith Intellitools Classroom Suite software whereas traditional materials(i.e., flashcards) were used in the teacher-directed condition.Treatment conditions were compared using an adapted alternatingtreatments design. Acquisition of sight words occurred in bothconditions for all 3 participants, however, each participant eitherclearly responded better in the teacher-directed condition or reported apreference for the teacher-directed condition when performance wassimilar with computer-assisted instruction being more efficient.Practical implications and directions for future research are discussed.",2019,https://scholar.google.com.br/,no
2626,Systematic review of tools to measure outcomes for young children withautism spectrum disorder,"Background: The needs of children with autism spectrum disorder (ASD)are complex and this is reflected in the number and diversity ofoutcomes assessed and measurement tools used to collect evidence aboutchildren's progress. Relevant outcomes include improvement in core ASDimpairments, such as communication, social awareness, sensorysensitivities and repetitiveness, skills such as social functioning andplay, participation outcomes such as social inclusion, and parent andfamily impact.Objectives: To examine the measurement properties of tools used tomeasure progress and outcomes in children with ASD up to the age of 6years. To identify outcome areas regarded as important by people withASD and parents.Methods: The MeASURe (Measurement in Autism Spectrum disorder UnderReview) research collaboration included ASD experts and reviewmethodologists. We undertook systematic review of tools used in ASDearly intervention and observational studies from 1992 to 2013,systematic review, using the COSMIN checklist (Consensus-based Standardsfor the selection of health Measurement Instruments) of papersaddressing the measurement properties of identified tools in childrenwith ASD, and synthesis of evidence and gaps. The review design andprocess was informed throughout by consultation with stakeholdersincluding parents, young people with ASD, clinicians and researchers.Results: The conceptual framework developed for the review was drawnfrom the International Classification of Functioning, Disability andHealth, including the domains `Impairments', `Activity LevelIndicators', `Participation', and `Family Measures'. In review 1, 10,154papers were sifted -3091 by full text - and data extracted from 184, intotal, 131 tools were identified, excluding observational coding,study-specific measures and those not in English. In review 2, 2665papers were sifted and data concerning measurement properties of 57(43\%) tools were extracted from 128 papers. Evidence for themeasurement properties of the reviewed tools was combined withinformation about their accessibility and presentation. Twelve toolswere identified as having the strongest supporting evidence, themajority measuring autism characteristics and problem behaviour. Thepatchy evidence and limited scope of outcomes measured mean these toolsdo not constitute a `recommended battery' for use. In particular, thereis little evidence that the identified tools would be good at detectingchange in intervention studies. The obvious gaps in available outcomemeasurement include well-being and participation outcomes for children,and family quality-of-life outcomes, domains particularly valued by ourinformants (young people with ASD and parents).Conclusions: This is the first systematic review of the quality andappropriateness of tools designed to monitor progress and outcomes ofyoung children with ASD. Although it was not possible to recommend fullyrobust tools at this stage, the review consolidates what is known aboutthe field and will act as a benchmark for future developments. Withinput from parents and other stakeholders, recommendations are madeabout priority targets for research.Future work: Priorities include development of a tool to measure childquality of life in ASD, and validation of a potential primary outcometool for trials of early social communication intervention.",2019,https://scholar.google.com.br/,no
2627,Peer-Mediated Check-In/Check-Out for Students At-Risk for InternalizingDisorders,"The present study investigated the effectiveness of peer-mediatedcheck-in/check-out (CICO) on the internalizing behaviors of elementaryschool students. A nonconcurrent multiple-baseline design acrossparticipants was utilized to evaluate the intervention's effectivenessfor 3 students in 1st and 2nd grade. Two 5th grade students were trainedto implement CICO under the supervision of an adult interventionspecialist. The peer-mediated CICO procedure was effective for 2 of the3 participants as evidenced by moderate to large effect sizes, however,all 3 participants were identified as ``at-risk{''} on a universalscreener for internalizing problems. The results suggest peer-mediatedCICO may be a resource-efficient Tier II strategy to meet the needs ofstudents engaging in internalizing behavior within a multitieredframework of service delivery.",2019,https://scholar.google.com.br/,no
2628,Designing AAC Research and Intervention to Improve Outcomes forIndividuals with Complex Communication Needs,"There is a rapidly growing body of research that demonstrates thepositive effects of augmentative and alternative communication (AAC)intervention on the communication of children and adults with complexcommunication needs. Despite the positive impact of many AACinterventions, however, many individuals with complex communicationneeds continue to experience serious challenges participating ineducational, vocational, healthcare, and community environments. In thispaper, we apply the framework proposed by the InternationalClassification of Functioning, Disability and Health (ICF) to illustratethe need to re-think AAC intervention to improve outcomes forindividuals with complex communication needs, and to foster a newgeneration of intervention research that will provide a solid foundationfor improved services. Specifically, the paper emphasizes the need totake a more holistic view of communication intervention and highlightsthe following key principles to guide AAC intervention and research: (a)build on the individual's strengths and focus on the integration ofskills to maximize communication, (b) focus on the individual'sparticipation in real-world contexts, (c) address psychosocial factorsas well as skills, and (d) attend to extrinsic environmental factors aswell as intrinsic factors related to the individual who requires AAC.",2019,https://scholar.google.com.br/,no
2629,Participation and Enjoyment in Play with a Robot between Children withCerebral Palsy who use AAC and their Peers,"This study explores children with complex communication needs, theirpeers and adult support persons in play with the talking and movingrobot LekBot. Two triads were filmed playing with LekBot at pre-school.LekBot was developed to facilitate independent and enjoyable play onequal terms for children with significant communication disabilities andtheir peers. Using Conversation Analysis, participatory symmetry andenjoyment were investigated in relation to spoken and gesturalcommunication, embodied stance, gaze, and affective display. Dataoriginated from three video-recorded sessions that were approximately 2hours long. Four different interaction situations were identified andexplored: Participatory Asymmetry, Adult Facilitation, GreaterParticipatory Symmetry and Creativity, and Turn-taking and EnjoyablePlay with LekBot. Neither participatory symmetry nor enjoyment wereeasily achieved in the play sessions and may require considerableeffort, including adult involvement, but creative, spontaneous andhighly enjoyable play, correlating with participatory symmetry tovarious degrees, was observed in a few instances. The findings arediscussed with regard to play, AAC and the future development of robotsto facilitate play.",2019,https://scholar.google.com.br/,no
2630,Reconceptualizing Working Memory in Educational Research,"In recent years, research from cognitive science has provided a solidtheoretical framework to develop evidence-based interventions ineducation. In particular, research into reading, writing, language,mathematics and multimedia learning has been guided by the applicationof Baddeley's multicomponent model of working memory. However, anover-reliance on this single perspective has overlooked the theoreticaldiversity of contemporary research into working memory. We review thesuccesses and shortcomings of applying Baddeley's model in accountingfor a range of evidence and draw attention to alternative models thathave been largely ignored within educational research. Specifically, weevaluate frameworks of working memory provided by Kane, Engle andcolleagues (attentional control model) and Cowan (embedded processmodel). We conclude that these alternative views can support areconceptualization of the contributions of working memory to academiclearning that may not be afforded by interpretations of the prevailingmulticomponent model.",2019,https://scholar.google.com.br/,no
2631,"A Complexity Approach Toward Mind-Brain-Education (MBE), Challenges andOpportunities in Educational Intervention and Research","In the context of an educational or clinical intervention, we often askquestions such as How does this intervention influence the task behaviorof autistic children? or How does working memory influence inhibition ofimmediate responses? What do we mean by the word influence here? In thisarticle, we introduce the framework of complex dynamic systems (CDS) todisentangle the meaning of words such as influence, and to discuss theissue of education and intervention as something that takes place in theform of complex, real-time, situated processes. What are the appliedimplications of such a CDS framework? Can we use it to improveeducation? Five general principlesprocess lawsare introduced, which canbe used to guide the way we formulate research questions and methods,and the way we use the results of such research. In addition, we brieflydiscuss a project in progress, in which we ourselves attempt to applythe process laws that govern educational activities. Finally, we reportabout a discussion about the usability of the process laws, both ineducational research and in the classroom, as was held during ourworkshop at the Mind, Brain, and Education Conference, November 2014.",2019,https://scholar.google.com.br/,no
2632,Towards an Evidence-Based Clinical Forensic Diagnostic AssessmentFramework for Juvenile Fire Setting and Bomb Making: DSM-5 Quadrant,"Juvenile fire setting and bomb making (JFSB) poses clinical,cross-disciplinary, ethical, and legal challenges. For example, thediscipline lacks an available assessment method that is specificallydesigned to guide the diagnostic work with JFSBs. Consistent with theDiagnostic and Statistical Manual of Mental Disorders (5th edition,DSM-5), an expanded dimensional diagnostic framework referred to as theDSM-5 Quadrant is recommended as a valid approach to augment theclinical utility for both case conceptualization and craftingforensically relevant interventions aimed at these youth. This articleidentifies issues associated with assessing mental health symptomsfrequently found within the JFSB population.",2019,https://scholar.google.com.br/,no
2633,Acute Stimulant Ingestion and Neurocognitive Performance in HealthyParticipants,"Context: Concussion management has become an area of great concern inathletics, and neurocognitive tests, such as Immediate Post-ConcussionAssessment and Cognitive Testing (ImPACT), are commonly used asmanagement tools. Given the restrictive nature of current managementplans, anecdotal concerns have been raised about athletes trying tocheat the assessments and return to participation sooner. Stimulantshave been shown to improve neurocognitive measures similar to those usedin ImPACT. Therefore, they could possibly improve performance duringbaseline and postinjury testing.Objective: To examine the effects of a supplement containing stimulantson ImPACT performance.Design: Crossover study.Setting: Research laboratory.Patients or Other Participants: A total of 5 men (age = 20.6 +/- 1.5years, height = 176.3 +/- 9.6 cm, mass = 76.9 +/- 18.6 kg) and 7 women(age = 20.6 +/- 1.1 years, height = 162.9 +/- 7.8 cm, mass = 60.9 +/-8.2 kg) with no histories of physician-diagnosed head injury, learningdisability, or attention-deficit disorder.Intervention(s): Participants were assessed under supplement (5.5 g ofJacked 3D, which contains caffeine and 1,3-dimethylamylamine), placebo,and control conditions separated by 1 week.Main Outcome Measure(s): I compared ImPACT composite scores for verbaland visual memory, visual motor speed, reaction time, impulse control,and a cognitive-efficiency index under each of the 3 conditions andassessed them 30 minutes after ingestion.Results: I observed a difference when comparing reaction times, as theparticipants reacted faster during the supplement condition (0.53 +/-0.03 seconds) than during the placebo (0.55 +/- 0.03 seconds) andcontrol (0.55 +/- 0.03 seconds) conditions (F-2,F-22 = 4.31, P = .03). Adifference also was observed for the cognitive-efficiency index, asparticipants scored higher during the supplement condition (0.49 +/-0.09) than during the placebo (0.41 +/- 0.10) and control (0.41 +/-0.12) conditions (F-2,F-22 = 4.07, P = .03).Conclusions: Stimulant ingestion 30 minutes before testing resulted inimproved memory, visual processing speed, and reaction time. However,the improvements were relatively nominal, and the question of clinicalimportance remains. Thus, it is unclear if stimulant ingestion wouldaffect the return-to-participation progression.",2019,https://scholar.google.com.br/,no
2634,Educational games based on distributed and tangible user interfaces tostimulate cognitive abilities in children with ADHD,"Children with attention deficit hyperactivity disorder (ADHD) experiencebehavioural and learning problems at home and at school, as well as alack of self-control in their lives. We can take advantage of theevolution of new technologies to develop applications with the aim ofenhancing and stimulating the learning process of children with ADHD. Inaddition, these applications may help teachers and therapists to trackthe progress of the children. In this paper, we present a novel softwaresystem with new interaction mechanisms with the aim of improving memoryand attention in children with ADHD. The system is based on a set ofcollaborative games developed in a novel multi-device environmentapplying the distributed user interface paradigm together with tangibleuser interfaces (TUIs). The interaction with the system is veryintuitive and simple as children interact directly with known physicalobjects used as TUIs instead of using the mouse and the keyboard. Inthis way, children can play while moving around the room and interactwith the games that are projected on the wall.",2019,https://scholar.google.com.br/,no
2635,Learning from the past and looking to the future: Emerging perspectivesfor improving the treatment of psychiatric disorders,"Modern neuropsychopharmacology commenced in the 1950s with theserendipitous discovery of first-generation antipsychotics andantidepressants which were therapeutically effective yet had markedadverse effects. Today, a broader palette of safer and better-toleratedagents is available for helping people that suffer from schizophrenia,depression and other psychiatric disorders, while complementaryapproaches like psychotherapy also have important rotes to play in theirtreatment, both alone and in association with medication. Nonetheless,despite considerable efforts, current management is still only partiallyeffective, and highly-prevalent psychiatric disorders of the braincontinue to represent a huge personal and socio-economic burden. Thelack of success in discovering more effective pharmacotherapy hascontributed, together with many other factors, to a relativedisengagement by pharmaceutical firms from neuropsychiatry. Nonetheless,interest remains high, and partnerships are proliferating with academiccentres which are increasingly integrating drug discovery andtranslational research into their traditional activities. This is, then,a time of transition and an opportune moment to thoroughly survey thefield. Accordingly, the present paper, first, chronicles the discoveryand development of psychotropic agents, focusing in particular on theirmechanisms of action and therapeutic utility, and how problems facedwere eventually overcome. Second, it discusses the lessons learned frompast successes and failures, and how they are being applied to promotefuture progress. Third, it comprehensively surveys emerging strategiesthat are (1), improving our understanding of the diagnosis andclassification of psychiatric disorders, (2), deepening knowledge oftheir underlying risk factors and pathophysiological substrates, (3),refining cellular and animal models for discovery and validation ofnovel therapeutic agents, (4), improving the design and outcome ofclinical trials, (5), moving towards reliable biomarkers of patientsubpopulations and medication efficacy and (6), promoting collaborativeapproaches to innovation by uniting key partners from the regulators,industry and academia to patients. Notwithstanding the challenges ahead,the many changes and ideas articulated herein provide new hope andsomething of a framework for progress towards the improved preventionand relief of psychiatric and other CNS disorders, an urgent mission forour Century. (C) 2015 Elsevier B.V. and ECNP. All rights reserved.",2019,https://scholar.google.com.br/,no
2636,Video game experience and its influence on visual attention parameters:An investigation using the framework of the Theory of Visual Attention(TVA),"Experts with video game experience, in contrast to non-experiencedpersons, are superior in multiple domains of visual attention. However,it is an open question which basic aspects of attention underlie thissuperiority. We approached this question using the framework of Theoryof Visual Attention (TVA) with tools that allowed us to assess variousparameters that are related to different visual attention aspects (e.g.,perception threshold, processing speed, visual short-term memory storagecapacity, top-down control, spatial distribution of attention) and thatare measurable on the same experimental basis. In Experiment 1, we foundadvantages of video game experts in perception threshold and visualprocessing speed, the latter being restricted to the lower positions ofthe used computer display. The observed advantages were notsignificantly moderated by general person-related characteristics suchas personality traits, sensation seeking, intelligence, social anxiety,or health status. Experiment 2 tested a potential causal link betweenthe expert advantages and video game practice with an interventionprotocol. It found no effects of action video gaming on perceptionthreshold, visual short-term memory storage capacity, iconic memorystorage, top-down control, and spatial, distribution of attention after15 days of training. However, observations of a selected improvement ofprocessing speed at the lower positions of the computer screen aftervideo game training and of retest effects are suggestive for limitedpossibilities to improve basic aspects of visual attention (TVA) withpractice. (C) 2015 Elsevier B.V. All rights reserved.",2019,https://scholar.google.com.br/,no
2637,Working memory arrest in children with high-functioning autism comparedto children with attention-deficit/hyperactivity disorder: Results froma 2-year longitudinal study,"The aim of this study was to analyse the development of verbal workingmemory in children with high-functioning autism compared to childrenwith attention-deficit/hyperactivity disorder and typically developingchildren. A total of 34 children with high-functioning autism, 72children with attention-deficit/hyperactivity disorder and 45 typicallydeveloping children (age 9-16 years) were included at baseline andfollowed up approximately 25 months later. The children were given aletter/number sequencing task to assess verbal working memory. Theperformance of children with high-functioning autism on verbal workingmemory did not improve after 2 years, while improvement was observed inchildren with attention-deficit/hyperactivity disorder and typicallydeveloping children. The results indicate a different developmentaltrajectory for verbal working memory in children with high-functioningautism compared to children with attention-deficit/hyperactivitydisorder and typically developing children. More research is needed toconstruct a developmental framework more suitable for children withautism spectrum disorder.",2019,https://scholar.google.com.br/,no
2638,A Novel System for Supporting Autism Diagnosis Using Home Videos:Iterative Development and Evaluation of System Design,"Background: Observing behavior in the natural environment is valuable toobtain an accurate and comprehensive assessment of a child's behavior,but in practice it is limited to in-clinic observation. Research showssignificant time lag between when parents first become concerned andwhen the child is finally diagnosed with autism. This lag can delayearly interventions that have been shown to improve developmentaloutcomes.Objective: To develop and evaluate the design of an asynchronous systemthat allows parents to easily collect clinically valid in-home videos oftheir child's behavior and supports diagnosticians in completingdiagnostic assessment of autism.Methods: First, interviews were conducted with 11 clinicians and 6families to solicit feedback from stakeholders about the system concept.Next, the system was iteratively designed, informed by experiences offamilies using it in a controlled home-like experimental setting and aparticipatory design process involving domain experts. Finally, in-fieldevaluation of the system design was conducted with 5 families ofchildren (4 with previous autism diagnosis and 1 child typicallydeveloping) and 3 diagnosticians. For each family, 2 diagnosticians,blind to the child's previous diagnostic status, independently completedan autism diagnosis via our system. We compared the outcome of theassessment between the 2 diagnosticians, and between each diagnosticianand the child's previous diagnostic status.Results: The system that resulted through the iterative design processincludes (1) NODA smartCapture, a mobile phone-based application forparents to record prescribed video evidence at home, and (2) NODAConnect, a Web portal for diagnosticians to direct in-home videocollection, access developmental history, and conduct an assessment bylinking evidence of behaviors tagged in the videos to the Diagnostic andStatistical Manual of Mental Disorders criteria. Applying clinicaljudgment, the diagnostician concludes a diagnostic outcome. During fieldevaluation, without prior training, parents easily (average rating of 4on a 5-point scale) used the system to record video evidence. Across allin-home video evidence recorded during field evaluation, 96\% (26/27)were judged as clinically useful, for performing an autism diagnosis.For 4 children (3 with autism and 1 typically developing), bothdiagnosticians independently arrived at the correct diagnostic status(autism versus typical). Overall, in 91\% of assessments (10/11) viaNODA Connect, diagnosticians confidently (average rating 4.5 on a5-point scale) concluded a diagnostic outcome that matched with thechild's previous diagnostic status.Conclusions: The in-field evaluation demonstrated that the system'sdesign enabled parents to easily record clinically valid evidence oftheir child's behavior, and diagnosticians to complete a diagnosticassessment. These results shed light on the potential for appropriatelydesigned telehealth technology to support clinical assessments usingin-home video captured by families. This assessment model can be readilygeneralized to other conditions where direct observation of behaviorplays a central role in the assessment process.",2019,https://scholar.google.com.br/,no
2639,Handheld Devices and Video Modeling to Enhance the Learning of Self-HelpSkills in Adolescents With Autism Spectrum Disorder,"The viewing of videos is a much-studied intervention to teach self-help,social, and vocational skills. Many of the studies to date looked atvideo modeling using televisions, computers, and other large screens.This study looked at the use of video modeling on portable handhelddevices to teach hand washing to three adolescent students with anautism spectrum disorder. Three students participated in this 4-weekstudy conducted by occupational therapists. Baseline data were obtainedfor the first student for 1 week, the second for 2 weeks, and the thirdfor 3 weeks, videos were introduced when the participants each finishedthe baseline phase. Given the cognitive and motor needs of theparticipants, the occupational therapist set the player so that theparticipants only had to press the play button to start the videoplaying. The participants were able to hold the players and view atdistances that were most appropriate for their individual needs andpreferences. The results suggest that video modeling on a handhelddevice improves the acquisition of self-help skills.",2019,https://scholar.google.com.br/,yes
2640,"The Impact of Policy, Environmental, and Educational Interventions: ASynthesis of the Evidence From Two Public Health Success Stories","Motor vehicle safety and tobacco control are among the greatest publichealth achievements of the 20th century, according to the Centers forDisease Control and Prevention. As the number of miles traveled in theUnited States multiplied 10 times from the 1920s to the 1990s, theannual motor vehicle crash death rate per vehicle mile traveleddecreased by 90\%. Similarly, tobacco-related deaths from heart disease,stroke, and cancer were rapidly mounting over the first two thirds ofthe 20th century. Then, in the last third of the century, tobaccoconsumption decreased by more than 50\%, and rates of heart disease andstroke deaths, and later cancer deaths, declined similarly. Thisanalysis addresses the central question of what lessons can be learnedfrom these success stories that will help public health professionalssuccessfully tackle new and emerging health behavior problems of todayand tomorrow? Surveillance, research, multilevel interventions,environmental modifications, and strong policies were key to reducingmotor vehicle- and tobacco-related health problems. Generating publicsupport and advocacy, and changing social norms also played criticalroles in promoting the safer and smoke-free behaviors. Lessons learnedinclude the need for evidence-based practices and interventions that areecologically comprehensive with an emphasis on changing environmentaldeterminants and capitalizing on the concept of reciprocal determinism.The analysis concludes with a description of how the PRECEDE-PROCEEDplanning framework can be used to apply the lessons from motor vehiclesafety and tobacco control to other public health threats.",2019,https://scholar.google.com.br/,no
2641,Systematic Review of Medical Home Models to Promote Transitions toPrimary Adult Health Care for Adolescents Living With Autism SpectrumDisorder,"BackgroundThere is a growing number of children diagnosed and livingwith autism spectrum disorders (ASDs) in the United States. Thisincreasing incidence and prevalence of ASDs require care coordinationwithin a medical home model, which needs to continue into adulthood.AimThis paper is an evidence review of medical home models fortransitioning adolescents living with ASDs from pediatric primaryhealthcare practices to adult primary care practices.MethodDatabases were reviewed and articles selected based on inclusionand exclusion criteria.ResultsNine articles were reviewed and four met criteria. None of thearticles addressed medical home models to transition adolescents livingwith ASDs into adult primary healthcare services.Linking Evidence to ActionThere is a need for nursing to work within aninterdisciplinary framework to educate adult healthcare providers on theneeds of adolescents living with ASDs and to evaluate medical hometransition models for this vulnerable population.",2019,https://scholar.google.com.br/,no
2642,An iPad (TM)-based picture and video activity schedule increasescommunity shopping skills of a young adult with autism spectrum disorderand intellectual disability,"Objective: To evaluate the iPad 2 (TM) with Book Creator (TM) softwareto provide visual cues and video prompting to teach shopping skills inthe community to a young adult with an autism spectrum disorder andintellectual disability. Methods: A multiple probe across settingsdesign was used to assess effects of the intervention on theparticipant's independence with following a shopping list in a grocerystore across three community locations. Results: Visual cues and videoprompting substantially increased the participant's shopping skillswithin two of the three community locations, skill increases maintainedafter the intervention was withdrawn, and shopping skills generalized totwo untaught shopping items. Social validity surveys suggested that theparticipant's parent and staff favorably viewed the goals, procedures,and outcomes of intervention. Conclusions: The iPad 2 (TM) with BookCreator (TM) software may be an effective way to teach independentshopping skills in the community, additional replications are needed.",2019,https://scholar.google.com.br/,yes
2643,mirTrios: an integrated pipeline for detection of de novo and rareinherited mutations from trios-based next-generation sequencing,"Objectives Recently, several studies documented that de novo mutations(DNMs) play important roles in the aetiology of sporadic diseases.Next-generation sequencing (NGS) enables variant calling at single-baseresolution on a genome-wide scale. However, accurate identification ofDNMs from NGS data still remains a major challenge. We developedmirTrios, a web server, to accurately detect DNMs and rare inheritedmutations from NGS data in sporadic diseases.Methods The expectation-maximisation (EM) model was adopted toaccurately identify DNMs from variant call files of a trio generated byGATK (Genome Analysis Toolkit). The GATK results, which contain certainbasic properties (such as PL, PRT and PART), are iteratively integratedinto the EM model to strike a threshold for DNMs detection. Trainingsets of true and false positive DNMs in the EM model were built fromwhole genome sequencing data of 64 trios.Results With our in-house whole exome sequencing datasets from 20 trios,mirTrios totally identified 27 DNMs in the coding region, 25 of which(92.6\%) are validated as true positives. In addition, to facilitate theinterpretation of diverse mutations, mirTrios can also be employed inthe identification of rare inherited mutations. Embedded with abundantannotation of DNMs and rare inherited mutations, mirTrios also supportsknown diagnostic variants and causative gene identification, as well asthe prioritisation of novel and promising candidate genes.Conclusions mirTrios provides an intuitive interface for the generalgeneticist and clinician, and can be widely used for detection of DNMsand rare inherited mutations, and annotation in sporadic diseases.mirTrios is freely available athttp://centre.bioinformatics.zj.cn/mirTrios/.",2019,https://scholar.google.com.br/,no
2644,Using Video Modeling Incorporating Animation to Teach Toileting to TwoChildren with Autism Spectrum Disorder,"A multiple-baseline across behaviors design was employed to investigatethe effects of a video modeling intervention incorporating real andanimated models and a chaining procedure, on increasing independenttoileting skills in two young boys diagnosed with ASD. Results showedthis intervention was effective in reducing the number of promptsrequired for the boys to walk to the toilet, undress, sit on and urinatein the toilet, redress and flush. Gains were maintained over a 4 weekperiod and generalized to other settings. Both participants couldindependently complete the toileting sequence post-intervention. Thecurrent study contributes to the small body of research literatureregarding toilet training and video modeling, providing evidence for arapid and effective toilet training method, and introduced the use ofanimation to overcome obvious practical limitations in depicting asensitive private event such as toileting.",2019,https://scholar.google.com.br/,no
2645,Are treatment effects of neurofeedback training in children with ADHDrelated to the successful regulation of brain activity? A review on thelearning of regulation of brain activity and a contribution to thediscussion on specificity,"While issues of efficacy and specificity are crucial for the future ofneurofeedback training, there may be alternative designs and controlanalyses to circumvent the methodological and ethical problemsassociated with double-blind placebo studies. Surprisingly, most NFstudies do not report the most immediate result of their NF training,i.e., whether or not children with ADHD gain control over their brainactivity during the training sessions. For the investigation ofspecificity, however, it seems essential to analyze the learning andadaptation processes that take place in the course of the training andto relate improvements in self-regulated brain activity across trainingsessions to behavioral, neuropsychological and electrophysiologicaloutcomes. To this aim, a review of studies on neurofeedback trainingwith ADHD patients which include the analysis of learning acrosstraining sessions or relate training performance to outcome ispresented. Methods on how to evaluate and quantify learning of EEGregulation over time are discussed. ``Non-learning{''} has been reportedin a small number of ADHD-studies, but has not been a focus of generalmethodological discussion so far. For this reason, selected results fromthe brain-computer interface (BCI) research on the so-called``brain-computer illiteracy{''}, the inability to gain control overone's brain activity, are also included. It is concluded that in thediscussion on specificity, more attention should be devoted to theanalysis of EEG regulation performance in the course of the training andits impact on clinical outcome. It is necessary to improve the knowledgeon characteristic cross session and within session learning trajectoriesin ADHD and to provide the best conditions for learning.",2019,https://scholar.google.com.br/,no
2646,Remotely-supervised transcranial direct current stimulation (tDCS) forclinical trials: guidelines for technology and protocols,"The effect of transcranial direct current stimulation (tDCS) iscumulative. Treatment protocols typically require multiple consecutivesessions spanning weeks or months. However, traveling to clinic for atDCS session can present an obstacle to subjects and their caregivers.With modified devices and headgear, tDOS treatment can be administeredremotely under clinical supervision, potentially enhancing recruitment,throughput, and convenience. Here we propose standards and protocols forclinical trials utilizing remotely supervised tDCS with the goal ofproviding safe, reproducible and well-tolerated stimulation therapyoutside of the clinic. The recommendations include: (1) training ofstaff in tDCS treatment and supervision, (2) assessment of the user'scapability to participate in tDCS remotely, (3) ongoing trainingprocedures and materials including assessments of the user and/orcaregiver, (4) simple and fail-safe electrode preparation techniques andtDCS headgear, (5) strict dose control for each session, (6) ongoingmonitoring to quantify compliance (device preparation, electrodesaturation/placement, stimulation protocol), with correspondingcorrective steps as required, (7) monitoring for treatment emergentadverse effects, (8) guidelines for discontinuation of a session and/orstudy participation including emergency failsafe procedures tailored tothe treatment population's level of need. These guidelines are intendedto provide a minimal level of methodological rigor for clinical trialsseeking to apply tDCS outside a specialized treatment center. We outlineindication-specific applications (Attention Deficit HyperactivityDisorder, Depression, Multiple Sclerosis, Palliative Care) followingthese recommendations that support a standardized framework forevaluating the tolerability and reproducibility of remote supervisedtDCS that, once established, will allow for translation of tDCS clinicaltrials to a greater size and range of patient populations.",2019,https://scholar.google.com.br/,no
2647,Training executive function in preschoolers reduce externalizingbehaviors,"In this research we want to observe, in preschool children, and with anexperimental design, whether a cognitive intervention aiming atenhancing inhibition capacities would have an impact not only onexecutive functions but also lead to behavioral changes with a decreasein external behavioral problems (EB).Forty-seven normally developed preschoolers (mean age of 60 months) tookpart in a pretest assessing executive function (EF) capacities(attention, motor and cognitive inhibition, flexibility and workingmemory) and behavior (questionnaires and an observational paradigm forexternalizing behaviors). Children were then randomly allocated toeither a control (n =23) or an experimental group (n=24). Both groupsparticipated in 2 45-min sessions per week for 8 weeks. Children fromthe control group took part in handicraft sessions and children from theexperimental group received inhibitiontraining sessions. The latterconsisted of a series of games/exercises aimed at increasing thedifferent components of inhibition functions (interrupt an ongoingresponse, impulsivity management, inhibition of a predominant response,inhibition of external distractors) and involving the use of fictionalcharacters aimed at improving the child's metacognition relative tothose functions. At the end of the intervention, every child from eachgroup took part in the post-test.We observed significant differences between control and experimentalgroups, with the latter group performing better on inhibition, attentionand working memory measures. More importantly, differences were alsomeasured on behavioral measures of inattention, and on negative reactionin an observational paradigm. We thus show that it is possible toenhance EF capacities in preschoolers and that this has an impact on EB.(C) 2015 Elsevier GmbH. All rights reserved.",2019,https://scholar.google.com.br/,no
2648,Generalization of Literacy Skills Through Portable Technology forStudents With Severe Disabilities,"Literacy is an important skill for accessing all academic content areas,and there has been an increased focus on using a variety of assistivetechnology (AT) to support the acquisition of literacy skills forstudents with severe disabilities. Literacy also provides these studentswith skills to increase community participation, with independence, withskills to make individual choices, and with opportunities for potentialemployment. Portable technology such as an iPad2 (R) can be used toenhance literacy skills for students with severe disabilities inelementary school. A typical way to teach literacy to this population isthrough the use of a shared story. Although systematic instruction hasproven to be an effective teaching strategy, the generality of theliteracy skills usually has not been the focus of the training. In thisstudy, five students with severe disabilities (IQ below 55, range in age7-11 years, grade range 2nd-6th grades) were taught to generalizeliteracy skills via multiple exemplar training. A multiple probe designacross participants demonstrated a functional relation between studentresponding and the intervention. Extension of what we currently know,limitations, and future research are discussed.",2019,https://scholar.google.com.br/,no
2649,A Kalman Filtering Framework for Physiological Detection ofAnxiety-Related Arousal in Children With Autism Spectrum Disorder,"Objective: Anxiety is associated with physiological changes that can benoninvasively measured using inexpensive and wearable sensors. Thesechanges provide an objective and language-free measure of arousalassociated with anxiety, which can complement treatment programs forclinical populations who have difficulty with introspection,communication, and emotion recognition. This motivates the developmentof automatic methods for detection of anxiety-related arousal usingphysiology signals. While several supervised learning methods have beenproposed for this purpose, these methods require regular collection andupdating of training data and are, therefore, not suitable for clinicalpopulations, where obtaining labelled data may be challenging due toimpairments in communication and introspection. In this context, theobjective of this paper is to develop an unsupervised and real-timearousal detection algorithm. Methods: We propose a learning frameworkbased on the Kalman filtering theory for detection of physiologicalarousal based on cardiac activity. The performance of the system wasevaluated on data obtained from a sample of children with autismspectrum disorder. Results: The results indicate that the system candetect anxiety-related arousal in these children with sensitivity andspecificity of 99\% and 92\%, respectively. Conclusion and significance:Our results show that the proposed method can detect physiologicalarousal associated with anxiety with high accuracy, providing supportfor technical feasibility of augmenting anxiety treatments withautomatic detection techniques. This approach can ultimately lead tomore effective anxiety treatment for a larger and more diversepopulation.",2019,https://scholar.google.com.br/,no
2650,Reducing the Need for Personal Supports Among Workers with Autism Usingan iPod Touch as an Assistive Technology: Delayed Randomized ControlTrial,"Personal digital assistants (PDAs) are versatile task organizers thathold promise as assistive technologies for people withcognitive-behavioral challenges. This delayed randomized controlledtrial compared two groups of adult workers with autism spectrum disorder(ASD) to determine whether the use of an Apple iPod Touch PDA as avocational support improves work performance and reduces personalsupport needs on the job. Baseline data were collected on 50 adults withASD who were beginning a vocational placement supported by a job coach.Participants were randomized to receive training in the use of a PDA asa vocational aid upon starting their job or after working 12 weekswithout PDA support. Workers who received PDA training at the beginningof their job placement required significantly less hours of job coachingsupport (p = 0.013) during their first 12 weeks on the job than thosewho had not yet received the intervention. Functional performancebetween the two groups was not significantly different. The significantdifference in hours of job coaching support persisted during thesubsequent 12 weeks, in which both groups used a PDA (p = 0.017).",2019,https://scholar.google.com.br/,no
2651,Internet addiction is related to attention deficit but not hyperactivityin a sample of high school students,"Objective. To assess the effects of attention-deficit/hyperactivitydisorder (ADHD) symptom dimensions on Internet addiction (IA) aft ercontrolling for Internet usage features among high school students.Methods. This study consisted of 640 students (331 females and 309males) ranging from 14 to 19 years of age. The Internet Addiction Scale,the Conners-Wells `Adolescent Self-Report Scale-Short Form, and apersonal information form were completed by the participants.Statistical analyses were conducted for both sexes and the total sample.Results. According to the logistic regression analysis, attentiondeficit and playing online games were significant predictors of IA inboth sexes. Other predictors of IA included behavioral problems forfemales, total weekly Internet usage time, and lifelong total Internetuse for males. Hyperactivity and other Internet usage features did notpredict IA. Conclusion. These results suggest that attention deficit andplaying online games are important determinants of IA in this age group.",2019,https://scholar.google.com.br/,no
2652,The Med AppJam: A Model for an Interprofessional Student-CenteredmHealth App Competition,"The Med AppJam is a 2-week long competition where students from theUniversity of California, Irvine School of Medicine are partnered withstudents from the University of California, Irvine School of Informationand Computer Sciences in interprofessional teams to develop mobilehealth applications for use by clinicians and patients. The success ofthe Med AppJam comes from the unique opportunity for students tomutually contribute their content expertise to improve the clinicallandscape while expanding their technology literacy and savvy. Since2012, about 285 computer science students and over 90 medical studentshave collaborated to design and develop 53 iOS mHealth apps during theevent. The Med AppJam model has been replicated in an Autism AppJam, acompetition focused on the needs of a specific population, and with highschool students in a mini Pre-Med AppJam using a paper prototypingapproach. It is proposed that other medical schools considerimplementation of a local Med AppJam as a viable model for engagingstudents in technology for healthcare.",2019,https://scholar.google.com.br/,no
2653,The life path of parents and of their children presenting an autismspectrum disorder (ASD),"Objectives: This research aims to study parents' experiences (n = 41) oftheir autistic child. in regards to different aspects of hisdevelopment, such as diagnosis, health, family, interventions, childcare services, school and awareness of the disorder.Methods: In order to ensure variability in the levels of severity of thedisorder, forty-one parents of persons with an Autism Spectrum Disorder(ASD) were recruited either through the Federation quebecoise del'autisme (FQA) or through a convenience sample. Participants were askedto complete a 192-item questionnaire covering respondents' demographicinformation, the child's diagnosis as well as information regardinghealth, family, respite services, child care setting, interventions,school setting, adolescence, adulthood, individual rights and awarenessof the disorder. This questionnaire was reviewed by ten doctoralstudents in psychology and by three ASD experts to assess the relevance,the correctness and the richness of the questions. The questionnaire wasadapted accordingly and was administered to 10 parents within theframework of a qualitative study.Results: This study revealed that parents' primary concerns regardingtheir child's development regarded language development, visual contact,isolation and motor abilities. These parents also mentioned feelingpositive emotions, such as pride and joy, as well as negative emotions,such as worries about their child's future. Only a few of these familiesused respite services and most deemed intervention services asinsufficient, about half of parents were satisfied with the servicesprovided at school. Moreover, most of adults with ASD have always livedwith at least one of their parents, some have occupations, but theirsalary is minimal. In terms of disorder awareness, parents mentionedthat they would have preferred that their child not have the disorder inorder for them to live an easier life.Conclusion: Data obtained from this study serves to provide a bettercomprehension parents' experiences, which can contribute to adapting theservices for families of children living with ASD. In addition, anincrease in public funding for intervention and respite services isrecommended as it was considered insufficient.",2019,https://scholar.google.com.br/,no
2654,Searching for a minimal set of behaviors for autism detection throughfeature selection-based machine learning,"Although the prevalence of autism spectrum disorder (ASD) has risensharply in the last few years reaching 1 in 68, the average age ofdiagnosis in the United States remains close to 4-well past thedevelopmental window when early intervention has the largest gains. Thisemphasizes the importance of developing accurate methods to detect riskfaster than the current standards of care. In the present study, we usedmachine learning to evaluate one of the best and most widely usedinstruments for clinical assessment of ASD, the Autism DiagnosticObservation Schedule (ADOS) to test whether only a subset of behaviorscan differentiate between children on and off the autism spectrum. ADOSrelies on behavioral observation in a clinical setting and consists offour modules, with module 2 reserved for individuals with somevocabulary and module 3 for higher levels of cognitive functioning. Weran eight machine learning algorithms using stepwise backward featureselection on score sheets from modules 2 and 3 from 4540 individuals. Wefound that 9 of the 28 behaviors captured by items from module 2, and 12of the 28 behaviors captured by module 3 are sufficient to detect ASDrisk with 98.27\% and 97.66\% accuracy, respectively. A greater than55\% reduction in the number of behaviorals with negligible loss ofaccuracy across both modules suggests a role for computational andstatistical methods to streamline ASD risk detection and screening.These results may help enable development of mobile and parent-directedmethods for preliminary risk evaluation and/or clinical triage thatreach a larger percentage of the population and help to lower theaverage age of detection and diagnosis.",2019,https://scholar.google.com.br/,no
2655,Real-time MEG neurofeedback training of posterior alpha activitymodulates subsequent visual detection performance,"It has been demonstrated that alpha activity is lateralized whenattention is directed to the left or right visual hemifield. Weinvestigated whether real-time neurofeedback training of the alphalateralization enhances participants' ability to modulate posterioralpha lateralization and causes subsequent short-term changes in visualdetection performance. The experiment consisted of three phases: (i)pre-training assessment, (ii) neurofeedback phase and (iii)post-training assessment. In the pre- and post-training phases wemeasured the threshold to covertly detect a cued faint Gabor stimuluspresented in the left or right hemifield. During magnetoencephalography(MEG) neurofeedback, two face stimuli superimposed with noise werepresented bilaterally. Participants were cued to attend to one of thehemifields. The transparency of the superimposed noise and thus thevisibility of the stimuli were varied according to the momentary degreeof hemispheric alpha lateralization. In a double-blind procedure half ofthe participants were provided with sham feedback. We found thathemispheric alpha lateralization increased with the neurofeedbacktraining, this was mainly driven by an ipsilateral alpha increase.Surprisingly, comparing pre- to post-training, detection performancedecreased for a Gabor stimulus presented in the hemifield that wasun-attended during neurofeedback. This effect was not observed in thesham group. Thus, neurofeedback training alters alpha lateralization,which in turn decreases performances in the untrained hemifield. Ourfindings suggest that alpha oscillations play a causal role for theallocation of attention. Furthermore, our neurofeedback protocol servesto reduce the detection of unattended visual information and couldtherefore be of potential use for training to reduce distractibility inattention deficit patients, but also highlights that neurofeedbackparadigms can have negative impact on behavioral performance and shouldbe applied with caution. (C) 2014 Elsevier Inc. All rights reserved.",2019,https://scholar.google.com.br/,no
2656,Do iPads promote symbolic understanding and word learning in childrenwith autism?,"The use of the Apple iPad has skyrocketed in educational settings, alongwith largely unsubstantiated claims of its efficacy for learning andcommunication in children with autism spectrum disorder (ASD). Here, weexamine whether children with ASD are better able to learn new wordreferent relations using an iPad or a traditional picture book. We alsoexamine the hypothesis that presenting multiple, differently colored,exemplars of a target referent will promote adaptive labelgeneralization compared to the use of a single exemplar. Sixteenminimally verbal children with ASD were taught a new word in fourwithin-subjects conditions, which varied by media (i Pad vs. book) andcontent (single vs. multiple exemplar presentation). Children were thentested on the ability to symbolically relate the word to a 3-D referent(real-life depicted object) and generalize it to a differently coloredcategory member (another similarly shaped object). The extent ofsymbolic understanding did not differ between the two media, and levelsof generalization did not differ across conditions. However,presentation of multiple exemplars increased the rate that children withASD extended labels from pictures to depicted objects. Our findings arediscussed in terms of the importance of content to picture-basedlearning and the potential benefits and challenges of using the Apple iPad as an educational resource for children with ASD.",2019,https://scholar.google.com.br/,yes
2657,Prosocial intervention in children and adolescents with autism spectrumdisorder without intellectual disability: Benefits of videotapingtherapy sessions,"Introduction. The category of pervasive developmental disorders (PDD)without intellectual disability (including Asperger syndrome andhigh-functioning autism) has increased steadily among individuals sincethe 1980s. Although some symptoms may decrease with age, functionaldisability persists and is largely related to abnormalities in socialinteraction. Within the framework of POD without intellectualdisability, improving social skills appears to be a primary target forintervention programs. Despite a recent increase in the number ofstudies on this topic, few validated programs are yet available forclinical settings.Background. We have developed an intervention targeting the improvementof social skills from the analysis of video sequences. The goal of thisintervention is to promote communication within the group throughsharing their interests and emotions, and to enhance the understandingof social situations. In order to assess the efficiency of thisintervention, we have conducted a prospective, open, and uncontrolledstudy. First, it aimed at assessing the immediate effect of ourintervention on a single social skill (communication) in an experimentalsituation (in the group) and in an ecological situations (family andschool). Second, this study aimed at assessing the effects of thisintervention on the subjects' social adjustment.Method. This study included 16 individuals with high-functioningautism/Asperger syndrome. Participants were evaluated before and after a6-month video-based training using measures of socio-communicative andadaptive skills.Results. Results revealed a statistically significant increase in thecommunication skills not only in the group (15.5\%), but also at home(13.7\%) and at school (8.7\%). The evaluation of socio-adaptivebehavior indicates a statistically significant increase in communication(12\%), family (7\%) and social autonomy (8\%), and leisure activities(8\%).Discussion. The communication and social adjustment scores obtained uponinclusion were low, despite low autistic intensity scores. However, theimprovement at six months was significant for most studied variables.These results are consistent with our clinical findings and seem partlyexplained by the use of video supports as the mediator of exchangeswithin the group. However, because of some methodological limitations,the conclusions on the effects of the intervention should be nuanced.Conclusions. This type of intervention seems to be an interestingtherapeutic indication for individuals with high-functioningautism/Asperger syndrome. The first results are encouraging, and allparticipants enjoyed attending the meetings. These conclusion elementsencourage us to continue this intervention and to pursue furtherresearch by studying the impact on the individuals' quality of life. (C)L'Encephale, Paris, 2014.",2019,https://scholar.google.com.br/,no
2658,Assisting students with autism to cooperate with their peers to performcomputer mouse collaborative pointing operation on a single displaysimultaneously,"The purpose of this study was to provide students with autism spectrumdisorder (ASD) the chance to cooperate with their peers to performcomputer mouse collaborative pointing operation. In this study, weadopted the Single Display Groupware (SDG) concept to develop theMultiple Cursor Collaborative Operating Program (MCCOP) software, whichallows multiple users to operate a single computer simultaneouslywithout interfering with each other. With the implementation of MCCOPsoftware, users control their own cursors to perform a function in theirrespective cursor moving areas on a single display. A collaborativepointing test software (CPTS) program was designed in this experiment toevaluate participants' collaborative pointing performance. This studyadopted an ABAB design, and the experimental results show that allparticipants significantly increased their collaborative pointingperformance during the intervention phase, compared to the baselinephase. Practical and developmental implications of the findings arediscussed. (C) 2014 Elsevier Ltd. All rights reserved.",2019,https://scholar.google.com.br/,yes
2659,Peer-Video Modeling: Teaching Chained Social Game Behaviors to Childrenwith ASD,"There is considerable research focusing on remediating social deficitsin children with autism. Learning to engage in childhood games such asDuck Duck Goose with peers fosters a multitude of other positive socialoutcomes. The present study examined peer-video modeling as anintervention to teach two common childhood social games with twoparticipants on the autism spectrum. The games involved chained grossmotor behaviors that were performed in an interactive small groupsetting. Performance was measured by total percentage of correctresponding as outlined in a task analysis of the games. Children'sperformance of chained gross motor behaviors increased across bothsocial games, suggesting peer-video modeling is an effective method inteaching chained social game behaviors.",2019,https://scholar.google.com.br/,no
2660,An iPad-Based Intervention for Teaching Picture and Word Matching to aStudent with ASD and Severe Communication Impairment,"iPads (R) have been successfully used as speech-generating devices (SGD)for children with ASD and limited speech, but little research hasinvestigated the use of iPads to enhance academic skills, such aspicture/word matching. In the present study, a student with ASD receivedintervention to teach picture and word matching using an iPad-based SGDas the response mode. A multiple baseline across matching tasks designwas used to evaluate the effects of a graduated guidance promptingprocedure and differential reinforcement on correct matching across fourmatching tasks (i.e., picture to picture, word to picture, picture toword, and word to word). With intervention, the student showed increasedcorrect matching across all four combinations, suggesting that pictureand word matching with an iPad-based SGD can be successfully taughtusing graduated guidance and differential reinforcement. This approachmight have relevance for teaching a range of academic/literacy skills tostudents with ASD who present with limited or no speech.",2019,https://scholar.google.com.br/,yes
2661,Effects of a Modified Power Card Strategy on Turn Taking and SocialCommenting of Children with Autism Spectrum Disorder Playing Board Games,"Children with autism spectrum disorder (ASD) often have very narrow andspecial interests, and are less likely to engage in socially-basedrecreational activities than typically developing children. Few studieshave examined strategies for teaching children with ASD to engage insocial games with their peers. The Power Card strategy is a socialnarrative technique that capitalizes on a child's special interest toteach appropriate engagement in routines, social interaction, andcommunicative behaviors. In this study, a modified Power Card strategywas used to teach two boys with ASD appropriate turn taking and socialcommenting while playing board games. Participants' appropriateinitiating a turn and relinquishing a turn increased with intervention,however, consistent increases in participants' appropriate commentingwere not observed. Students and parents favorably rated the Power CardStrategy following intervention. Results are discussed in relation tolimitations and future research.",2019,https://scholar.google.com.br/,no
2662,Advancing a Biopsychosocial and Contextual Model of Sleep inAdolescence: A Review and Introduction to the Special Issue,"Sleep problems in adolescence have been identified as an internationalpublic health issue. Over the past few decades, notable advances havebeen made in our understanding of the patterns and consequences of sleepin adolescence. Despite these important gains, there is much about therole of sleep in adolescence that remains to be understood. This SpecialIssue brings together studies that examine sleep as it specificallypertains to adolescent development and adjustment. In this introductoryarticle, we argue for the importance of grounding the study of sleep andadolescence in developmental science and a developmental psychopathologyframework. First, a review of the literature is used to outline abiopsychosocial and contextual model of sleep in adolescence. Second,attention-deficit/hyperactivity disorder (ADHD) is used as an exemplarof the proposed model given the pervasiveness of sleep problems amongyouth with ADHD and the likelihood that sleep problems and ADHD symptomsare interconnected in complex ways. Finally, a brief introduction to theempirical articles included in the Special Issue is provided, withparticular attention given to how these articles fit within the proposedbiopsychosocial and contextual model. Along with the framework proposedin this article, the studies included in this Special Issue advance thecurrent literature and point to critical directions for future research.",2019,https://scholar.google.com.br/,no
2663,The long-term effectiveness of the International Child DevelopmentProgramme (ICDP) implemented as a community-wide parenting programme,"Short-term effectiveness of the International Child DevelopmentProgramme (ICDP) for parents in the general population has been studied.The aim of this paper was to investigate the longer term impact of theICDP programme on parents looking for sustained changes 6-12 monthsafter the programme. For this, a non-clinical caregiver group attendingthe ICDP programme (N=79) and a non-attending comparison group (N=62)completed questionnaires on parenting, psychosocial functioning, andchild difficulties before, on completion and 6-12 months after the ICDPprogramme. Analyses compare changes in scores over time. The resultsrevealed that the ICDP group showed significantly improved scores onparenting measures, less loneliness, and trends towards improvedself-efficacy compared to the comparison group 6-12 months afterprogramme completion. The ICDP group also reported that their childrenspent significantly less time on television and computer games and atrend towards fewer child difficulties. Key positive effects sustainedover time but at a somewhat lower level, supporting community-wideimplementation of ICDP as a general parenting programme. It is concludedthat more intensive training with follow-up sessions should beconsidered to sustain and boost initial gains.",2019,https://scholar.google.com.br/,no
2664,Proposed Conceptual Model of Mobile Numerical Application for Childrenwith Autism,"Basic literacy and numeracy proficiency are two important skills whichprepare and shape students for lifelong learning. This study focuses onnumeracy skills for children with autism. It is crucial to conduct thisstudy due to the increasing number of children with autism based onstatistics data from the Malaysia Social Welfare Department. Childrenwith autism have a neurological disorder that affects the functioning ofthe brain and causes problems with thinking, feeling, and language.Thus, a lot of studies have been conducted related to the social andliteracy skills of the children with autism. However, numeracy skillsare also important to the children and the advancement in mobiletechnology creates new methods to equip the children with numeracyskills. In order to develop a mobile numerical application that is ableto fulfil the needs of these children, a proposed conceptual model willbe constructed. The proposed conceptual model consists of learningtheories, learning principles, multimedia elements together with colourpsychology, number skills, language, gestures and contents,",2019,https://scholar.google.com.br/,yes
2665,Experimental study of results obtained from the interaction withsoftwares motion-based touchless created for habilitation-rehabilitationin users with diagnosis of Autism Spectrum Disorders.,"The research that we present sheds a light on a possible opportunity toprovide an innovative method of rehabilitation with touchless softwarededicated to users with special needs. To date our research focused onthe investigation of the possible benefits in Autism Spectrum Disorders(ASD) and issues related to it such as, motor difficulties, relationshipdifficulties, social gender, and cognitive problems. In the study weexamined five different age groups of users and the variables inrelation to solicitation proposals, for 3 months. As to date there are alimited number of studies that investigate the application ofsoftware-based touchless motion and their use in practicehabilitation-rehabilitation. This paper attempts to provide a dualcontribution: explain an innovative therapeutic modality for lavishtreatments using softwares dedicated and highly customizable, withsupervision, and present the clinical experience conducted on thesubjects examined. Overall, our research confirms the potential benefitthat the use of such software provides dedicated, showing improvementlearning variables in ASD children and adults. (C) 2015 The Authors.Published by Elsevier B.V.",2019,https://scholar.google.com.br/,no
2666,Systemic Archetypes use to developing an interactive software. Achildren with moderated autism case,"The purpose of the present paper is the identification of value elementsduring the development of an interactive software, which is proposed forchildren with learning and development difficulties. In order toidentify value elements the Systemic Archetype of co-creation is used,those values are identified by using a phenomenological analysis focusedon experience of the co-creation network beneficiaries. The studycomprises a previous phenomenological analysis of children's needswithin their natural environment with parents and educators. The initialfocus is the use case in the scenario that a child faces when going tothe bathroom, identifying value elements for aural and graphic stimuli,then registered in software and used in the design phase. Results showthe methodology allows the capture of value elements that expressfunctional and no functional requirements, through qualifying speechacts with the purpose of design and develop software that could beredesigned in a co-created way with key actors using the service.",2019,https://scholar.google.com.br/,yes
2667,Adaptive and Intuitive Interactions with Socially-Competent PedagogicalAssistant Robots,The paper presents a novel framework for including social competence inpedagogical assistant robots based on recent social neuroscienceinvestigations. An educational model describing the interplay of socialinteraction and social observation in typical children and children withautistic spectrum conditions (ASC) is proposed. The behavioral resultsof a study of human gaze movements while viewing a robot tutor arebriefly presented. The implications for design of adaptive and intuitiverobotic tutoring systems as pedagogical assistants for typical childrenand children with special educational needs are discussed.,2019,https://scholar.google.com.br/,no
2668,Design and Creation of a BCI Videogame to Train Sustained Attention inChildren with ADHD,"Attention Deficit Hyperactivity Disorder (ADHD) is a disorder thataffects 1 out of 5 Colombian children, converting into a real publichealth problem in the country. Conventional treatments such asmedication and neuropsychological therapy have been proved to beinsufficient in order to decrease high incidence levels of ADHD in theprincipal Colombian cities. This work presents a design and developmentof a videogame that uses a brain computer interface not only to serve asan input device but also as a tool to monitor neurophysiologic signal.The video game named ``The Harvest Challenge{''} puts a cultural sceneof a Colombian coffee grower in its context, where a player can usehis/her avatar in three mini games created in order to reinforce fourfundamental aspects: i) waiting ability, ii) planning ability, iii)ability to follow instructions and iv) ability to achieve objectives.The details of this collaborative designing process of the multimediatool according to the exact clinic necessities and the description ofinteraction proposals are presented through the mental stages ofattention and relaxation. The final videogame is presented as a tool forsustained attention training in children with ADHD using as an actionmechanism the neuromodulation of Beta and Theta waves through anelectrode located in the central part of the front lobe of the brain.The processing of an electroencephalographic signal is producedautomatically inside the videogame allowing to generate a report of thetheta/beta ratio evolution - a biological marker, which has beendemonstrated to be a sufficient measure to discriminate of children withand without deficit.",2019,https://scholar.google.com.br/,no
2669,PICTOAPRENDE: Application that contributes to the personal autonomy ofchildren and youth with Autism Spectrum Disorder in Ecuador,"This paper describes the PICTOAPRENDE application, which is designed toimprove verbal communication and development of personal autonomy inchildren and youth with moderate autism spectrum disorder (ASD) inEcuador.PICTOAPRENDE is an application on Android platform, which providesoptions to children and young people to learn basic routines, emergencynumbers and more. Facilitating integration into society through the useof digital communicators and pictograms. The area of interventionpresents basic concepts related to ASD, as well as various problems bothin behavior and in the development of the beneficiary population.Finally impact measurement was performed in a large sample reachingimportant results for research.",2019,https://scholar.google.com.br/,yes
2670,How 3D Virtual Humans Built by Adolescents with ASD Affect Their 3DInteractions,"Training games have many potential benefits for autism spectrum disorder(ASD) intervention, such as increasing motivation and improving theabilities of performing daily living activities, due to their ability tosimulate real world scenarios. A more motivating game may stimulateusers to play the game more, and it may also result in users performingbetter in the game. Incorporating users' interests into the game couldbe a good way to build a motivating game, especially for users with ASD.We propose a Customizable Virtual Human (CVH) which enables users withASD to easily customize a virtual human and then interact with the CVHin a 3D interaction task. Previous work has shown that users with ASDmay have less efficient hand-eye coordination in performing 3Dinteraction tasks than users without ASD. We developed a hand-eyecoordination training game - Imagination Soccer - and presented a userstudy on adolescents with high functioning ASD to investigate theeffects of CVHs. We compare the differences of participants' 3Dinteraction performances, game performances and user experiences (i.e.presence, involvement, and flow) under CVH and Non-customizable VirtualHuman (with randomly generated appearances) conditions. As expected, theresults indicated that for users with ASD, CVHs could effectivelymotivate them to play the game more, and offer a better user experience.Surprisingly, results also showed that the CVHs improved performance inthe hand-eye-coordination task - users had higher success rate andblocked more soccer balls with the CVH than with a non-customizablevirtual human.",2019,https://scholar.google.com.br/,no
2671,Understanding the Challenges Faced by Neurodiverse Software EngineeringEmployees: Towards a More Inclusive and Productive Technical Workforce,"Technology workers are often stereotyped as being socially awkward orhaving difficulty communicating, often with humorous intent, however,for many technology workers with atypical cognitive profiles, suchissues are no laughing matter. In this paper, we explore the hiddenlives of neurodiverse technology workers, e.g., those with autismspectrum disorder (ASD), attention deficit hyperactivity disorder(ADHD), and/or other learning disabilities, such as dyslexia. We presentfindings from interviews with 10 neurodiverse technology workers,identifying the challenges that impede these employees from fullyrealizing their potential in the workplace. Based on the interviewfindings, we developed a survey that was taken by 846 engineers at alarge software company. In this paper, we reflect on the differencesbetween the neurotypical (N = 781) and neurodiverse (N = 59)respondents. Technology companies struggle to attract, develop, andretain talented software developers, our findings offer insight into howemployers can better support the needs of this important workerconstituency.",2019,https://scholar.google.com.br/,no
2672,The Future of Mobile Health ADHD Applications Projecting WHAAMapplication on Future Mobile Health,"Attention Deficit Hyperactivity Disorder (ADHD) is one of the mostcommon disorders that affect children. The diagnosis and the Cognitive-Behavioral treatment approaches are based on child's behavioralassessment through pen and pen- and-paper procedures. A number of mobileapplications have been designed not only to replace traditional methodsbut also to provide more accurate, objective, direct and reliablerecordings, better management of ADHD symptoms, education and trainingabout the ADHD or even tools for ADHD diagnosis. The WHAAM applicationthrough a virtual network provides features to monitor behaviors in aSMART way (Specific, Measurable, Attainable, Realistic and Timely). Inother words, creating a network of people involved in child's care(parents, educators, health professionals, relatives), WHAAM app allowsdata collection when the behavior occurs accompanied by informationabout its content and environment. Subsequently, gathered data isvisualized and evaluated making possible an intervention planning andprogramming by the involved health professional. Additionally, the WHAAMapp provides tools for evaluation of intervention efficacy. However, asemerging technologies came to facilitate healthcare delivery, there is aneed for a continuous challenging and progress. Therefore, additionalhealth data collection through advanced sensors and storage in big datahubs might be the new challenge of the future m-health applications.",2019,https://scholar.google.com.br/,no
2673,Familiar Video Stories as A Means for Children with Autism: An AnalyticsApproach,"Children with Autism Spectrum Disorder (ASD) may experience extremeanxiety and stress when faced with unfamiliar or novel situations. Theuse of video social stories is one common approach to helping childrenwith ASD cope with these situations. Despite some literature on thepositive outcomes associated with the use of video social stories, theoverall results on the success of this intervention are inconsistent.One possible explanation for these inconsistencies is that thecharacters portrayed in the video are often generic and thereforeunfamiliar. In order to address this hypothesis, Chen et al. developed avideo face replacement technology, which presents a unique andindividualized video to the child that includes familiar faces andplaces. With this technology, it was found that the personalized videosencouraged children with ASD to express more positive emotions during anovel experience. Although the children with ASD demonstrated decreasedstress and anxiety after viewing the video with the face replacementtechnology, it is still difficult to ascertain how much of the desiredinformation was actually gleaned from watching the video social story.In order to address this critical issue, an existing video learninganalytic system was used to determine how subjects with ASD perceivedvideo materials during the viewing of an individualized video socialstory. The preliminary results of this pilot study demonstrated thatsubjects with ASD were capable of interacting with the video and did soin order to better understand the content of the video social story.These preliminary results indicate the need for further investigationinto how the user interface and its enhancements can provide preciseinformation on the perception and cognition of the individuals with ASD.",2019,https://scholar.google.com.br/,no
2674,An efficient classification scheme for ADHD problem based on BinaryCoded Genetic Algorithm and McFIS.,"In this paper, we propose an efficient classification scheme forAttention Deficit Hyperactivity Disorder (ADHD) problem. Presentedclassifier is a combination of well known Meta - Cognitive Neuro-FuzzyInterface System (McFIS) approach and proposed feature selectionmechanism based on Binary Coded Genetic Algorithm coupled with ExtremeLearning Machine (BCGA-ELM). In this research we choose magneticresonance images (MRI) of hippocampus area taken from ADHD-200 database. Each MRI scan is processed by computing population averages andapplying region of interest mask. The set of hippocampus features isthen processed by proposed BCGA-ELM approach. In BCGA-ELM eachhippocampus feature represents as one bit value. ``1{''} means that thefeature is chosen for learning, ``0{''} means the feature is skipped.BCGA-ELM performs a search for set of features with the most promisingperformances. The chosen features is then used as input for Meta -Cognitive Neuro-Fuzzy Inference System (McFIS) learning approach.Experiment results show that the presented BCGA-ELM-McFIS perform wellin chosen hippocampus area.",2019,https://scholar.google.com.br/,no
2675,Personalized Learning Materials for Children with Special Needs usingMachine Learning,"Children with neurological disorder such as autism need personalizeddevelopment system for their daily activities. Technology can play asignificant role. This paper introduces a research to deliverpersonalized learning materials for children with special needs based ondiverse characteristics of children. There are four parts of the system:i) identifying level of the user by using machine learning algorithm.ii) web mining to generate multi modal learning materials from textstory or learning keywords, iii) linking user preferences and IoTenabled sensor data with the result, iv) personalizing contents forusers delineated with an intelligent interface. This paper explainspersonalization of results using machine learning algorithm.",2019,https://scholar.google.com.br/,no
2676,Robot-mediated Mixed Gesture Imitation Skill Training for Young Childrenwith ASD,"Autism Spectrum Disorder (ASD) impacts 1 in 68 children in the U.S. withtremendous consequent cost in terms of care and treatment. Evidencesuggests that early intervention is critical for optimal treatmentresults. Robots have been shown to have great potential to attractattention of children with ASD and can facilitate early interventions oncore deficits. In this paper, we propose a robotic platform thatmediates imitation skill training for young children with ASD. Imitationskills are considered to be one of the most important skill deficits inchildren with ASD, which has a profound impact on social communication.While a few previous works have provided methods for single gestureimitation training, the current paper extends the training toincorporate mixed gestures consisting of multiple single gestures duringintervention. A preliminary user study showed that the proposed roboticsystem was able to stimulate mixed gesture imitation in young childrenwith ASD with promising gesture recognition accuracy.",2019,https://scholar.google.com.br/,no
2677,Assessing Real World Imagery in Virtual Environments for People withCognitive Disabilities,"People with cognitive disabilities are often socially excluded. Wepropose a system based on Virtual and Augmented Reality that has thepotential to act as an educational and support tool in everyday tasksfor people with cognitive disabilities. Our solution consists of twocomponents: the first that enables users to train for several essentialquotidian activities and the second that is meant to offer real timeguidance feedback for immediate support. In order to illustrate thefunctionality of our proposed system, we chose to train and supportnavigation skills. Thus, we conducted a preliminary study on people withDown Syndrome (DS) based on a navigation task. Our experiment was aimedat evaluating the visual and spatial perception of people with DS wheninteracting with different elements of our system. We provide apreliminary evaluation that illustrates how people with DS perceivedifferent landmarks and types of visual feedback, in static images andvideos. Although we focused our study on people with DS, people withdifferent cognitive disabilities could also benefit from the features ofour solution. This analysis is mandatory in the design of a virtualintelligent system with several functionalities that aims at helpingdisabled people in developing basic knowledge in every day tasks.",2019,https://scholar.google.com.br/,no
2678,Immersive Virtual \& Augmented Reality-Education and Autism Research,"We present a complex Virtual Reality and AR architecture for 360 degreescontent delivery designed to create closed-loop interactive experiencesmodulated by real-time measurements. We demonstrate the effectivenessand usability of our solution in three use cases covering basicscientific studies that focus on socially capable humanoid robots in anAR application, collective assessment of mood, comparative evaluation ofsmartphone-based HMD devices, and postural control training with visualfeedback in Autism.",2019,https://scholar.google.com.br/,no
2679,A series of Leap Motion-based Matching Games for Enhancing the FineMotor Skills of Children with Autism,"This study assessed the effectiveness of rehabilitating children withautism with a series of Leap Motion-based applications in a specialschool setting. Experiment was carried out according to an AB sequence.Experimental result showed that the two participants' fine motor skillsimproved significantly, and their recognition of colors and fruits afterthe intervention was 100\%.",2019,https://scholar.google.com.br/,no
2680,Use of robotics to stimulate imitation in children with Autism SpectrumDisorder: A pilot study in a clinical setting,"Autism Spectrum Disorder (ASD) is a condition in which deficits insocial interaction and social communication can make everyday lifedifficult. The use of mechanical and electronic devices has proven to beeffective in ASD therapy and recently Socially Assistive Robotics (SAR)research has suggested that robots are promising tools for the treatmentof this disorder. Starting from these findings, our on-going researchaims to identify effective modalities for treatment of ASD throughinteraction with a robot, and to integrate them into existingtherapeutic protocols to improve their efficacy.In this paper we present some preliminary findings of our current worktowards this objective. We detail the methodology and give the resultsof a pilot clinical trial, focused on imitation skills, with threechildren affected by ASD and Intellectual Disability (ID) undertreatment in a research centre specialized in the care of children withdisabilities. The success of the experiment suggests that the robot canbe effectively integrated in the ASD therapies currently used in thecentre. Analysis of these initial results encourages the development ofeffective protocols in which the robot becomes a mediator between thechild with ASD and humans and suggests some research avenues for focusin the future.",2019,https://scholar.google.com.br/,no
2681,"Impact of Personality on the Recognition of Emotion Expressed via Human,Virtual, and Robotic Embodiments","In this paper, we describe the elaboration and the validation of a bodyand face database(1), of 96 videos of 1 to 2 seconds of duration,expressing 4 emotions (i.e., anger, happiness, fear, and sadness)elicited through 4 platforms of increased visual complexity and level ofembodiment. The final aim of this database is to develop anindividualized training program designed for individuals suffering ofautism in order to help them recognize various emotions on differenttest platforms: two robots, a virtual agent, and a human. Beforeassessing the recognition capabilities of individuals with ASD, wevalidated our video database on typically developed individuals (TD).Moreover, we also looked at the relationship between the recognitionrate and their personality traits (extroverted (EX) vs. introverted(IN)). We found that the personality of our TD participants did not leadto a different recognition behavior. However, introverted individualsbetter recognized emotions from less visually complex characters thanextroverted individuals.",2019,https://scholar.google.com.br/,no
2682,A Cross-Cultural Study of Acceptance and Use of Robotics by FuturePsychology Practitioners,"Research in robotics has made available numerous possibilities and toolsfor further innovation in the psychological practice. For instance,recent research provided many examples of possible applications ofrobots in the education and rehabilitation of people with learningdifficulties and/or intellectual disabilities.In this paper, we present a study on how cultural backgrounds caninfluence the perception and intention to use a robot as an instrumentin the future practice. The study involved 37 Italian students and 37 UKstudents, as future professionals in the field of psychology, whichexperienced the actual capabilities of a humanoid robot through a livedemo.In this work, we explored the main factors of the Unified Theory ofAcceptance and Use of Technology (UTAUT) with the aim to reveal culturaldifferences. The instrument used was the UTAUT questionnaire, which wasdesigned and validated to investigate the robot acceptance and use.A significant difference on the intention to use the robot is reportedin our results. The discriminant analysis produced a very high degree ofseparation between the two groups, confirming that there is a differentapproach toward the use of robotics between the two cultures.",2019,https://scholar.google.com.br/,no
2683,Computer games for user engagement in Attention Deficit HyperactivityDisorder (ADHD) monitoring and therapy,"State-of-the-art computer games and psychological tests for symptommonitoring and therapy in Attention Deficit Hyperactivity Disorder(ADHD) are explored and reviewed. Three foci for research studies areidentified: task (human performance) focus, educational focus,medical/clinical focus.It is found that game designs in the literature include a variety oftests of cognition mostly dependent on attention and executive functions(inhibitory motor control, working memory, interference suppression)which involve reactions to stimuli on computer (or mobile phone)screens. In addition, based on the measurement of neural pathways thatcan be accessed by Brain Computer Interfaces, there are severalapplications of games that employ biofeedback and demand the user tocontrol aspects of their brain activity to play them, with the aim ofimproving function. A number of games have been used in clinical studiesfor self-monitoring and therapy, some of these controlled withcomparators such as treatment as usual or cognitive therapies, or withthe individual as their own control, where efficacy is evaluated bymeasuring behavioural and functional outcomes on measurement instrumentssuch as ADHD or behavioural trait questionnaires or other cognitivetests. Other applications of games include education and raisingawareness of mental health conditions to reduce stigma.The paper then presents and proposes designs of new games that are basedon psychological tests or tasks that aim to monitor or improveattention, inhibitory and/or motor activity including ContinuousPerformance Tests, Go/No-go and Stop-signal tasks.",2019,https://scholar.google.com.br/,no
2684,Simulating the practice of daily life social and vocational situationsvia video modeling,"Video modeling is a technique that involves demonstration of desiredbehaviors through video simulation. A video modeling interventiontypically involves an individual watching a video demonstration of anadaptive behavior, and then imitating it. Video self-modeling refers tothe watching and learning from one's own positive behavior. We presenthere a series of studies in which customized simulation software hasbeen used to determine the usability and effectiveness of bothtechniques for children and adolescents with Autism Spectrum Disorder.",2019,https://scholar.google.com.br/,no
2685,A serious game with virtual reality for travel training with AutismSpectrum Disorder,"Autism Spectrum Disorder (ASD) is a neurodevelopmental disordercharacterized by impairments in social interaction and repetitivepatterns of behavior. This article describes the creation of a seriousgame that prepares individuals with ASD to use buses as a mean oftransportation. Virtual reality (VR) support was added, increasing thefeeling of presence and the realism of the experience, thus increasingits potential as a learning tool, The game is currently being developedusing the Unity game engine and uses the Oculus Rift as virtual realityheadset. Preliminary results prove the viability of the experiment andthe acceptance from individuals with ASP towards the use of the VRsetup. In conclusion, the project aims to understand how games andvirtual reality can lie used to improve the capabilities of individualswith ASD, and help them live more independently.",2019,https://scholar.google.com.br/,no
2686,Shaping the engineers attitudes through software project for autisticchildren,"The article presents a case study of training engineers through socialprojects in the open source software movement. The project is aimed atdevelopment of a mobile application for behavioral therapy of autisticchildren. The application was developed within the framework of thestudents' group project carried out at Gdansk University of Technologywith the participation of the Institute for Child Development in Gdansk.Paper presents design, implementation and evaluation of system, thatsupports activity schedule method of therapy. Such assistivetechnologies could improve behavioral therapy efficiency and as a resultsupport self-care and independence of autistics, hopefully preventingtheir exclusion from the society. The case was evaluated from twoperspectives: technological support provided for autistics' therapy aswell as development of students' attitudes. Based on the therapists' andsupervisor's evaluation as well as on analysis of final students'report, one might observe, that although student's motivations werediverse at the beginning of the project, by the end they fluctuatedtowards more intrinsic and altruistic ones. The example shows that thedevelopment of young people's sensitivity to social needs could be woveninto the curriculum by defining individual projects for socialinstitutions that provide help.",2019,https://scholar.google.com.br/,yes
2687,DESIGN CRITERIA FOR INTERACTIVE E-BOOKS AND INTERACTIVE CONTENT BASEDTEACHING APPS FOR LEARNERS WITH AUTISM SPECTRUM DISORDER,"Creative and innovative developments in information and communicationtechnologies have paved the way for assistive technologies in specialeducation in addition to other fields in education. AssistiveTechnologies have been used as effective, efficient, and attractiveteaching tools because learners with autism spectrum disorder havedifficulties to develop cognitive abilities and acquire new knowledge.Learners with autism spectrum disorder need to improve their behavior,communication and relationships with their environment and this can besucceeded through special education. New digital devices, as hardware,appear to be promising teaching/learning tools. However, hardware takeson a new significance as long as it is used with well-designed software.Within the scope of this research, software refers to any interactivee-books and any interactive content based teaching applications. On thisbasis, the purpose of this study is to identify design criteria forinteractive e-books and interactive content-based teaching applicationsfor learners with autism spectrum disorder through a three round Delphistudy. In this study, a total of 47 criteria under 5 themes wereidentified and research findings were further discussed within the scopeof five emerged themes. Additionally, directions for future researchwere presented.",2019,https://scholar.google.com.br/,yes
2688,THE DEVELOPMENT PROCESS OF A PSYCHOTHERAPEUTIC GAME FOR FACIALEXPRESSION RECOGNITION IN PATIENTS WITH SCHIZOPHRENIA: A PILOT STUDY,"This work presents the design and development process of `FeelingMaster', a new psychotherapeutic interactive game for facial emotionrecognition. Feeling Master is conceived as a tool to measure facialemotion recognition in schizophrenic patients. A unique feature of thisnew psychotherapeutic interactive game is the use of cartoon stimuli. Itis widely recognized that utilizing stimuli with relatively reducedcomplexity, like cartoons, to teach emotion recognition to children andadolescents is a beneficial therapeutic option. Designed as a modulargame, the patient is asked to correctly answer the questions posed or,depending on the activity, simply match an emotion with thecorresponding face. Feeling Master was fully designed with an iterativeuser-centered approach, which places an emphasis on users' needs andstresses the importance of designing products that are functional,applicable, and usable for a broad range of people. The goal of thisstudy is to describe the design and development process of FeelingMaster and to demonstrate the benefits of using user-centered design(UCD) as the framework for a psychotherapeutic interactive game designprocess.",2019,https://scholar.google.com.br/,no
2689,RAY OF HOPE: A REVIEW OF MOBILE ASSISTIVE TECHNOLOGY FOR SPECIALEDUCATIONAL NEED LEARNERS IN MALAYSIA,"Parallel to the Education Act (1996) (Laws of Malaysia, 2006) {[}1] andPersons with Disabilities Act (1998) (Laws of Malaysia, 2008) {[}2],there are growing awareness among researchers in Malaysia in exploringthe area of mobile assistive technology to support Special EducationalNeed (SEN) learners in Malaysia. SEN learners as categorized by theMinistry of Education, Malaysia are classified under five categories oflearning disabilities, Down Syndrome, Autism, Attention DeficitHyperactive Disorder (ADHD), Dyslexia and Slow Learners. This studyexplores the research trend of mobile assistive technology in Malaysiawithin these categories. The research design of this study isqualitative and based on secondary sources and data are processed usingNVivo. The study compares and contrasts various studies in the mobileassistive area in Malaysia. The findings generate guidance which oughtto be considered by prospective researchers embarking on this field toenlighten them about the research gap. As mobile assistive technology isstill in its infancy, it is envisaged that this study will bringsignificant impact for the future of mobile assistive technology inMalaysia.",2019,https://scholar.google.com.br/,no
2690,A SITUATED LEARNING EXPERIENCE: STUDENT SATISFACTION AND IMPROVEMENT OFTHEIR ASSESSMENT SKILLS IN JOINT REFERENCE DISORDER,"Situated learning is a theory of knowledge acquisition based in socialinteraction and constructivism approaches. This instructional strategypostulates that students are more inclined to learn by activelyparticipating in the learning experience. Within this learningframework, students are actively involved in resolving real worldproblems and form or ``construct{''} their own knowledge from contextuallearning experiences in a ``community of practice{''} because learningrequires social interaction and collaboration. Traditional learningoccurs from abstract, out of real practical experiences. Nevertheless,situated learning takes place through the relationships between peopleand connecting prior knowledge with contextual learning. This set ofstrategies allows students to integrate the characteristics of eachsubject into a contextualized, situated, meaningful and motivatingknowledgebase.From this theoretical model, we developed a learning experience aimed atdetermining whether situated learning improves specific skills instudents, specifically their ability to assess joint reference in autismspectrum disorders. Also, we attempted to assess students' generalsatisfaction with this learning experience in two mandatory subjects(developmental disorders and observation in school) in the EarlyChildhood Education Degree offered in the Faculty of Education at theUniversity of Zaragoza.Ninety-one students were enrolled in the subject ``Developmentaldisorders{''}. Forty-one voluntarily agreed to participate in a situatedlearning experience (experimental group). They attended four publicspecial education schools in Zaragoza (Spain). Previously, students wereinformed about the aims of the project. The students had to useobservation to evaluate communicative intention in students with autismspectrum disorders (ASD). Before the situated learning experience,students' level of knowledge regarding joint reference was analysedthrough a case study (baseline). The effect of situated learning betweenexperimental (N = 41) and comparative (N = 50) groups, was analysedafter the experience using also a case study. After visiting theespecial education schools, the students who participated in theexperience of situated learning filled out a survey designed ad hoc toassess students' general satisfaction. The results showed that students'level of satisfaction with the experience was high or very high.Students' level of knowledge with regard to joint referencesignificantly improved after the learning experience compared to thosewho did not participate in it. Our findings are consistent with theresults of previous studies that highlight the need for blended learningwith situated learning experiences.",2019,https://scholar.google.com.br/,no
2691,INSTITUTIONAL APPROACH IN ECONOMICS AND TO ECONOMICS PART II,"The paper attempts to justify an alternative to conventional methodologyof economics, as well as make a corresponding revision of the history ofthis discipline. It explains why the discipline in its orthodox version,and for the most unorthodox directions, is cognitively sterile andsocio-economico-politically very harmful. The paper can be seen as amanifesto which calls for a radical change in the discipline. As amanifesto, it probably could be called ``Economics: from repentance andresurrection{''}, that is, I suggest to economists to repent of the harmthat this discipline has brought and on the basis of this reflection torevive it in the different methodological framework that is able to makeeconomics socially useful. The second part of the paper, which ispublished in this issue, consists of two sections. In the first one(section number 4) economics is regarded as an institution and discussesits origin and evolution, as well as its current operation. On the basisof the analysis made in this section we can conclude that thisinstitution has a very high degree of stability and because of that itcannot be reformed without an active external intervention. The fifthsection of the paper is devoted to the link of the social role ofeconomics with its methodology. It argues that the social function ofeconomic science is the study of reality as it is, and underlines thateconomic education must be oriented in this direction.",2019,https://scholar.google.com.br/,no
2692,REFLECTIONS ON LIVING WITH AUTISM FROM EDUCATING THE SYMBOLISM OF CARROLAND ETHICS AS HABERMAS,"The article focuses on the mode of trial and the purpose is to reflecton the experience of the learner with autism, from two literary works,first Alice in Wonderland written by Lewis Carroll in 1865, specificallyin relation to chapter of The History of the Mock Turtle and the work ofHabermas: Clarifications to discourse ethics written in 1991 from aframework of phenomenological research and taking elements of thesymbolism of the fairy tale, the narrative enhances the learner to hasthe status of autism in the process of school inclusion, considering theethical dimensions that must take into account the researcher.",2019,https://scholar.google.com.br/,no
2693,Potential Clinical Impact of Positive Affect in Robot Interactions forAutism Intervention,"While interactive technologies frequently are designed to be enjoyable,there are particular reasons to prioritize this for technologiesintended to support autism interventions. Most broadly, enjoyment ofactivities or materials used in interventions has been associated withheightened improvements in the behaviors targeted by the interventions.In the largest group study to date of school-aged children withhigh-functioning autism (N=24), we present evidence of more positiveaffect elicited with a robot than with an adult, during matched triadicinteractions designed to facilitate social and conversationalinteraction with a clinician. Robot-mediated increases in positiveaffect were found to be associated with production of spoken languagedirected to the clinician during robot interaction. We further foundthat robot-mediated increases in positive affect were associated withgreater autism severity, particularly in the social affect domain, andwith lower nonverbal IQ. Our findings suggest that robots may have aunique advantage in interventions for children with autism spectrumdisorders by eliciting more positive affect, and that we should explorerobot support for interventions with lower-functioning, affectedindividuals.",2019,https://scholar.google.com.br/,no
2694,Automated recognition of complex categorical emotions from facialexpressions and head motions,"Classifying complex categorical emotions has been a relativelyunexplored area of affective computing. We present a classifier trainedto recognize 18 complex emotion categories. A leave-one-out trainingapproach was used on 181 acted videos from the EU-Emotion Stimulus Set.Performance scores for the 18-choice classification problem were AROC =0.84, 2AFC = 0.84, F1 = 0.33, Accuracy = 0.47. On a simplified 6-choiceclassification problem, the classifier had an accuracy of 0.64 comparedwith the validated human accuracy of 0.74. The classifier has beenintegrated into an expression training interface which gives meaningfulfeedback to humans on their portrayal of complex emotions through faceand head movements. This work has applications as an intervention forAutism Spectrum Conditions.",2019,https://scholar.google.com.br/,no
2695,Efficient Autism Spectrum Disorder Prediction with Eye Movement: AMachine Learning Framework,"We propose an autism spectrum disorder (ASD) prediction system based onmachine learning techniques. Our work features the novel development andapplication of machine learning methods over traditional ASD evaluationprotocols. Specifically, we are interested in discovering the latentpatterns that possibly indicate the symptom of ASD underneath theobservations of eye movement. A group of subjects (either ASD ornon-ASD) are shown with a set of aligned human face images, with eyegaze locations on each image recorded sequentially. An image-levelfeature is then extracted from the recorded eye gaze locations on eachface image. Such feature extraction process is expected to capturediscriminative eye movement patterns related to ASD. In this work, wepropose a variety of feature extraction methods, seeking to evaluatetheir prediction performance comprehensively. We further propose an ASDprediction framework in which the prediction model is learned on thelabeled features. At testing stage, a test subject is also asked to viewthe face images with eye gaze locations recorded. The learned modelpredicts the image-level labels and a threshold is set to determinewhether the test subject potentially has ASD or not. Despite theinherent difficulty of ASD prediction, experimental results indicatesstatistical significance of the predicted results, showing promisingperspective of this framework.",2019,https://scholar.google.com.br/,no
2696,Expression training for complex emotions using facial expressions andhead movements,"Imitation is an important aspect of emotion recognition. We present anexpression training interface which evaluates the imitation of facialexpressions and head movements. The system provides feedback on complexemotion expression, via an integrated emotion classifier which canrecognize 18 complex emotions. Feedback is also provided forexact-expression imitation via dynamic time warping. Discrepancies inintensity and frequency of action units are communicated via simplegraphs. This work has applications as a training tool forcustomer-facing professionals and people with Autism SpectrumConditions.",2019,https://scholar.google.com.br/,no
2697,TANGRAM QUESTS: A TABLET ADVENTURE GAME ASSISTING CHILDREN WITH HIGHFUNCTIONING AUTISM TO ENHANCE THEIR COMMUNICATIVE AND SOCIAL SKILLS,"Children diagnosed with High-functioning Autism (HFA) have intelligenceand language within the normal range of functioning, but present socialskills deficits such as problems initiating social interactions,difficulty interpreting both verbal/non-verbal social cues, difficultyin anticipation of their turn and lack of empathy to others' distress.Most computer-based interventions for autism are designed for a singleuser. It is challenging to investigate whether a collaborative game on asingle touchscreen device can help children between 6-11 of reducedsocial skills to collaborate with `special peers', pursuing enjoymentand enhancing their social skills. Innovative contribution of the toolpresented is based on the following: (a) continuing interactive processwith an adult, caregiver, expert, or ``special{''} friend (child)ensuring a structured supervising procedure, more effective ingeneralizing the acquired skills, (b) close association between the realand the virtual social environment, with degrees of liberty ofimagination and improvisation, depending on the child's case/diagnosis,(c) social skill and emotional intelligence perspective, (d) possibilityto alternate and focus on a wide spectrum/variety of levelsdifficulties, based on child's capacity/quality of functioning.",2019,https://scholar.google.com.br/,yes
2698,SOCIAL SKILLS IN ADDRESSING DIVERSITY. PRELIMINARY RESULTS OF A TRAININGPROGRAMME,"This paper presents the preliminary results of a socio-educationalintervention programme aimed at addressing diversity by employing arange of available technologies, both digital and analog, the endpointbeing to work on the strengths of participants -individuals who haveeither Autism Spectrum Disorder (ASD) or Schizophrenia Spectrum Disorder(SSD).Within this framework of reference -and on the basis of a positive viewof work with students with specific diversity-related needs-, weidentify in participants several areas of interest (e.g., highlyrestrictive, fixated patterns of behaviour regarding computers andcomputer-based activities) which we treat as potential resources inorder to stimulate additional skills that may be impaired (in thisparticular case, assertive skills).Against the backdrop of this paradigm, therefore, we regard such``special interests{''} (i.e. repetitive, restrictive or stronglyperseverative) not as a hindrance or disability, but rather as animportant asset in work involving attention to diversity: the subject isseen as possessing ``different{''} -not ``impaired{''} characteristics.The main goal of our study consists in improving a whole set of socialskills in a group of individuals with ASD and SSD through theimplementation of a Socio-Educational Intervention Programme thatcombines both digital and analog technologies. More specifically, thefocus lies on improving assertive skills as well as on agressiveness andinhibition.Our paper presents the results obtained with regard to the participants'assertive skills after carrying out an intervention programme thatrelies on the above-mentioned approach.",2019,https://scholar.google.com.br/,no
2699,A NEW EDUCATIONAL METHODOLOGY TO RESEARCH AND OBSERVE BEHAVIOURS ANDOUTCOMES IN AUTISM WITH ROBOTIC TEACHING AND EDUTAINMENT,"The demand to support special educative needs has considerably risenrecently, highlighting the longing of customized learning paths.According to the ``Policy guidelines on inclusion in education{''}(UNESCO 2009, Paris), ``the concept of inclusion focuses on the learningenvironments and it involves changes and modifications in content,approaches, structures and strategies, with a common vision that coversall children of the appropriate age range and a conviction that it isthe responsibility of the regular system to educate all children{''}.The present paper presents a contribution along these lines that followsan inclusive edutainment (educational entertainment) paradigm to createa smart learning environment where students are provided withmulti-modal and multi-sensory learning experiences in order to learneverywhere in a more entertaining fashion.Objectives: With the perspective to stimulate new ways of learning andteaching through ICTs (Information and Communication Technologies) anddigital technologies, the aim is to reinvent and reuse the available ICTeducational tools, i.e. affective, game-based and educational cloudlearning, by complementing them with advances in educational methodscoming from neuroscience and educational pedagogy and psychologytheories. We would settle a continuum of education through the extensionof the current didactic formal settings, as school classrooms andscientific laboratories, to real-life informal learning situations, asstudents' households and museums. The proposed methodology would gotowards the development of a specialist approach that might become anordinary inclusive practice able to lead up students with differentcognitive profiles to comparable learning levels.Methodologies: By means of a multidisciplinary approach that integrateseducational tools and methods and motivating and engaging technologieswill be used, interactive robots will guide primary school students (6 -8 years old) through interactive personalized learning experiencesfeatured by artworks by acting as cultural mediators of educationalcontents. Interactive assistive robots have been successfully used intherapies of children with Autism to foster communication and socialrelationships, expression and perception of emotions. They createinteresting, appealing and meaningful interplay situations that compelchildren to interact with them with a greater verbal interaction.Indeed, children with Autism, like most children, show a great affinitytowards robots.Conclusions: The definition of an inclusive learning and teachingmethodology within a continuum of informal smart learning environmentssupposes the deepening of a global and well-structured characterizationof children's cognitive profiles, along with an in-depth analysis ofautistic and typically developed children's cognitive processes and thedifferences among them. We expected the above described outcomes beingsupported by recent evidence based research outcomes that shows howcognitive skills in children with Autism improve when educative tasksinvolve images.",2019,https://scholar.google.com.br/,no
2700,TEACHERS' EXPERIENCES OF DEVELOPING JOINT ATTENTION SKILLS IN CHILDRENWITH AUTISM USING IPADS,"Mobile devices such as tablets are increasingly used in primary schoolswith reported benefits in communication, independent learning andcreativity. Children with autism spectrum disorder have an affinity withtablets, which is recognised by the autism research community with manystudies gradually emerging in this field. This qualitative study aims toexplore primary school teachers' experiences of developing jointattention skills in children with autism using strategies and iPads.Joint attention (JA) can be defined as the act of sharing, sustainingand shifting attention between two social partners and an object,activity or another person.It is an essential life skill which can indicate the later developmentof social communication, language acquisition and behaviour. It isusually absent or impaired in children with autism, which means thatthey often find it difficult to share attention with an adult or peerabout a toy by following gaze, pointing and alternating gaze, but alsoshowing interest to the other person. Joint attention difficulties canalso be a prognostic indicator of autism. Research on the use of tabletsto develop skills in autism is limited. In order to understand currentpractice, semi structured interviews with 16 school staff members andnon-obtrusive observations of 12 pupils interacting with the teacherusing iPads were held in three UK schools (one mainstream and twospecial needs).All teachers used teaching strategies to promote joint attention on adaily basis, a few used targeted interventions for joint attention andeven less used iPads in general in their classroom. Participantsexpressed different opinions about the effectiveness of teachingstrategies and iPad use in developing joint attention skills since itrelied on their ability to implement them appropriately and theirknowledge of each child.The observations showed that teachers used a variety of evidence-basedstrategies to engage their pupils with autism in joint attentionopportunities but that there was little use of iPads. The iPad wasmainly used as a reward, a motivator to direct and sustain pupils'attention, to practice turn-taking and waiting skills and to teach thecurriculum. The research points to the need to provide schools withguidance on how to use tablets to teach joint attention skills and thatteachers would welcome opportunities to share knowledge with colleaguesand parents so that they can work together.",2019,https://scholar.google.com.br/,yes
2701,EMOTIONAL COMPETENCE ASSESSMENT IN CHILDREN WITH ASD BY USING A MOBILEAPP,"Children who are diagnosed with Autism Spectrum Disorder (ASD), showserious difficulties in the area of emotional competence, compared toother neurodevelopmental disorders. This difficulty is exhibit not onlyidentifying and expressing facial expressions, but also recognizing theinternal and external causes of the emergence of an emotion.In everyday life, these difficulties prevent children to expandreciprocal social relationships of quality with their friends and peersduring primary education period, and this situation gets worse duringthe High School period if the necessary intervention is not carried out.Several studies have attempted to assess the real emotional competenceof these children. However, most of these studies have focused on theevaluation of partial or simple aspects of the emotional competence, orthey are based on the opinion of parents/teachers, who are only able tosee the child in a particular context. Therefore, there is a need toprovide psychoeducational professionals with an effective and low costtool to evaluate comprehensively this important area.The technological advancement of society has led to the generation ofdifferent tools coming from the field of Information Technology andCommunication (ICT) to compensate the difficulties of children with ASD,because they are the best adapted to their processing information style.In addition, the ICT equipment in schools has increased exponentially asan indicator of quality and improvement in the teaching / learningprocesses. However, existing materials do not include the assessment ofemotional competence in a comprehensive manner, and the software used issometimes complex to difficult and install.In this sense, the use of mobile applications in the field of assessmentand evaluation of people has recently been promoting in our society, asthey include a powerful motivational component. Nevertheless, many ofthem are designed for commercial purposes and they lack of educationalpurposes. Therefore, there is a need to design a complete tool (providedof scientific and theoretical basis) that can be used by professionalsto effectively assess emotional competence of children with ASD (andwith other children who present emotional difficulties).For all these reasons, a mobile application for assessing emotionalcompetence in a comprehensive way was developed, basing its structure onprevious emotional development studies in typical and atypicalpopulation. So, this mobile application is addressed to assess childrenwith suspected difficulties in emotional competence (e.g. with ASD), andit uses a funny method of assessment, including drawings and differentlevels of difficulty. Furthermore, it was validated and standardized inpopulation without difficulties aged between three and ten years-old.The mobile application is expected to be a motivating environment (forchildren), and an easy test to be downloaded and used (by professionalsof psycho-educational sector). Also, it will be translated intodifferent languages (Spanish, Catalan and English). Finally, thisapplication will be shared with professionals and associations such asschools, school psycho-educational services, parent associations, and soforth.",2019,https://scholar.google.com.br/,no
2702,Fractal Dimension Based Neurofeedback Training to Improve CognitiveAbilities,"Currently, neurofeedback training can be used not only to treat thepatients with attention deficit hyperactivity disorder, learningdifficulties, etc. but also to improve cognitive abilities of healthypeople. Training protocols based on alpha, theta, or theta/beta powercalculated from Electroencephalogram (EEG) are commonly used in theneurofeedback training. However, when the standard neurofeedbackprotocols are used, the EEG recording is required before the training toobtain the training threshold for each subject. In this paper, wepropose a fractal dimension (FD)-based neurofeedback training protocolwith adaptive algorithm, which does not need any before-trainingrecording. The algorithm is integrated in the Shooting game. Theefficiency of the FD-based neurofeedback training in comparison withtraditional individual theta/beta based neurofeedback training isassessed using Psychology Experiment Building Language (PEBL) tests suchas matrix rotation (for spatial ability), change detection (for focusedattention), math processing (for cognitive abilities) and test ofattentional vigilance (for attention of vigilance). 40 subjectsparticipated in the study. They were divided randomly into FD-basedneurofeedback training group and theta/beta ratio-based training group.The results show that after neurofeedback training participants fromFD-based training group has similar or better test performance than theone from ratio-based group.",2019,https://scholar.google.com.br/,no
2703,Using Assistive Technology for Spiritual Enhancement of Brain-ImpairedChildren,"The purpose of this paper is to evaluate the feasibility of usingassistive technology for spiritual enhancement of brain-impairedchildren. The assistive technology in this case is the humanoid robot. Aqualitative approach was employed where the sample size was twentyteachers based at a special education primary school in Shah Alam,Selangor, Malaysia. Data were collected through interviews using asemi-structured interview guideline. From the analyses of the interviewtranscripts, the findings suggested that the teachers are optimistic onthe use of humanoids to enhance the children's spiritual or religiousknowledge, in particular, the repetitive motions in praying andmemorizing the verses from the Quran. It is important to note that theteachers and school children are all of the Islamic faith. Although thestudy suggests a positive influence of humanoids for spiritualenhancement, more research is needed in this area to provide empiricalevidence on assistive technology for brain-impaired children, especiallythose suffering from autism. (c) 2015 Published by Elsevier B.V.",2019,https://scholar.google.com.br/,no
2704,A 3D Learning Playground for Potential Attention Training in ADHD: ABrain Computer Interface Approach,"This paper presents a novel brain-computer-interface (BCI) system thatcould potentially be used for enhancing the attention ability ofsubjects with attention deficit hyperactivity disorder (ADHD). Itemploys the steady state visual evoked potential (SSVEP) paradigm. Thedeveloped system consists of a 3D classroom environment with active 3Ddistractions and 2D games executed on the blackboard. The system isconcealed as a game (with stages of varying difficulty) with anunderlying story to motivate the subjects. It was tested on elevenhealthy subjects and the results undeniably establish that by moving toa higher stage in the game where the 2D environment is changed to 3Dalong with the added 3D distractions, the difficulty level in keepingattention on the main task increases for the subjects. Results also showa mean accuracy of 92.26 +/- 7.97\% and a mean average selection time of3.07 +/- 1.09 seconds.",2019,https://scholar.google.com.br/,no
2705,A Step Towards EEG-based Brain Computer Interface for AutismIntervention,"Autism Spectrum Disorder (ASD) is a prevalent and costlyneurodevelopmental disorder. Individuals with ASD often have deficits insocial communication skills as well as adaptive behavior skills relatedto daily activities. We have recently designed a novel virtual reality(VR) based driving simulator for driving skill training for individualswith ASD. In this paper, we explored the feasibility of detectingengagement level, emotional states, and mental workload during VR-baseddriving using EEG as a first step towards a potential EEG-based BrainComputer Interface (BCI) for assisting autism intervention. We usedspectral features of EEG signals from a 14-channel EEG neuroheadset,together with therapist ratings of behavioral engagement, enjoyment,frustration, boredom, and difficulty to train a group of classificationmodels. Seven classification methods were applied and compared includingBayes network, naive Bayes, Support Vector Machine (SVM), multilayerperceptron, K-nearest neighbors (KNN), random forest, and J48. Theclassification results were promising, with over 80\% accuracy inclassifying engagement and mental workload, and over 75\% accuracy inclassifying emotional states. Such results may lead to an adaptiveclosed-loop VR-based skill training system for use in autismintervention.",2019,https://scholar.google.com.br/,no
2706,Effect of interface type in the VR-based acquisition of pedestrianskills in persons with ASD,"Possession of `social' skills is crucial for persons with autismspectrum disorders (ASD) to maintain a certain independence and a betterquality of life, and interaction with virtual environments seems aneffective learning aid. In a previous study, we reported that in adultswith ASD interaction with a virtual environment (a virtual city) isbeneficial to the acquisition of pedestrian skills (street crossing andstreet navigation). Interaction was based on a gesture-based interface(Microsoft Kinect). Here we compare the learning performance when thesame virtual environment is operated by a gamepad interface. We usedexactly the same training protocol and data analysis than the originalstudy. We found that both interface types are effective in theacquisition of street crossing and city navigation skills. The gamepadinterface seems easier to use (thus leading to faster interaction), butgesture-based interfaces are superior in terms of transfer of thelearned skills to real road environments (as reported by parents andcaregivers).",2019,https://scholar.google.com.br/,no
2707,A Tangible Digital Installation in the Classroom: Role Play and AutisticChildren,"This paper describes a three weeks study involving 15 children affectedby autism spectrum disorders (9-12 years old) in a primary Danishschool. The aim of the study was to support the class teachers inassessing the benefits of game-based learning with respect to their maintwo challenges: facilitating the emergence of imagination and conceptualthinking, and managing the interplay between cooperation andcompetition. This cooperation originates from one of the teachers'interest in MicroCulture, a digital and tangible installation earliercreated by the authors and aimed at bridging history learning acrossmuseums and schools. The design of MicroCulture focused on urbandevelopment seen as a social process, in order to cover children'smultiple play modalities and support their interaction with guides andteachers, MicroCulture offers exploratory gameplay, with no predefinedfinal goal and no score. At Aadal school the teachers introducedMicroCulture to the children and used it to discuss specific aspects ofthe life of the Vikings, and allowing them to play in small groups. Thedata were gathered through ethnographic observations, interactionanalysis of video recordings and interviews with some of the school'steachers. We found that through mediated play and teacher'sfacilitation, children occasionally engaged in interactions leading toconceptual thinking, cooperation, and forms of role play. According tothe teachers such occurrences represented a valuable achievement in thedevelopment of her classes, offering opportunities to discuss andexplore with the children different forms of social interaction.Difficulties were encountered as the teachers had to find ways ofsupporting the children, strategically shifting between guidance andresponsibility transfer, moderate children interaction towardscooperation while it often could resulted in conflicts. These resultsare contrasted against early findings concerning MicroCulture andmuseum-going pupils without autism. Our findings also show thatMicroCulture will require further redesign, to better accommodateteachers and autistic children's needs.",2019,https://scholar.google.com.br/,no
2708,``I Built It!{''} - Exploring the Effects of Customizable Virtual Humanson Adolescents with ASD,"Virtual Reality (VR) training games have many potential benefits forautism spectrum disorder (ASD) therapy, such as increasing motivationand improving the abilities of performing daily living activities.Persons with ASD often have deficits in hand-eye coordination, whichmakes many activities of daily living difficult. A VR game that trainshand-eye coordination could help users with ASD improve their quality oflife. Moreover, incorporating users' interests into the game could be agood way to build a motivating game for users with ASD.We propose a Customizable Virtual Human (CVH) which enables users withASD to easily customize a virtual human and then interact with the CVHin a 3D task. Specifically, we investigated the effects of CVHs with aVR hand-eye coordination training game -Imagination Soccer - andconducted a user study on adolescents with high functioning ASD. Wecompared the differences of participants' 3D interaction performances,game performances and user experiences (i.e. presence, involvement, andflow) under CVH and Non-customizable Virtual Human (NCVH) conditions.The results indicate that CVHs could effectively improve performance in3D interaction tasks (i.e., blocking a soccer ball) for users with ASD,motivate them to play the game more, and offer a better user experience.",2019,https://scholar.google.com.br/,no
2709,A Wireless Augmentative and Alternative Communication System for PeopleWith Speech Disabilities,"An augmentative and alternative communication (AAC) device for peoplewith speech disabilities is presented. This AAC system exhibits theadvantages of two currently used systems: 1) usability of thecommunication boards and 2) natural oral communication of the electroniccommunicators. To improve comfort in use, robustness and versatility,the system is designed as two separate blocks linked by wirelesscommunication via a wireless network of communication board sheets. Thecommunication sheets, which are the interface with the user, areeconomical, simple to use, and scalable to adaptation of the number ofsymbols and the vocabulary of the individuals who use the system. Thedigital system (record/player system) controls the net, identifies theactive sheets and the pushed symbols, and plays and records all sounds.This digital system can be easily replaced by other digital interfaces,such as computers, smartphones, or tablets, and can increase thefunction of the AAC with the possibility of using the Internetcommunication (emails and Skype, among others). The prototype has beenevaluated in two special education schools, which are attended bychildren with severe motor disabilities with or without associateddisorders and multi-deficiencies. Positive reviews from individuals whouse the AAC system open the possibility of the system's use in both homeand educational environments.",2019,https://scholar.google.com.br/,no
2710,Digital stories as a method for evidence-based practice and knowledgeco-creation in technology-enhanced learning for children with autism,"Storytelling is a powerful means of expression especially for voicesthat may be difficult to hear or represent in typical ways. This paperreports and reflects on our experiences of co-creating digital storieswith school practitioners in a project focusing on embedding innovativetechnologies for children on the autism spectrum in classroom practice.The digital stories were short films or narrated sequences of slides andimages that conveyed key views about experiences and practices with oraround the technologies. The creation of the digital stories aimed toempower schools and individual teachers to construct and share their ownauthentic narratives and to build case examples of creativetechnology-enhanced teaching and learning. Through focusing on ourexperiences with one of the schools, we examine the use of digitalstories as a method for enabling knowledge co-creation withpractitioners and we discuss the evidential potential of digitalstories. We argue that the co-creation of digital stories enabledteachers to find their voice in critiquing the usability, usefulness,efficacy and flexibility of the technologies. Furthermore, the stories,both the process of their creation and the final artefacts, provided aconcrete grounding for knowledge co-creation about teaching practicesand authentic technology-enhanced learning.",2019,https://scholar.google.com.br/,no
2711,Evoked Response Potential Training on a Consumer EEG Headset,"Neurofeedback paradigms are of increasing interest, both forbrain-computer interfaces and for training purposes. In the currentstudy we examine multi-session training in a P3 speller applicationwhich uses P300 evoked response potentials to identify the letter of aword a participant is attempting to spell. Because neurofeedbacktraining is most effective over time, there is an advantage to usinglow-cost hardware that can be used in the home rather than expensiveresearch-grade equipment. This study is performed on an Emotiv Epoc EEGheadset and some of the problems and workarounds inherent in this arediscussed. This headset is sensitive enough to detect evoked responsepotentials and evidence of a training effect is found. Motivationalaspects of ERP training are discussed and an alternate P300 trainingparadigm is presented.",2019,https://scholar.google.com.br/,no
2712,"Academic, cultural, participatory and identity's effects of servicelearning in preservice teachers thought physical education","This study examines the academic, cultural, participatory and identityeffects of the implementation of a service-learning program carried outat the University Jaume I by pre-service teachers. It was implementedthrough an intervention with children affected by Attention DeficitHyperactivity Disorder. We collected the data through reflectionswritten by groups of students. These data were coded using the softwareATLAS.ti, and held categorical content analysis taking as reference theButin's model (2003).The main successes of this intervention program were the technical,cultural and identity learnings. Moreover, the weaknesses were the lackof updates on the social participation category.",2019,https://scholar.google.com.br/,no
2713,Nocturnal light pollution and underexposure to daytime sunlight:Complementary mechanisms of circadian disruption and related diseases,"Routine exposure to artificial light at night (ALAN) in work, home, andcommunity settings is linked with increased risk of breast and prostatecancer (BC, PC) in normally sighted women and men, the hypothesizedbiological rhythm mechanisms being frequent nocturnal melatoninsynthesis suppression, circadian time structure (CTS) desynchronization,and sleep/wake cycle disruption with sleep deprivation. ALAN-inducedperturbation of the CTS melatonin synchronizer signal is communicatedmaternally at the very onset of life and after birth via breast orartificial formula feedings. Nighttime use of personal computers, mobilephones, electronic tablets, televisions, and the like -now epidemic inadolescents and adults and highly prevalent in pre-school andschool-aged children -is a new source of ALAN. However, ALAN exposureoccurs concomitantly with almost complete absence of daytime sunlight,whose blue-violet (446-484 nm lambda) spectrum synchronizes the CTS andwhose UV-B (290-315nm lambda) spectrum stimulates vitamin D synthesis.Under natural conditions and clear skies, day/night and annual cycles ofUV-B irradiation drive corresponding periodicities in vitamin Dsynthesis and numerous bioprocesses regulated by active metabolitesaugment and strengthen the biological time structure. Vitamin Dinsufficiency and deficiency are widespread in children and adults indeveloped and developing countries as a consequence of inadequatesunlight exposure. Past epidemiologic studies have focused either onexposure to too little daytime UV-B or too much ALAN, respectively, onvitamin D deficiency/insufficiency or melatonin suppression in relationto risk of cancer and other, e. g., psychiatric, hypertensive, cardiac,and vascular, so-called, diseases of civilization. The observed elevatedincidence of medical conditions the two are alleged to influence throughmany complementary bioprocesses of cells, tissues, and organs led us toexamine effects of the totality of the artificial light environment inwhich humans reside today. Never have chronobiologic or epidemiologicinvestigations comprehensively researched the potentially deleteriousconsequences of the combination of suppressed vitamin D plus melatoninsynthesis due to life in today's man-made artificial light environment,which in our opinion is long overdue.",2019,https://scholar.google.com.br/,no
2714,The Effect of Applying Humanoid Robots as Teacher Assistants to HelpIranian Autistic Pupils Learn English as a Foreign Language,"The present case study investigated the effect of applying a humanoidrobot as a teacher assistant to teach a foreign language (English inthis case) to Iranian children with autism. To do this, there were 4male autistic children, 7-9 years old, 3 with high-functioning autismand one with low-functioning autism. The humanoid robot NAO was used asthe main instrument of this study. There were 12 sessions including 10teaching sessions. This study used a pre-test, mid-test, immediatepost-test, and delayed post-test design to measure the learning gains ofthe autistic children participating in the robot-assisted languagelearning (RALL) program. The results showed the subjects' large learninggains which were fairly persistent according to their performances onthe delayed post-test. The difference observed between the learninggains of the high-functioning and low-functioning participants is alsodiscussed.",2019,https://scholar.google.com.br/,no
2715,Social Robots as Co-therapists in Autism Therapy Sessions: A Single-CaseStudy,"This study aimed to explore the potential value of a humanoid robot,NAO, in assisting the therapist during therapy sessions with children inthe autism spectrum (ASD). We report findings from a single case, a10-year old boy, Joe (pseudonym), diagnosed with high functioning ASD.The intervention was conducted in four consecutive therapy sessions withJoe during which Joe played the ``Animals Game{''} with NAO and thetherapist. In this game, NAO asked Joe to find a specific animal from adeck of cards. Numerical data demonstrated Joe's progress acrosssessions in terms of discriminating the animals from images and learningthe animals in English. Additionally, based on qualitative observations,we have evidence of Joe becoming more independent from session tosession, initiating interaction with NAO, directing his gaze andexpressing affective feelings.",2019,https://scholar.google.com.br/,no
2716,Humanoid Robot Assisted Training for Facial Expressions RecognitionBased on Affective Feedback,"Different studies explore the use of electronic screen media to trainspecific social skills, since they provide visual elements which arewell accepted by children with ASD. However, even if children have highlevels of attention to the screen, this might also reduce thepossibilities of interacting with others. The challenge lays on findingways to encourage and motivate the child to keep learning and share theexperience with others. For this reason, we propose a feasible frameworkcomposed of three technologies: a tablet to train facial expressionsrecognition, a humanoid robot as reinforcer, and a wearable device toquantify smiles. We did a feasibility test with adults not only toverify the machine response, but also to obtain qualitative dataregarding the interaction with the robot. In this study we analyze theimportance and the synergistic effect of combining screen media with therobot embodiment and affective computing technologies.",2019,https://scholar.google.com.br/,no
2717,A Case Study of Robot Interaction Among Individuals with Profound andMultiple Learning Disabilities,"A tremendous amount of research is being performed regarding robotinteraction with individuals having intellectual disability, especiallyfor kids with Autism Spectrum Disorders (ASD). These researches haveshown many promising advancements about the use of interactive robotsfor rehabilitation of such individuals. However, these studies fail toanalyze and explore the effects of robotics interaction with individualshaving profound and multiple learning disabilities (PMLD). This researchpresents a thorough case study regarding interaction of individualshaving PMLD with a humanoid robot in different possible categories ofrobotic interaction. Separate interaction activities are designed as arepresentative for the different categories of possible clinicalapplications of the interactive robot. All the trials were assessedusing different evaluation techniques. Finally, the results stronglysuggest that robotic interactions can help to induce a target behavioramong these individuals, to teach and to encourage them which can bringan autonomy to certain extent in their life.",2019,https://scholar.google.com.br/,no
2718,Learning Entry Profiles of Children with Autism from MultivariateTreatment Information Using Restricted Boltzmann Machines,"Entry profiles can be generated before children with Autism SpectrumDisorders (ASD) begin to traverse an intervention program. They can helpevaluate the progress of each child on the dedicated syllabus inaddition to enabling narrowing down the best intervention course overtime. However, the traits of ASD are expressed in different ways inevery individual affected. The resulting spectrum nature of the disordermakes it challenging to discover profiles of children with ASD. Usingdata from 491 children, traversing the syllabus of a comprehensiveintervention program on iPad called TOBY Playpad, we learn the entryprofiles of the children based on their age, sex and performance ontheir first skills of the syllabus. Mixed-variate restricted Boltzmannmachines allow us to integrate the heterogeneous data into one modelmaking it a suitable technique. The data based discovery of entryprofiles may assist in developing systems that can automatically suggestbest suitable paths through the syllabus by clustering the childrenbased on the characteristics they present at the beginning of theprogram. This may open the pathway for personalised intervention.",2019,https://scholar.google.com.br/,no
2719,Disentangling Disease Heterogeneity with Max-Margin Multiple HyperplaneClassifier,"There is ample evidence for the heterogeneous nature of diseases. Forexample, Alzheimer's Disease, Schizophrenia and Autism Spectrum Disorderare typical disease examples that are characterized by high clinicalheterogeneity, and likely by heterogeneity in the underlying brainphenotypes. Parsing this heterogeneity as captured by neuroimagingstudies is important both for better understanding of diseasemechanisms, and for building subtype-specific classifiers. However, fewexisting methodologies tackle this problem in a principled machinelearning framework. In this work, we developed a novel non-linearlearning algorithm for integrated binary classification andsubpopulation clustering. Non-linearity is introduced through the use ofmultiple linear hyperplanes that form a convex polytope that separateshealthy controls from pathologic samples. Disease heterogeneity isdisentangled by implicitly clustering pathologic samples through theirassociation to single linear sub-classifiers. We show results of theproposed approach from an imaging study of Alzheimer's Disease, whichhighlight the potential of the proposed approach to map diseaseheterogeneity in neuroimaging studies.",2019,https://scholar.google.com.br/,no
2720,A Participatory Approach for Game Design to Support the Learning andCommunication of Autistic Children,"In this work we propose to apply a participatory design process fordeveloping mobile games focused on learning and communication ofautistic children. This study employs a game to help people with autismand describes the complete design process used in this research. As aresult of the design process was possible to note the necessity to allowhigh customization and personalization of digital activities in order topromote the user engagement and gameplay ability. Moreover, more detailsare provided about the developed game. Two customized interactiveactivities were developed: Questions \& Answers and the EmotionalThermometer that were evaluated with therapists, autistic children andHCI specialists. Finally, it is described the importance of therapistsin game design process and the requirements for redesigning theapplication interface.",2019,https://scholar.google.com.br/,no
2721,A Prototype System for Autism Rehabilitation Based on Broken MirrorTheory,"It is seems that the dysfunction of the human mirror neuron system playsan important role in the autism spectrum disorder (ASD). In this paper,we described a novel information system for autism therapy by means ofmirror neural training induced by virtual reality in brain-computerinterfaces. This system was designed to improve the mirror neuronsystem's functions of autistic individuals as well as the ability tounderstand other's intentions by self-interaction in a virtual realitytraining environment, in which some trials for training such as actionobservation, facial expression recognition and action imitation weredesigned.",2019,https://scholar.google.com.br/,no
2722,Can Young People with Autism Spectrum Disorder Benefit from an OpenLearner Model?,"This paper describes the evaluation of Maths Island Tutor an intelligenttutoring system for children with autism spectrum disorder (ASD). Thetutor includes an open learner model (OLM). In order to benefit fromthis feature, the learner needs to be able to process metacognitiveattributes, which can be impaired in ASD. In order to address the needsof this specific population, young people with ASD were involved in thedesign of the software for their use, including the OLM. A preliminarystudy evaluating the system demonstrated that young people with ASD didinitiate access to their OLM, could correctly reproduce details fromtheir OLM, and could also highlight the location of (study-intended)errors within their OLMs giving rise to suggestions about theirabilities to remember and potentially meta-cognitively reflect on theirlearning.",2019,https://scholar.google.com.br/,yes
2723,A humanoid robot for autism rehabilitation: Does IQ influence responsein child-robot interaction?,"Recent advances show that robots have unlimited potential to help thedisabled community by providing physical support, social engagement andeven co-therapy in collaboration with another human. For children withautism, a robot in human shape might be able to help them to learnbetter and encourage social-communication skills. To prove this, the keyinitial step is to explore the initial response of children with autismwhen they interact with a humanoid robot in an experimental setting. Wehypothesize that a robot's presence coupled with specific interplayshall attract the children's attention to engage in robot-basedinteraction. The initial responses will be utilized to seek associationbetween responses to the robot with the children's intelligence level.Twelve autistic children with IQs between 44 and 107 were exposed todifferent interactions. Behavior evaluation showed that in the presenceof the robot, lower autistic traits were recorded in the subscale ofstereotyped behavior and communication. Also, children with IQs higherthan 80 were more receptive to robot-based single exposure.",2019,https://scholar.google.com.br/,no
2724,Design and Evaluation of Mobile Learning Applications for AutisticChildren in Pakistan,"In this paper, we present the design and evaluation of culturallyspecific mobile learning applications, designed as a tool to encouragesocial interaction in autistic children. These applications weredesigned for Pakistani children keep their cultural context in mind. Weperformed longitudinal evaluation (around eight weeks) of theseapplications at an autistic school in Pakistan. Our initial results,based on pre and post evaluation questionnaires and video analysis ofsocial interactions, showed that the applications had a positive effecton the development of socio-emotional skills of children and wereappreciated not only by children but also by the teachers.",2019,https://scholar.google.com.br/,yes
2725,Towards A Robot-Assisted Autism Diagnostic Protocol: Modelling andAssessment with POMDP,"The existing procedures for Autism Spectrum Disorder (ASD) diagnosis areoften time consuming and tiresome both for highly-trained humanevaluators and children. In addition, prospective human evaluators needto undergo a rigorous and lengthy training process that may not beaccessible or affordable to all interested individuals. Hence, thispaper proposes a framework for robot-assisted ASD evaluation based onPartially Observable Markov Decision Process (POMDP) modelling. POMDP isbroadly used for modelling optimal sequential decision making tasksunder uncertainty. Spurred by the widely accepted Autism DiagnosticObservation Schedule (ADOS), we start off with emulating ADOS. In otherwords, our POMDP model explicitly takes into account the ADOSstratification into several modules, ongoing task informativeness androbotic sensor deficiencies. Relying only on imperfect sensorobservations, the robot provides an assessment of the child'sASD-relevant functioning level (which is partially observable) within aparticular task. Finally, we demonstrate that the proposed POMDPframework provides fine-grained outcome quantification, which could alsoincrease the appeal of robot-assisted diagnostic protocols in thefuture.",2019,https://scholar.google.com.br/,no
2726,Economic values of metro nature health benefits: A life course approach,"The presence of metro nature enables daily environmental interactions,and a substantial body of evidence now demonstrates that nature contactgenerates extensive psychosocial, cognitive, and physical health andwell-being benefits. Estimates of the economic values of such benefitshave lagged similar valuation efforts for environmental services (suchas improved air and water quality). In this article, using a life courseapproach, we estimate the potential annual value of six metro naturebenefits, and cautiously extrapolate to a national scale, based on bestavailable data and research. This is done by applying establishedeconomic values associated with epidemiology and public health to metronature benefits estimates reported in prior peer-reviewed literature.The six situations of benefits valuation potential focused on: birthweight, attention deficit hyperactivity disorder (ADHD), schoolperformance, crime, cardiovascular disease, and Alzheimer's disease.This benefits set demonstrates the importance of nature contact in urbanareas over the course of the human lifespan. We estimate that thepotential cost savings, avoided costs, and increased income rangebetween \$2.7 and \$6.8 billion annually (2012 USD). Yet these valuesrepresent only a subset of benefits described in the current literatureconcerning urban nature experiences and health and well-being outcomes,pointing to the need for increased research concerning furthervaluations. We also point out challenges encountered in developing theseestimates and limitations of their use. There is an urgent need toimprove, expand, and integrate research methods and valuation strategiesthat link urban natural resources, public health, and economics. Theresulting contributions to policy and programs can greatly improve urbanquality of life. (C) 2015 Elsevier GmbH. All rights reserved.",2019,https://scholar.google.com.br/,no
2727,"``I've Thought About This, Trust Me{''}: Understanding the Values andAssumptions Underlying Prescription Stimulant Misuse Among CollegeStudents","Grounded in a social constructionist perspective of biomedicine, thisqualitative study explored the meanings and practices associated withprescription stimulant (PS) misuse among college students. In-depthinterviews uncovered four primary themes: using and manipulating PS forincreased productivity, basic knowledge about PS and risks, learningabout the effects of PS through experimentation, and locating resistanceand addiction within the realm of individual control. The study providesone instance of how biomedical technologies are appropriated by laypeople in the absence of medical supervision to achieve nonmedicalgoals. The study also reveals the declining authority of the medicalprovider and the increased role of biomedicine in everyday life. Thediscussion elaborates on the modernist assumptions of individualism andcontrol embedded in the biomedical model of medicine that provide theideological framework for this potentially dangerous pharmaceuticalpractice.",2019,https://scholar.google.com.br/,no
2728,Play with objects in young males with fragile X syndrome: A preliminarystudy,"Using the Developmental Play Assessment, this preliminary studydescribed the categories and levels of play with objects produced by 10young boys with diagnoses of full mutation fragile X syndrome, theleading inherited cause of intellectual disability. Additionally, thestudy examined concurrent associations between child characteristics andthree different summary level variables representing object play skills.Presentation Combinations (i.e., recreating structured configurations ofobjects) was the highest play level emerging or mastered for allparticipants. The number of toys touched during the play sample, anindex of object interest, was positively related to standardizedmeasures of receptive and expressive language while the number ofdifferent actions produced, an index of play diversity, was negativelyrelated to autism symptom severity. Both variables were significantlyrelated to the number of nonverbal communication acts children producedwhile interacting with their mothers in play. Clinical implications andfuture directions are discussed.Learning outcomes: Readers will be able to: (1) define a framework forcategorizing developmental levels of play, (2) discuss the constructsrepresented by three different summary level metrics of play withobjects, (3) describe the relationship between object-play skills andchild characteristics for young males with FXS. (C) 2014 Elsevier Inc.All rights reserved.",2019,https://scholar.google.com.br/,no
2729,A Comparison of the Effects of Reading Interventions on Engagement andPerformance for Fourth-Grade Students With Learning Disabilities,"Inexpensive software applications designed to teach reading, writing,mathematics, and other academic areas have become increasingly popular.Although previous research has demonstrated the potential efficacy ofsuch applications, there is a paucity of research that comparesapplications instruction (AI) with traditional teacher-directedinstruction (TDI), and the relative effectiveness and efficiency ofthese instructional approaches remains largely unknown. This study usedan alternating treatment design to compare academic engagement andoutcomes (i.e., word identification and reading fluency) during an AIcondition and a TDI condition for four students with learningdisabilities (LD) attending a charter school. Instructional conditions(i.e., TDI, AI) were randomly alternated 7 times each, for a total of 14instructional sessions. Results indicated that both approaches fosteredhigh levels of engagement although students were more engaged during AI.With regard to academic performance, visual and quantitative analysissuggest that TDI was more effective than AI in terms of passage fluencyand word identification. Students completed social validity ratingscales to examine instructional preference. Results indicated that bothapproaches, TDI and AI, were popular with the students.",2019,https://scholar.google.com.br/,no
2730,A SPARSE REDUCED RANK FRAMEWORK FOR GROUP ANALYSIS OF FUNCTIONALNEUROIMAGING DATA,"In spatial-temporal neuroimaging studies, there is an evolvingliterature on the analysis of functional imaging data in order to learnthe intrinsic functional connectivity patterns among different brainregions. However, there are only few efficient approaches forintegrating functional connectivity pattern across subjects, whileaccounting for spatial-temporal functional variation across multiplegroups of subjects. The objective of this paper is to develop a newsparse reduced rank (SRR) modeling framework for carrying out functionalconnectivity analysis across multiple groups of subjects in thefrequency domain. Our new framework not only can extract both frequencyand spatial factors across subjects, but also imposes sparse constraintson the frequency factors. It thus leads to the identification ofimportant frequencies with high power spectra. In addition, we proposetwo novel adaptive criteria for automatic selection of sparsity leveland model rank. Using simulated data, we demonstrate that SRRoutperforms several existing methods. Finally, we apply SRR to detectgroup differences between controls and two subtypes of attention deficithyperactivity disorder (ADHD) patients, through analyzing the ADHD-200data.",2019,https://scholar.google.com.br/,no
2731,Augmented reality-based self-facial modeling to promote the emotionalexpression and social skills of adolescents with autism spectrumdisorders,"Autism spectrum disorders (ASD) are characterized by a reduced abilityto understand the emotions of other people, this ability involvesrecognizing facial expressions. This study assessed the possibility ofenabling three adolescents with ASD to become aware of facialexpressions observed in situations in a school setting simulated usingaugmented reality (AR) technology. The AR system providedthree-dimensional (3-D) animations of six basic facial expressionsoverlaid on participant faces to facilitate practicing emotionaljudgments and social skills. Based on the multiple baseline designacross subjects, the data indicated that AR intervention can improve theappropriate recognition and response to facial emotional expressionsseen in the situational task. (C) 2014 Elsevier Ltd. All rightsreserved.",2019,https://scholar.google.com.br/,yes
2732,Development of an audiovisual speech perception app for children withautism spectrum disorders,"Perception of spoken language requires attention to acoustic as well asvisible phonetic information. This article reviews the known differencesin audiovisual speech perception in children with autism spectrumdisorders (ASD) and specifies the need for interventions that addressthis construct. Elements of an audiovisual training program aredescribed. This researcher-developed program delivered via an iPad apppresents natural speech in the context of increasing noise, butsupported with a speaking face. Children are cued to attend to visiblearticulatory information to assist in perception of the spoken words.Data from four children with ASD ages 8-10 are presented showing thatthe children improved their performance on an untrained auditoryspeech-in-noise task.",2019,https://scholar.google.com.br/,yes
2733,iCAN: A tablet-based pedagogical system for improving communicationskills of children with autism,"The Picture Exchange Communication System (PECS) is the conventionalpedagogical approach for developing the communication skills of childrenwith autism, and research has supported the approach's greateffectiveness in its communicative utilization of picture cards.Unfortunately, the paper-based approach's effectiveness is hampered bythe time-consuming and complex preparation process of manually creatingand managing these picture cards for use between the children and theircaregivers. This paper presents iCAN, a tablet-based system that adoptsthe successful aspects of the traditional PECS approach whileincorporating advantageous features such as support for digital,visualization, and voice capabilities, improved portability due to itssmaller form factor on a tablet, and image-capturing capabilities forexpanding the flexibility of content creation. We deployed our systemonto eleven children participants - whom are diagnosed with moderate tosevere autism - and their primary caregivers over a span of four weeks,and our results demonstrated that iCAN reduced content-preparation timeby over 70\% while also enhancing children with autism's willingness tolearn and interact with others. (C) 2014 Published by Elsevier Ltd.",2019,https://scholar.google.com.br/,yes
2734,Three children with autism spectrum disorder learn to perform athree-step communication sequence using an iPad (R)-basedspeech-generating device,"Background: Many children with autism spectrum disorder (ASD) havelimited or absent speech and might therefore benefit from learning touse a speech-generating device (SGD). The purpose of this study was toevaluate a procedure aimed at teaching three children with ASD to use aniPad (R)-based SGD to make a general request for access to toys, thenmake a specific request for one of two toys, and then communicate athank-you response after receiving the requested toy.Method: A multiple-baseline across participants design was used todetermine whether systematic instruction involvingleast-to-most-prompting, time delay, error correction, and reinforcementwas effective in teaching the three children to engage in thisrequesting and social communication sequence. Generalization andfollow-up probes were conducted for two of the three participants.Results: With intervention, all three children showed improvement inperforming the communication sequence. This improvement was maintainedwith an unfamiliar communication partner and during the follow-upsessions.Conclusion: With systematic instruction, children with ASD and severecommunication impairment can learn to use an iPad-based SGD to completemulti-step communication sequences that involve requesting and socialcommunication functions. (C) 2014 ISDN. Published by Elsevier Ltd. Allrights reserved.",2019,https://scholar.google.com.br/,yes
2735,The Social Bayesian Brain: Does Mentalizing Make a Difference When WeLearn?,"When it comes to interpreting others' behaviour, we almost irrepressiblyengage in the attribution of mental states (beliefs, emotions.). Such``mentalizing{''} can become very sophisticated, eventually endowing uswith highly adaptive skills such as convincing, teaching or deceiving.Here, sophistication can be captured in terms of the depth of ourrecursive beliefs, as in ``I think that you think that I think.{''} Inthis work, we test whether such sophisticated recursive beliefs subtendlearning in the context of social interaction. We asked participants toplay repeated games against artificial (Bayesian) mentalizing agents,which differ in their sophistication. Critically, we made people believeeither that they were playing against each other, or that they weregambling like in a casino. Although both framings are similarlydeceiving, participants win against the artificial (sophisticated)mentalizing agents in the social framing of the task, and lose in thenon-social framing. Moreover, we find that participants' choicesequences are best explained by sophisticated mentalizing Bayesianlearning models only in the social framing. This study is the firstdemonstration of the added-value of mentalizing on learning in thecontext of repeated social interactions. Importantly, our results showthat we would not be able to decipher intentional behaviour without apriori attributing mental states to others.",2019,https://scholar.google.com.br/,no
2736,A Systematic Literature Review of Emotion Regulation Measurement inIndividuals With Autism Spectrum Disorder,"Emotion regulation (ER) difficulties are a potential common factorunderlying the presentation of multiple emotional and behavioralproblems in individuals with Autism Spectrum Disorder (ASD). To providean overview of how ER has been studied in individuals with ASD, weconducted a systematic review of the past 20 years of ER research in theASD population, using established keywords from the most comprehensiveER literature review of the typically developing population to date. Outof an initial sampling of 305 studies, 32 were eligible for review. Weexamined the types of methods (self-report, informant report,naturalistic observation/ behavior coding, physiological, andopen-ended) and the ER constructs based on Gross and Thompson's modalmodel (situation selection, situation modification, attentiondeployment, cognitive change, and response modulation). Studies mostoften assessed ER using one type of method and from a unidimensionalperspective. Across the 32 studies, we documented the types of measuresused and found that 38\% of studies used self-report, 44\% included aninformant report measure, 31\% included at least one naturalisticobservation/behavior coding measure, 13\% included at least onephysiological measure, and 13\% included at least one open-endedmeasure. Only 25\% of studies used more than one method of measurement.The findings of the current review provide the field with an in-depthanalysis of various ER measures and how each measure taps into an ERframework. Future research can use this model to examine ER in amulticomponent way and through multiple methods. (c) 2014 InternationalSociety for Autism Research, Wiley Periodicals, Inc.",2019,https://scholar.google.com.br/,no
2737,`Children at Risk' of Poor Educational Outcomes: Insights from a(Neuro-)Cognitive Perspective,"Taking a (neuro-)cognitive perspective, this article deals withpreconditions of successful learning and maladaptive developmentalprocesses related to deficient learning processes and poor educationaloutcomes. Three strands of research are focused that have madesignificant contributions to the understanding of (neuro-)cognitiverisks for poor educational outcomes: intelligence research, research onworking memory, and research on attentional processes. Selected examplesfrom these areas of research are provided with a summary of mainconclusions. In addition, we highlight current research gaps by arguingthat there is a specific need for (a) future research focusing on theinteractions between the (neuro-)cognitive functions described, as wellas for (b) integrating results from the (neuro-)cognitive perspectiveinto a broader conceptual framework of risk factors. A claim is madethat more research is needed linking insights from different scientificperspectives and methodological traditions to generate approaches thatsuccessfully contribute to a substantial reduction of the percentage ofstudents with poor educational outcomes.",2019,https://scholar.google.com.br/,no
2738,Effects of Environmental Sounds on the Guessability of Animated GraphicSymbols,"Graphic symbols are a necessity for pre-literate children who use aidedaugmentative and alternative communication (AAC) systems (includingnon-electronic communication boards and speech generating devices), aswell as for mobile technologies using AAC applications. Recently,developers of the Autism Language Program (ALP) Animated Graphics Sethave added environmental sounds to animated symbols representing verbsin an attempt to enhance their iconicity. The purpose of this study wasto examine the effects of environmental sounds (added to animatedgraphic symbols representing verbs) in terms of naming. Participantsincluded 46 children with typical development between the ages of 3,0 to3,11 (years, months). The participants were randomly allocated to acondition of symbols with environmental sounds or a condition withoutenvironmental sounds. Results indicated that environmental soundssignifi cantly enhanced the naming accuracy of animated symbols forverbs. Implications in terms of symbol selection, symbol refi nement,and future symbol development will be discussed.",2019,https://scholar.google.com.br/,no
2739,Automated MRI cerebellar size measurements using active appearancemodeling,"Although the human cerebellum has been increasingly identified as animportant hub that shows potential for helping in the diagnosis of alarge spectrum of disorders, such as alcoholism, autism, and fetalalcohol spectrum disorder, the high costs associated with manualsegmentation, and low availability of reliable automated cerebellarsegmentation tools, has resulted in a limited focus on cerebellarmeasurement in human neuroimaging studies.We present here the CATK (Cerebellar Analysis Toolkit), which is basedon the Bayesian framework implemented in FMRIB's FIRST. This approachinvolves training Active Appearance Models (AAMs) using hand-delineatedexamples. CATK can currently delineate the cerebellar hemispheres andthree vermal groups (lobules I-V, VI-VII, and VIII-X). Linearregistration with the low-resolution MNI152 template is used to provideinitial alignment, and Point Distribution Models (PDM) are parameterizedusing stellar sampling. The Bayesian approach models the relationshipbetween shape and texture through computation of conditionals in thetraining set. Our method varies from the FIRST framework in that initialfitting is driven by 1D intensity profile matching, and the conditionallikelihood function is subsequently used to refine fitting.The method was developed using T1-weighted images from 63 subjects thatwere imaged and manually labeled: 43 subjects were scanned once and wereused for training models, and 20 subjects were imaged twice (with manuallabeling applied to both runs) and used to assess reliability andvalidity. Intraclass correlation analysis shows that CATK is highlyreliable (average test-retest ICCs of 0.96), and offers excellentagreement with the gold standard (average validity ICC of 0.87 againstmanual labels). Comparisons against an alternative atlas-based approach,SUIT (Spatially Unbiased Infratentorial Template), that registers imageswith a high-resolution template of the cerebellum, show that our AAMapproach offers superior reliability and validity. Extensions of CATK tocerebellar hemisphere parcels are envisioned. (C) 2014 The Authors.Published by Elsevier Inc. This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/3.0/).",2019,https://scholar.google.com.br/,no
2740,Acquisition of sentence frame discrimination using the iPad (TM) as aspeech generating device in young children with developmentaldisabilities,"This study evaluated the use of the iPad (TM) and application Proloqu2Goas a speech generating device (SGD) for the acquisition of a tact(labeling) repertoire in three preschool aged children with AutismSpectrum Disorder or developmental delay. Additionally, discriminationbetween picture icons and sentence frames were investigated. Using afive second time delay, with full physical prompts, participants weretaught to label four items using the carrier phrases ``I see{''} and ``Ihave{''}. Following the acquisition of those frames in isolation,training on discriminating between those frames was introduced. Theresults indicate that the training procedures were effective for thispurpose, thus contributing to the already existing literature on the useof handheld computing devices as SGD. (C) 2014 Elsevier Ltd. All rightsreserved.",2019,https://scholar.google.com.br/,yes
2741,Improving Outcomes for Youth with ADHD: A Conceptual Framework forCombined Neurocognitive and Skill-Based Treatment Approaches,"Attention-deficit/hyperactivity disorder (ADHD) is a prevalent andchronic mental health condition that often results in substantialimpairments throughout life. Although evidence-based pharmacological andpsychosocial treatments exist for ADHD, effects of these treatments areacute, do not typically generalize into non-treated settings, rarelysustain over time, and insufficiently affect key areas of functionalimpairment (i.e., family, social, and academic functioning) andexecutive functioning. The limitations of current evidence-basedtreatments may be due to the inability of these treatments to addressunderlying neurocognitive deficits that are related to the symptoms ofADHD and associated areas of functional impairment. Although effortshave been made to directly target the underlying neurocognitive deficitsof ADHD, extant neurocognitive interventions have shown limitedefficacy, possibly due to misspecification of training targets andinadequate potency. We argue herein that despite these limitations,next-generation neurocognitive training programs that more precisely andpotently target neurocognitive deficits may lead to optimal outcomeswhen used in combination with specific skill-based psychosocialtreatments for ADHD. We discuss the rationale for such a combinedtreatment approach, prominent examples of this combined treatmentapproach for other mental health disorders, and potential combinedtreatment approaches for pediatric ADHD. Finally, we conclude withdirections for future research necessary to develop a combinedneurocognitive + skill-based treatment for youth with ADHD.",2019,https://scholar.google.com.br/,no
2742,Does occupational therapy play a role for communication in children withautism spectrum disorders?,"This study investigates occupational therapy for early communication inchildren with autism spectrum disorders (ASD). The research explored therole of occupational therapists in supporting children with ASD tobecome better communicators by considering their inter-professionalcollaboration with speech-language pathologists. Convenience samples of21 clinical occupational therapists and speech-language pathologistswere recruited to participate in semi-structured audio-recorded focusgroups, using a qualitative design. Distinct views included achild-centred focus from speech-language pathologists, whereasoccupational therapists spoke of the child through societal viewpoints,which later pointed to occupational therapists `proficiency in enablingskill generalization in ASD. An equal partnership was consistentlyreported between these clinicians, who identified the same objectives,shared strategies, joint treatments, and ongoing collaboration as thefour main facilitators to inter-professional collaboration when treatingchildren with ASD. Three unique roles of occupational therapy compriseddeveloping non-verbal and verbal communication pre-requisites, adaptingthe setting, educating-partnering-advocating for the child, andproviding occupation-based intervention. These three themes meshed withthe discipline-specific occupational therapy domains represented in thePerson-Environment-Occupation framework. When working ininter-professional collaboration, speech-language pathologists andoccupational therapists agree that occupational therapy is indispensableto early intervention in enabling communication in ASD.",2019,https://scholar.google.com.br/,no
2743,"Setting global research priorities for developmental disabilities,including intellectual disabilities and autism","ObjectivesThe prevalence of intellectual disabilities (ID) has beenestimated at 10.4/1000 worldwide with higher rates among children andadolescents in lower income countries. The objective of this paper is toaddress research priorities for development disabilities, notably ID andautism, at the global level and to propose the more rational use ofscarce funds in addressing this under-investigated area.MethodsAn expert group was identified and invited to systematically listand score research questions. They applied the priority settingmethodology of the Child Health and Nutrition Research Initiative(CHNRI) to generate research questions and to evaluate them using a setof five criteria: answerability, feasibility, applicability and impact,support within the context and equity.FindingsThe results of this process clearly indicated that the importantpriorities for future research related to the need for effective andefficient approaches to early intervention, empowerment of familiessupporting a person with developmental disability and to addresspreventable causes of poor health in people with ID and autism.ConclusionsFor the public health and other systems to become moreeffective in delivering appropriate support to persons withdevelopmental disabilities, greater (and more targeted) investment inresearch is required to produce evidence of what works consistent withinternational human rights standards.",2019,https://scholar.google.com.br/,no
2744,Identifying group discriminative and age regressive sub-networks fromDTI-based connectivity via a unified framework of non-negative matrixfactorization and graph embedding,"Diffusion tensor imaging (DTI) offers rich insights into the physicalcharacteristics of white matter (WM) fiber tracts and their developmentin the brain, facilitating a network representation of brain's trafficpathways. Such a network representation of brain connectivity hasprovided a novel means of investigating brain changes arising frompathology, development or aging. The high dimensionality of theseconnectivity networks necessitates the development of methods thatidentify the connectivity building blocks or sub-network components thatcharacterize the underlying variation in the population. In addition,the projection of the subject networks into the basis set provides a lowdimensional representation of it, that teases apart different sources ofvariation in the sample, facilitating variation-specific statisticalanalysis. We propose a unified framework of non-negative matrixfactorization and graph embedding for learning sub-network patterns ofconnectivity by their projective non-negative decomposition into areconstructive basis set, as well as, additional basis sets representingvariational sources in the population like age and pathology. Theproposed framework is applied to a study of diffusion-based connectivityin subjects with autism that shows localized sparse sub-networks whichmostly capture the changes related to pathology and developmentalvariations. (C) 2014 Elsevier B.V. All rights reserved.",2019,https://scholar.google.com.br/,no
2745,"Non-negative matrix factorization of multimodal MRI, fMRI and phenotypicdata reveals differential changes in default mode subnetworks in ADHD","In the multimodal neuroimaging framework, data on a single subject arecollected from inherently different sources such as functional MRI,structural MRI, behavioral and/or phenotypic information. Theinformation each source provides is not independent, a subset offeatures from each modality maps to one or more common latentdimensions, which can be interpreted using generative models. Theselatent dimensions, or ``topics,{''} provide a sparse summary of thegenerative process behind the features for each individual. Topicmodeling, an unsupervised generative model, has been used to mapseemingly disparate features to a common domain. WeuseNon-NegativeMatrix Factorization (NMF) to infer the latent structure ofmultimodal ADHD data containing fMRI, MRI, phenotypic and behavioralmeasurements. We compare four different NMF algorithms and find that thesparsest decomposition is also the most differentiating between ADHD andhealthy patients. Weidentify dimensions that map to interpretable,recognizable dimensions such as motion, default mode network activity,and other such features of the input data. For example, structural andfunctional graph theory features related to default mode subnetworksclustered with the ADHD-Inattentive diagnosis. Structural measurementsof the default mode network (DMN) regions such as the posteriorcingulate, precuneus, and parahippocampal regions were all related tothe ADHD-Inattentive diagnosis. Ventral DMN subnetworks may have morefunctional connections in ADHD-I, while dorsal DMN may have less. ADHDtopics are dependent upon diagnostic site, suggesting diagnosticdifferences across geographic locations. We assess our findings in lightof the ADHD-200 classification competition, and contrast ourunsupervised, nominated topics with previously published supervisedlearning methods. Finally, we demonstrate the validity of these latentvariables as biomarkers by using them for classification of ADHD in 730patients. Cumulatively, this manuscript addresses how multimodal data inADHD can be interpreted by latent dimensions. (C) 2013 Elsevier Inc. Allrights reserved.",2019,https://scholar.google.com.br/,no
2746,What learning theories can teach us in designing neurofeedbacktreatments,"Popular definitions of neurofeedback point out that neurofeedback is aprocess of operant conditioning which leads to self-regulation of brainactivity. Self-regulation of brain activity is considered to be a skill.The aim of this paper is to clarify that not only operant conditioningplays a role in the acquisition of this skill. In order to design thelearning process additional references have to be derived from classicalconditioning, two-process-theory and in particular from skill learningand research into motivational aspects. The impact of learning by trialand error, cueing of behavior, feedback, reinforcement, and knowledge ofresults as well as transfer of self-regulation skills into everyday lifewill be analyzed in this paper. In addition to these learning theorybasics this paper tries to summarize the knowledge about acquisition ofself regulation from neurofeedback studies with a main emphasis onclinical populations. As a conclusion it is hypothesized that learningto self-regulate has to be offered in a psychotherapeutic, i.e.,behavior therapy framework.",2019,https://scholar.google.com.br/,no
2747,An evaluation of speech production in two boys with neurodevelopmentaldisorders who received communication intervention with aspeech-generating device,"Background: Children with neurodevelopmental disorders often presentwith little or no speech. Augmentative and alternative communication(AAC) aims to promote functional communication using non-speech modes,but it might also influence natural speech production.Method: To investigate this possibility, we provided AAC intervention totwo boys with neurodevelopmental disorders and severe communicationimpairment. Intervention focused on teaching the boys to use a tabletcomputer-based speech-generating device (SGD) to request preferredstimuli. During SGD intervention, both boys began to utter relevantsingle words. In an effort to induce more speech, and investigate therelation between SGD availability and natural speech production, the SGDwas removed during some requesting opportunities.Results: With intervention, both participants learned to use the SGD torequest preferred stimuli. After learning to use the SGD, bothparticipants began to respond more frequently with natural speech whenthe SGD was removed.Conclusion: The results suggest that a rehabilitation program involvinginitial SGD intervention, followed by subsequent withdrawal of the SGD,might increase the frequency of natural speech production in somechildren with neurodevelopmental disorders. This effect could be anexample of response generalization. (C) 2014 ISDN. Published by ElsevierLtd. All rights reserved.",2019,https://scholar.google.com.br/,no
2748,Childhood adversity and neural development: Deprivation and threat asdistinct dimensions of early experience,"A growing body of research has examined the impact of childhoodadversity on neural structure and function. Advances in ourunderstanding of the neurodevelopmental consequences of adverse earlyenvironments require the identification of dimensions of environmentalexperience that influence neural development differently and mechanismsother than the frequently-invoked stress pathways. We propose a novelconceptual framework that differentiates between deprivation (absence ofexpected environmental inputs and complexity) and threat (presence ofexperiences that represent a threat to one's physical integrity) andmake predictions grounded in basic neuroscience principles about theirdistinct effects on neural development. We review animal research onfear learning and sensory deprivation as well as human research onchildhood adversity and neural development to support these predictions.We argue that these previously undifferentiated dimensions of experienceexert strong and distinct influences on neural development that cannotbe fully explained by prevailing models focusing only on stresspathways. Our aim is not to exhaustively review existing evidence onchildhood adversity and neural development, but to provide a novelframework to guide future research. (C) 2014 Elsevier Ltd. All rightsreserved.",2019,https://scholar.google.com.br/,no
2749,Learning and consolidation of new spoken words in autism spectrumdisorder,"Autism spectrum disorder (ASD) is characterized by rich heterogeneity invocabulary knowledge and word knowledge that is not well accounted forby current cognitive theories. This study examines whether individualdifferences in vocabulary knowledge in ASD might be partly explained bya difficulty with consolidating newly learned spoken words and/orintegrating them with existing knowledge. Nineteen boys with ASD and 19typically developing (TD) boys matched on age and vocabulary knowledgeshowed similar improvements in recognition and recall of novel words(e.g. biscal') 24 hours after training, suggesting an intact ability toconsolidate explicit knowledge of new spoken word forms. TD childrenshowed competition effects for existing neighbors (e.g. biscuit') after24 hours, suggesting that the new words had been integrated withexisting knowledge over time. In contrast, children with ASD showedimmediate competition effects that were not significant after 24 hours,suggesting a qualitative difference in the time course of lexicalintegration. These results are considered from the perspective of thedual-memory systems framework.",2019,https://scholar.google.com.br/,no
2750,Special Education Teacher Burnout: A Synthesis of Research from 1979 to2013,"Teacher burnout occurs when teachers undergoing stress for long periodsof time experience emotional exhaustion, depersonalization, and lack ofpersonal accomplishment (Maslach, 2003). Outcomes associated withburnout include teacher attrition, teacher health issues, and negativestudent outcomes. Special educators are at high risk for burnout astheir working conditions align with many factors associated withburnout. In this review, we updated the literature on special educationteacher working conditions by reviewing studies (N = 23) that (a)included a quantitative measure of burnout and (b) focused on specialeducation teachers as participants. An analysis of the studies reviewedprovided a clear base of support for the association between burnout anda range of variables from the individual, classroom, school, anddistrict levels. Bronfenbrenner's (1977) Ecological Model supplied theorganizational framework for the range of variables. Teacher experience,student disability, role conflict, role ambiguity, and administrativesupport were particularly salient factors in special education teacherburnout. Important gaps in the research are discussed, future directionsfor researchers are outlined, and implications for teachers and otherpractitioners are provided.",2019,https://scholar.google.com.br/,no
2751,The Biopharmaceutics Risk Assessment Roadmap for Optimizing ClinicalDrug Product Performance,"The biopharmaceutics risk assessment roadmap (BioRAM) optimizes drugproduct development and performance by using therapy-driven target drugdelivery profiles as a framework to achieve the desired therapeuticoutcome. Hence, clinical relevance is directly built into earlyformulation development. Biopharmaceutics tools are used to identify andaddress potential challenges to optimize the drug product for patientbenefit. For illustration, BioRAM is applied to four relatively commontherapy-driven drug delivery scenarios: rapid therapeutic onset,multiphasic delivery, delayed therapeutic onset, and maintenance oftarget exposure. BioRAM considers the therapeutic target with the drugsubstance characteristics and enables collection of critical knowledgefor development of a dosage form that can perform consistently formeeting the patient's needs. Accordingly, the key factors are identifiedand in vitro, in vivo, and in silico modeling and simulation techniquesare used to elucidate the optimal drug delivery rate and pattern. BioRAMenables (1) feasibility assessment for the dosage form, (2) developmentand conduct of appropriate learning and confirming studies, (3)transparency in decision-making, (4) assurance of drug product qualityduring lifecycle management, and (5) development of robust linkagesbetween the desired clinical outcome and the necessary product qualityattributes for inclusion in the quality target product profile. (c) 2014Wiley Periodicals, Inc. and the American Pharmacists Association J PharmSci 103:3377-3397, 2014",2019,https://scholar.google.com.br/,no
2752,The uses of cognitive training technologies in the treatment of autismspectrum disorders,"In this review, we focus on research that has used technology to providecognitive training - i.e. to improve performance on some measurableaspect of behaviour - in individuals with autism spectrum disorders. Wereview technology-enhanced interventions that target three differentcognitive domains: (a) emotion and face recognition, (b) language andliteracy, and (c) social skills. The interventions reviewed allow forinteraction through different modes, including point-and-click andeye-gaze contingent software, and are delivered through diverseimplementations, including virtual reality and robotics. In each case,we examine the evidence of the degree of post-training improvementobserved following the intervention, including evidence of transfer toaltered behaviour in ecologically valid contexts. We conclude that anumber of technological interventions have found that observedimprovements within the computerised training paradigm fail togeneralise to altered behaviour in more naturalistic settings, which mayresult from problems that people with autism spectrum disordersexperience in generalising and extrapolating knowledge. However, we alsopoint to several promising findings in this area. We discuss possibledirections for future work.",2019,https://scholar.google.com.br/,no
2753,Assisting students with autism to actively perform collaborative walkingactivity with their peers using dance pads combined with preferredenvironmental stimulation,"The purpose of this study was to provide students with autism spectrumdisorders (ASDs) the opportunity to cooperate with their peers. Thisexperiment was designed so that students with ASD and their partnerswere required to perform the collaborative walking activity using dancepads combined with preferred stimulation. With the foot-pressingposition detection program (FPPDP) software, standard dance pads couldbe used as foot-pressing position detectors to detect participants'collaborative walking activities. An ABAB design was adopted in thisexperiment, where A represented baseline phases, and B representedintervention phases. The experimental results show that the participantsincreased their willingness to perform the assigned task and the actualamount of collaborative walking activity also increased during theintervention phases compared to the baseline phases. Practical anddevelopmental implications of the findings are discussed. (C) 2014Elsevier Ltd. All rights reserved.",2019,https://scholar.google.com.br/,no
2754,Special Education Services Received by Students With Autism SpectrumDisorders From Preschool Through High School,"Little is known about how special education services received bystudents with Autism Spectrum Disorders (ASDs) differ by age, disabilityseverity, and demographic characteristics. Using three national datasets, the Pre-Elementary Education Longitudinal Study, the SpecialEducation Elementary Longitudinal Study, and the National LongitudinalTransition Study-2, this study examined the age trends in specialeducation services received by students with ASDs from preschool throughhigh school. Elementary school students with ASDs had higher odds ofreceiving adaptive physical education, specialized computer software orhardware, and special transportation, but lower odds of receivinglearning strategies/study skills support than their preschool peers.Secondary school students had lower odds of receiving speech/language oroccupational therapy and of having a behavior management program, buthigher odds of receiving mental health or social work services thantheir elementary school peers. Disability severity and demographiccharacteristics were associated with differences in special educationservice receipt rates.",2019,https://scholar.google.com.br/,no
2755,"Neurofeedback in attention-deficit/hyperactivity disorder - differentmodels, different ways of application","In children with attention-deficit/hyperactivity disorder (ADHD),different neurofeedback (NF) protocols have been applied, with the mostprominent differentiation between EEG frequency-band (e.g., theta/beta)training and training of slow cortical potentials (SCPs). However,beyond distinctions between such basic NF variables, there are alsocompeting assumptions about mechanisms of action (e.g., acquisition ofregulation capability, generalization to daily life behavior). In thepresent article, we provide a framework for NF models and suppose twohypothetical models, which we call ``conditioning-and-repairingmodel{''} and ``skill-acquisition model,{''} reflecting extreme poleswithin this framework. We argue that the underlying model has an impactnot only on how NF is applied but also on the selection of evaluationstrategies and suggest using evaluation strategies beyond beaten pathsof pharmacological research. Reflecting available studies, we address towhat extent different views are supported by empirical data. Wehypothesize that different models may hold true depending on theprocesses and behaviors to be addressed by a certain NF protocol. Forexample, the skill-acquisition model is supported by recent findings asan adequate explanatory framework for the mechanisms of action of SCPtraining in ADHD. In conclusion, evaluation and interpretation of NFtrials in ADHD should be based on the underlying model and the waytraining is applied, which, in turn, should be stated explicitly instudy reports.",2019,https://scholar.google.com.br/,no
2756,``He Is Intelligent but Different{''}: Stakeholders' Perspectives onChildren on the Autism Spectrum in an Urban Indian School Context,"This article explores stakeholders' awareness of autism and theirperspectives on children with autism, in an urban Indian school context.Using an interpretive framework, the article draws on interview datafrom a study conducted in Kolkata. Findings indicated varying butlimited awareness of autism among school staff. Teachers insteaddescribed the child as ``different{''} from peers. Further, there wasvariation in stakeholders' view on the challenges faced by the child. Incontrast to parents and private specialists, school staff gave noimportance to social development and perceived behaviour and personalitydifferences as inherent in the child. Nevertheless, there was aconsensus among stakeholders on school responsibility as limited toacademic input. Challenging school staff's beliefs about childdevelopment and purpose of education, along with re-assessing specialeducator courses and developing collaboration between parents andschool, needs to be addressed to meet the educational needs and ensuresuccessful participation of these children.",2019,https://scholar.google.com.br/,no
2757,"Modular and hierarchical brain organization to understand assimilation,accommodation and their relation to autism in reaching tasks: adevelopmental robotics hypothesis","By assimilation children embody sensorimotor experiences into alreadybuilt mental structures. Conversely, by accommodation these structuresare changed according to the child's new experience. Despite theintuitive power of these concepts to trace the course of sensorimotordevelopment, they have gradually lost ground in psychology. This likelydue to the lack of brain-related views capturing the dynamic mechanismsunderlying them. Here we propose that brain modular and hierarchicalorganization is crucial to understanding assimilation/accommodation. Wedevise an experiment where a bio-inspired modular and hierarchicalmixture-of-experts model guides a simulated robot to learn differentreaching tasks by trial-and-error. The model gives a novelinterpretation of assimilation/accommodation based on the functionalorganization of the experts allocated through learning. Assimilationoccurs when the model adapts a copy of the expert trained for solving atask, to face another task requiring similar sensorimotor mappings.Experts storing similar sensorimotor mappings belong to the samefunctional module. Accommodation occurs when the model uses non-trainedexperts to face tasks requiring different sensorimotor mappings(generating a new functional group of experts). The model also providesa new theoretical framework to investigate assimilation/accommodationimpairment, and proposes that such impairment might be related to autismspectrum disorder.",2019,https://scholar.google.com.br/,no
2758,Implementing an iPad-based alternative communication device for astudent with cerebral palsy and autism in the classroom via an accesstechnology delivery protocol,"Individuals with a comorbid diagnosis of cerebral palsy and autismspectrum disorder can have significant communication deficits. Theimplementation of an alternative and augmentative communication (AAC)device is often essential to promote language development andparticipation in school, home and community environments. The presentstudy evaluated the impact of introducing a high-tech alternative andaugmentative device, namely an Apple iPad with the ``GoTalk Now{''}communication application to a student diagnosed with cerebral palsy andautism spectrum disorder. Integration of the technology focused onpromoting key elements associated with long term AAC usage, namely,targeted training of the student, teacher, educational assistant andparents, over the course of the school year. Marked increases in thestudent's communication skills and non-academic school functioning wereobserved. The need for communication partner prompting declined overtime while the student, teacher and parent remained engaged by the iPadsolution. This case study supports the classroom implementation ofhigh-tech communication devices for those with complex communicationneeds via a comprehensive access delivery protocol that invokessystematic student, teacher, educational assistant and parent training.(C) 2014 Elsevier Ltd. All rights reserved.",2019,https://scholar.google.com.br/,yes
2759,Association between mobile phone use and inattention in 7102 Chineseadolescents: a population-based cross-sectional study,"Background: The dramatic growth of mobile phone (MP) use among youngpeople has increased interest in its possible health hazards in this agegroup. The aim of this cross-sectional study was to investigate theassociation between MP use and inattention in adolescents.Methods: A total of 7720 middle school students were involved in thiscross-sectional study. Inattention was assessed as defined for theAttention Deficit component of Attention deficit/Hyperactivity disorder(ADHD) by the Diagnostic and Statistical Manual of Mental Disorders (4thed., text rev. {[}DSM-IV-TR]). The demographic characteristics andinformation on MP use were included in the questionnaire. Chi-squaretests and logistic regression models were used to analyze the data.Results: In total, 7102 (91.99\%) valid questionnaires were obtained.After adjusted for confounders, inattention in adolescents wassignificantly associated with MP ownership, the time spent onentertainment on MP per day, the position of the MP during the day andthe mode of the MP at night. The strongest association betweeninattention and the time spent on the MP was among students who spentmore than 60 minutes per day playing on their MP.Conclusions: Our study shows some associations between MP use andinattention in Chinese adolescents. Decreasing MP usage to less than 60minutes per day may help adolescents to stay focused and centered.",2019,https://scholar.google.com.br/,no
2760,Virtual Reality Job Interview Training in Adults with Autism SpectrumDisorder,"The feasibility and efficacy of virtual reality job interview training(VR-JIT) was assessed in a single-blinded randomized controlled trial.Adults with autism spectrum disorder were randomized to VR-JIT (n = 16)or treatment-as-usual (TAU) (n = 10) groups. VR-JIT consisted ofsimulated job interviews with a virtual character and didactic training.Participants attended 90 \% of laboratory-based training sessions, foundVR-JIT easy to use and enjoyable, and they felt prepared for futureinterviews. VR-JIT participants had greater improvement during livestandardized job interview role-play performances than TAU participants(p = 0.046). A similar pattern was observed for self-reportedself-confidence at a trend level (p = 0.060). VR-JIT simulationperformance scores increased over time (R (2) = 0.83). Results indicatepreliminary support for the feasibility and efficacy of VR-JIT, whichcan be administered using computer software or via the internet.",2019,https://scholar.google.com.br/,no
2761,Using video prompting via iPads to teach price comparison to adolescentswith autism,"Price comparison is a functional mathematics skill commonly taught tosecondary students with autism and intellectual disability to increaseindependence, yet, a lack of evidence-based practice in teaching pricecomparison exists. The purpose of this study was to examine theeffectiveness of video prompting to teach price comparison using anadapted number line. A single-subject, multiprobe, multiple baselinedesign study was employed across three secondary students with autism.The results showed two out of three students benefited from videoprompting presented on an iPad to complete price comparison tasks duringthe in-class simulation and the grocery store settings. Of the threestudents, one student completed price comparison tasks solely from videoprompting and the other two students required video prompting inconjunction with the system of most-to-least prompts. (C) 2014 ElsevierLtd. All rights reserved.",2019,https://scholar.google.com.br/,no
2762,Viewing the Viewers: How Adults With Attentional Deficits WatchEducational Videos,"Objective: Knowing how adults with ADHD interact with prerecorded videolessons at home may provide a novel means of early screening andlong-term monitoring for ADHD. Method: Viewing patterns of 484 studentswith known ADHD were compared with 484 age, gender, and academicallymatched controls chosen from 8,699 non-ADHD students. Transcriptsgenerated by their video playback software were analyzed using t testsand regression analysis. Results: ADHD students displayed significanttendencies (p <= .05) to watch videos with more pauses and more reviewsof previously watched parts. Other parameters showed similar tendencies.Regression analysis indicated that attentional deficits remainedconstant for age and gender but varied for learning experience.Conclusion: There were measurable and significant differences betweenthe video-viewing habits of the ADHD and non-ADHD students. Thisprovides a new perspective on how adults cope with attention deficitsand suggests a novel means of early screening for ADHD.",2019,https://scholar.google.com.br/,no
2763,Assisting obese students with intellectual disabilities to activelyperform the activity of walking in place using a dance pad to controltheir preferred environmental stimulation,"This study used a standard dance pad with a newly developedfoot-pressing position detection program (FPPDP) software program. FPPDPis a new software program which was used to turn a standard dance padinto a foot-pressing position detector to evaluate whether two peoplewith intellectual disabilities would be able to actively perform theactivity of walking in place in order to control their preferredenvironmental stimulation. This study was performed according to amultiple baseline design across participants. The data showed that bothparticipants were more willing to perform the activity of walkingactivity to activate the environmental stimulation during theintervention phases than in the baseline phase, and retained thiseffective performance in the maintenance phase. The practical anddevelopmental implications of the findings are discussed. (C) 2014Elsevier Ltd. All rights reserved.",2019,https://scholar.google.com.br/,no
2764,Conceptual modeling for knowledge management to support agile softwaredevelopment,"Agile software development (ASD) has emerged as a result of consolidatedvalues proposed under the lightweight methods of software engineering.Despite bearing some criticisms, the initial deployment and resultsobserved in the practice environment represents its increasingdomination over the traditional software development practices. Any ASDmethod, in particular, requires knowledge-intensive practices andtypically employs multi-disciplinary expert team working extendedperiods of time for weeks on a nearly continuous basis. A huge amount oftacit knowledge creation and exchange happens in the entire process overthe project lifecycle, which attracts the attention of research in thedomain of knowledge management (KM). In this paper, first, we havemapped the agile values and agile principles, and in its support, wehave argued upon and the need for integrated KM infrastructure andproposed a KM model that can be employed within the organization. Wehave also developed a conceptual framework for knowledge sharing andlearning for the individual practitioners for the sustainability ofagile team. We attempt to create an organizational learning frameworkfor knowledge creation and exchange among the involved entities in acollaborative practice environment.",2019,https://scholar.google.com.br/,no
2765,Banishing the Control Homunculi in Studies of Action Control andBehavior Change,"For centuries, human self-control has fascinated scientists andnonscientists alike. Current theories often attribute it to an executivecontrol system. But even though executive control receives a great dealof attention across disciplines, most aspects of it are still poorlyunderstood. Many theories rely on an ill-defined set of homunculi doingjobs like response inhibition or updating without explaining how they doso. Furthermore, it is not always appreciated that control takes placeacross different timescales. These two issues hamper major advances.Here we focus on the mechanistic basis for the executive control ofactions. We propose that at the most basic level, action control dependson three cognitive processes: signal detection, action selection, andaction execution. These processes are modulated via error-correction oroutcome-evaluation mechanisms, preparation, and task rules maintained inworking and long-term memory. We also consider how executive control ofactions becomes automatized with practice and how people develop acontrol network. Finally, we discuss how the application of this unifiedframework in clinical domains can increase our understanding of controldeficits and provide a theoretical basis for the development of novelbehavioral change interventions.",2019,https://scholar.google.com.br/,no
2766,The acceptability and efficacy of an intelligent social tutoring system,"This study tested the acceptability and efficacy of an innovativeintelligent tutoring system (ITS), Adventures Aboard the S.S. GRIN, thattranslates the evidence-based in-person Social Skills Group Intervention(SSGRIN) into an interactive game-based social tutorial. This randomizedcontrolled pilot trial tested the first half of the social tutorialsoftware for children with social skills challenges. Participatingchildren in grades 3-5 were randomly assigned to immediate treatment (n= 19) or wait-list control (n = 17). User ratings indicated the softwarewas easy to use and well-liked for this audience. The program was alsoassociated with observable changes in social skills and behavior,children who interacted with Adventures Aboard the S.S. GRIN exhibitedlower psychosocial distress and higher behavioral and emotional strengthat post-test compared to children who did not. This pilot study offersimportant insights about the feasibility and potential effectiveness ofonline social skills training and lays the groundwork for futurefull-scale effectiveness testing. The advantages of using thisstate-of-the-art approach and its implications for improving social,emotional, and academic outcomes are discussed. (C) 2014 Elsevier Ltd.All rights reserved.",2019,https://scholar.google.com.br/,no
2767,Establishing Treatment Fidelity in Evidence-Based Parent TrainingPrograms for Externalizing Disorders in Children and Adolescents,"The current review evaluates the use of treatment fidelity strategies inevidence-based parent training programs for treating externalizingdisorders. We used a broad framework for evaluating treatment fidelitydeveloped by the National Institutes of Health Treatment FidelityWorkgroup that includes the aspects of treatment design, treatmentdelivery, training providers, and assessment of participant receipt oftreatment and enactment of treatment skills. Sixty-five articlesreporting outcome trials of evidence-based parent training programs metinclusion criteria and were coded for treatment fidelity strategies. Themean adherence to fidelity strategies was .73, which was higher than twoprevious review studies employing this framework in the healthliterature. Strategies related to treatment design showed the highestmean adherence (.83), whereas training of providers and enactment oftreatment skills had the lowest (.58). In light of an increasingemphasis on effectiveness and dissemination trials, the broadertreatment fidelity framework as applied in this review focuses neededattention on areas often overlooked in fidelity practices, such astraining providers and generalization of treatment skills. We discussthe strengths and limitations of fidelity practices in parent trainingstudies, implications of these findings, and areas for future research.",2019,https://scholar.google.com.br/,no
2768,Teaching two teenagers with autism spectrum disorders to request thecontinuation of video playback using a touchscreen computer with thefunction of automatic response to requests,"This study used a standard touchscreen computer with a newly developedCommunication Request and Automatic Response Assistive Program (CRARAP)software package to evaluate whether two people with autism spectrumdisorders (ASDs) would be able to actively perform communicationrequests to continue their preferred environmental stimulation. TheCRARAP software was specifically developed for this study to combine thefunctions of a standard touchscreen computer with a speech-generatingdevice (SGD) and the feature of automatic response to requests. Amultiple probe design across participants was adopted in this study. Theresults show that both participants significantly improved their targetresponses in terms of performing the correct alternative communicationrequest during the intervention phase, and retained this effectiveperformance in the maintenance phase. The practical and developmentalimplications of the findings are discussed. (C) 2014 Elsevier Ltd. Allrights reserved.",2019,https://scholar.google.com.br/,yes
2769,Evaluation of the iPad in the acquisition of requesting skills forchildren with autism spectrum disorder,"The iPad (R) with the Proloquo2Go (TM) application is designed tofunction as a speech-generating device (SGD). This study evaluateswhether children with autism spectrum disorder (ASD) can acquirerequesting skills using the iPad (R) with the Proloquo2Go (TM)application. Participants included three children with ASD between theages of three and five. A multiple probe design across participants wasused. Intervention phases were adapted and modified from the pictureexchange communication system (PECS) (Bondy \& Frost, 1994, Frost \&Bondy, 2002). Results of this study support that children diagnosed withASD can acquire skills needed to request preferred items using the iPad(R) with the Proloquo2Go (TM) application with training of apicture-based communication system. In addition, vocal requestingincreased for the participants during the training phases in comparisonto baseline probes. (C) 2014 Elsevier Ltd. All rights reserved.",2019,https://scholar.google.com.br/,no
2770,High-Tech or Low-Tech? Comparing Self-Monitoring Systems to IncreaseTask Independence for Students With Autism,"Independence is the ultimate goal for students with disabilities,including secondary students with autism. One avenue targeted forincreasing independence and decreasing prompt-dependency is throughself-monitoring. In this study, investigators sought to determinewhether a difference exists in levels of task independence when threestudents with autism complete food preparation tasks whileself-monitoring using a low-tech treatment (paper/pencil) and high-techtreatment (iPad). Although both interventions decreased the need forprompting thereby increasing independence, students needed lessassistance when using the iPad. Students also maintained their levels ofindependence in food preparation following summer vacation. Socialvalidity interviews indicated students preferred self-monitoring withthe iPad over the paper/pencil.",2019,https://scholar.google.com.br/,no
2771,Assisting children with Attention Deficit Hyperactivity Disorder toreduce the hyperactive behavior of arbitrary standing in class with aNintendo Wii Remote Controller through an active reminder and preferredreward stimulation,"Recent studies in the field of special education have shown that incombination with software technology, high-tech commercial products canbe applied as useful assistive technology devices to help people withdisabilities. This study extended this concept to turn a Nintendo WiiRemote Controller into a high-performance limb action detector, in orderto evaluate whether two students with Attention Deficit HyperactivityDisorder (ADHD) could reduce their hyperactive behavior through anactive reminder and stimulation in the form of the participants'preferred rewards. This study focused on one particular hyperactivebehavior common to both students: standing up arbitrarily during class.The active reminder was in the form of vibration feedback provided viathe built-in function of the Wii Remote Controller, which was controlledand triggered by a control system to remind participants when they wereengaging in standing behavior. This study was performed according to amultiple baseline design across participants. The results showed thatboth participants significantly improved their control over theirhyperactive behavior during the intervention phase, and retained thiseffective performance in the maintenance phase. The practical anddevelopmental implications of the findings are discussed. (C) 2014Elsevier Ltd. All rights reserved.",2019,https://scholar.google.com.br/,no
2772,Using tablet assisted Social Stories (TM) to improve classroom behaviorfor adolescents with intellectual disabilities,"The present study examined the use of tablet assisted Social Stories(TM) intervention for three high school students with severeintellectual disabilities whose problem behavior interfered with theirlearning and caused classroom disruptions. A multiple probe designacross participants was employed to test the impact of the tabletassisted SS on the participants' target behaviors. During intervention,the participants read the Social Stories that were created on Prezi andaccessed via Quick Response (QR) codes using a Galaxy Tap smart tabletbefore participating in an academic period. Data indicated that the SSintervention decreased disruptive behavior and increased academicengagement in all three participants. All three demonstratedgeneralization of behaviors to a nontargeted academic period andmaintenance of improved behaviors at the 2-week follow-up. (C) 2014Elsevier Ltd. All rights reserved.",2019,https://scholar.google.com.br/,no
2773,"Dopamine modulation of learning and memory in the prefrontal cortex:insights from studies in primates, rodents, and birds","In this review, we provide a brief overview over the current knowledgeabout the role of dopamine transmission in the prefrontal cortex duringlearning and memory. We discuss work in humans, monkeys, rats, and birdsin order to provide a basis for comparison across species that mighthelp identify crucial features and constraints of the dopaminergicsystem in executive function. Computational models of dopamine functionare introduced to provide a framework for such a comparison. We alsoprovide a brief evolutionary perspective showing that the dopaminergicsystem is highly preserved across mammals. Even birds, following alargely independent evolution of higher cognitive abilities, haveevolved a comparable dopaminergic system. Finally, we discuss the uniqueadvantages and challenges of using different animal models for advancingour understanding of dopamine function in the healthy and diseasedbrain.",2019,https://scholar.google.com.br/,no
2774,Is Reading ``Banned{''} Books Associated With Behavior Problems in YoungReaders? The Influence of Controversial Young Adult Books on thePsychological Well-Being of Adolescents,"Many books targeted toward young readers are ``banned{''} or challengedin school and public libraries because of ``edgy{''} violent, sexual, oroccult content. Little is known about the possible relationship betweensuch books and negative outcomes in children. Exposure to banned booksand outcomes related to civic behaviors, internalizing and externalizingmental health problems, school grade point average (GPA), and violentand nonviolent crime were assessed in a sample of 282 adolescents andpreadolescents aged 12-18. Control variables included child age andgender, parent and peer influences, neurotic and antisocial personalitytraits, and general reading for pleasure and required reading forschool. Results indicated that relationships between banned books andnegative outcomes were complex. Banned books were associated withincreased civic behaviors concurrently. Banned books did not predictGPA, or commission of violent or nonviolent crimes. However, bannedbooks were associated with increased internalizing and externalizingmental health symptoms. This relationship was driven by a small numberof individuals, and was not linear in nature. Further, this relationshipwas true for girls, but much weaker in boys. GPA was predicted byincreased reading for pleasure, but not required school reading. Inregards to social outcomes, reading of banned books is associated withboth increased civic behavior and little risk of antisocial behavior. Arelationship does exist between banned book reading and mental healthsymptoms in a small subsample of readers although whether thatrelationship is causal or cathartic requires further research.",2019,https://scholar.google.com.br/,no
2775,Technologies as Support Tools for Persons with Autistic SpectrumDisorder: A Systematic Review,"This study analyzes the technologies most widely used to work on areasaffected by the Autistic Spectrum Disorder (ASD). Technologies can focuson the strengths and weaknesses of this disorder as they make itpossible to create controlled environments, reducing the anxietyproduced by real social situations. Extensive research has proven theefficiency of technologies as support tools for therapy and theiracceptation by ASD sufferers and the people who are with them on a dailybasis. This article is organized by the types of systems developed:virtual reality applications, telehealth systems, social robots anddedicated applications, all of which are classified by the areas theycenter on: communication, social learning and imitation skills and otherASD-associated conditions. 40.5\% of the research conducted is found tobe focused on communication as opposed to 37.8\% focused on learning andsocial imitation skills and 21.6\% which underlines problems associatedwith this disorder. Although most of the studies reveal how useful thesetools are in therapy, they are generic tools for ASD sufferers ingeneral, which means there is a lack of personalised tools to meet eachperson's needs.",2019,https://scholar.google.com.br/,no
2776,Tactile Interactions with a Humanoid Robot: Novel Play ScenarioImplementations with Children with Autism,"The work presented in this paper was part of our investigation in theROBOSKIN project. The project has developed new robot capabilities basedon the tactile feedback provided by novel robotic skin, with the aim toprovide cognitive mechanisms to improve human-robot interactioncapabilities. This article presents two novel tactile play scenariosdeveloped for robot-assisted play for children with autism. The playscenarios were developed against specific educational and therapeuticobjectives that were discussed with teachers and therapists. Theseobjectives were classified with reference to the ICF-CY, theInternational Classification of Functioning-version for Children andYouth. The article presents a detailed description of the playscenarios, and case study examples of their implementation in HRIstudies with children with autism and the humanoid robot KASPAR.",2019,https://scholar.google.com.br/,no
2777,Behavioral and emotional disorders in school beginners. Pilot study withcase-control design,"As behavioral problems are known to affect children's school performancethey are therefore being increasingly included in German healthexaminations for school entry. Despite this change in the examinationprocess there is still a lack of empirical monitoring of this form ofearly recognition within the framework of the health examinations forschool entry.The question is raised whether the standard of the health examinationsfor school entry as the current form of early recognition is sufficientto increase the equal opportunities for school beginners by earlyencouragement at the beginning of the school career.In this study for the first time behavioral and development profiles ofchildren with behavioral problems (with and without encouragementmeasures) identified by the health examinations for school entry werecompared with children without behavioral problems during and after thefirst year of school.Behavior, cognition and motor development were tested before schoolentry and after the first year of primary school and the resultsrevealed no differences in the development over the first year ofprimary school.The current state of the health examinations for school entry for earlyrecognition of behavioral problems should be empirically checked andrestructuring should be justified scientifically. The results of thisstudy seem to suggest the necessity to conduct behavioral screening atan earlier age.",2019,https://scholar.google.com.br/,no
2778,Smart objects to support the discrimination training of children withautism,"Teachers spend considerable amount of time keeping students with autism``on task{''} giving away prompts and rewards and maintaining a detailedrecord of students' progress during the object discrimination training.We hypothesize that tangible computing, in particular smart objects,could help teachers cope with the problems faced during the objectdiscrimination training of students with autism. In this paper, wedescribe design principles for smart objects to support the objectdiscrimination training and present several example prototypes. First,we present the design and implementation of ``Things that think{''}(T3), a smart device that converts traditional objects into smartobjects that promote interactivity with a playful and engaginginteraction, and are capable of the automatic recording of students'progress. Then, we present four T3 smart objects assembled in a board.The results of a 7-week deployment study of the use of such smartobjects in three classrooms of students with autism (n = 25, 7 teachersand 18 students with autism) demonstrate T3 smart objects reduce theworkload of teachers, ease the record-keeping and increase itsreliability, and reduce students' behavioral problems while improvingtheir cognitive efficacy. We close discussing directions for futurework.",2019,https://scholar.google.com.br/,no
2779,A Quantitative Framework to Evaluate Modeling of Cortical Development byNeural Stem Cells,"Neural stem cells have been adopted to model a wide range ofneuropsychiatric conditions in vitro. However, how well such modelscorrespond to in vivo brain has not been evaluated in an unbiased,comprehensive manner. We used transcriptomic analyses to compare invitro systems to developing human fetal brain and observed strongconservation of in vivo gene expression and network architecture indifferentiating primary human neural progenitor cells (phNPCs).Conserved modules are enriched in genes associated with ASD, supportingthe utility of phNPCs for studying neuropsychiatric disease. We alsodeveloped and validated a machine learning approach called CoNTExT thatidentifies the developmental maturity and regional identity of in vitromodels. We observed strong differences between in vitro models,including hiPSC-derived neural progenitors from multiple laboratories.This work provides a systems biology framework for evaluating in vitrosystems and supports their value in studying the molecular mechanisms ofhuman neurodevelopmental disease.",2019,https://scholar.google.com.br/,no
2780,A gradient-boosting approach for filtering de novo mutations inparent-offspring trios,"Motivation: Whole-genome and -exome sequencing on parent-offspring triosis a powerful approach to identifying disease-associated genes bydetecting de novo mutations in patients. Accurate detection of de novomutations from sequencing data is a critical step in triobased geneticstudies. Existing bioinformatic approaches usually yield high errorrates due to sequencing artifacts and alignment issues, which may eithermiss true de novo mutations or call too many false ones, makingdownstream validation and analysis difficult. In particular, currentapproaches have much worse specificity than sensitivity, and developingeffective filters to discriminate genuine from spurious de novomutations remains an unsolved challenge. Results: In this article, wecurated 59 sequence features in whole genome and exome alignment contextwhich are considered to be relevant to discriminating true de novomutations from artifacts, and then employed a machine-learning approachto classify candidates as true or false de novo mutations. Specifically,we built a classifier, named De Novo Mutation Filter (DNMFilter), usinggradient boosting as the classification algorithm. We built the trainingset using experimentally validated true and false de novo mutations aswell as collected false de novo mutations from an in-house large-scaleexomesequencing project. We evaluated DNMFilter's theoreticalperformance and investigated relative importance of different sequencefeatures on the classification accuracy. Finally, we applied DNMFilteron our in-house whole exome trios and one CEU trio from the 1000 GenomesProject and found that DNMFilter could be coupled with commonly used denovo mutation detection approaches as an effective filtering approach tosignificantly reduce false discovery rate without sacrificingsensitivity. Availability: The software DNMFilter implemented using acombination of Java and R is freely available from the website athttp:// humangenome. duke. edu/software.",2019,https://scholar.google.com.br/,no
2781,The effect of organisational resources and eligibility issues ontransition from child and adolescent to adult mental health services,"Objectives: To investigate the organisational factors that impede orfacilitate transition of young people from child and adolescent (CAMHS)to adult mental health services (AMHS).Methods: Thirty-four semi-structured interviews were conducted withhealth and social care professionals working in child and adult servicesin four English NHS Mental Health Trusts and voluntary organisations.Data were analysed thematically using a structured framework.Results: Findings revealed a lack of clarity on service availability andthe operation of different eligibility criteria between child and adultmental health services, with variable service provision for young peoplewith attention deficit hyperactivity disorder, autism spectrum disordersand learning disabilities. High workloads and staff shortages wereperceived to influence service thresholds and eligibility criteria.Conclusions: A mutual lack of understanding of services and structurestogether with restrictive eligibility criteria exacerbated by perceivedlack of resources can impact negatively on the transition between CAMHSand AMHS, disrupting continuity of care for young people.",2019,https://scholar.google.com.br/,no
2782,Diagnosis of autism spectrum disorders using regional and interregionalmorphological features,"This article describes a novel approach to identify autism spectrumdisorder (ASD) utilizing regional and interregional morphologicalpatterns extracted from structural magnetic resonance images. Two typesof features are extracted to characterize the morphological patterns:(1) Regional features, which includes the cortical thickness, volumes ofcortical gray matter, and cortical-associated white matter regions, andseveral subcortical structures extracted from differentregions-of-interest (ROIs), (2) Interregional features, which convey themorphological change pattern between pairs of ROIs. We demonstrate thatthe integration of regional and interregional features via multi-kernellearning technique can significantly improve the classificationperformance of ASD, compared with using either regional or interregionalfeatures alone. Specifically, the proposed framework achieves anaccuracy of 96.27\% and an area of 0.9952 under the receiver operatingcharacteristic curve, indicating excellent diagnostic power andgeneralizability. The best performance is achieved when both featuretypes are weighted approximately equal, indicating complementary betweenthese two feature types. Regions that contributed the most toclassification are in line with those reported in the previous studies,particularly the subcortical structures that are highly associated withhuman emotional modulation and memory formation. The autistic brainsdemonstrate a significant rightward asymmetry pattern particularly inthe auditory language areas. These findings are in agreement with thefact that ASD is a behavioral- and language-related neurodevelopmentaldisorder. By concurrent consideration of both regional and interregionalfeatures, the current work presents an effective means for bettercharacterization of neurobiological underpinnings of ASD thatfacilitates its identification from typically developing children. HumBrain Mapp 35:3414-3430, 2014. (c) 2013 Wiley Periodicals, Inc.",2019,https://scholar.google.com.br/,no
2783,Attributed graph distance measure for automatic detection of attentiondeficit hyperactive disordered subjects,"Attention Deficit Hyperactive Disorder (ADHD) is getting a lot ofattention recently for two reasons. First, it is one of the mostcommonly found childhood disorders and second, the root cause of theproblem is still unknown. Functional Magnetic Resonance Imaging (fMRI)data has become a popular tool for the analysis of ADHD, which is thefocus of our current research. In this paper we propose a novelframework for the automatic classification of the ADHD subjects usingtheir resting state fMRI (rs-fM RI) data of the brain. We constructbrain functional connectivity networks for all the subjects. The nodesof the network are constructed with clusters of highly active voxels andedges between any pair of nodes represent the correlations between theiraverage fM RI time series. The activity level of the voxels are measuredbased on the average power of their corresponding fM RI time-series. Foreach node of the networks, a local descriptor comprising of a set ofattributes of the node is computed. Next, the Multi-Dimensional Scaling(MDS) technique is used to project all the subjects from the unknowngraph-space to a low dimensional space based on their inter-graphdistance measures. Finally, the Support Vector Machine (SVM) classifieris used on the low dimensional projected space for automaticclassification of the ADHD subjects. Exhaustive experimental validationof the proposed method is performed using the data set released for theADHD-200 competition. Our method shows promise as we achieve impressiveclassification accuracies on the training (70.49\%) and test data sets(73.55\%). Our results reveal that the detection rates are higher whenclassification is performed separately on the male and female groups ofsubjects.",2019,https://scholar.google.com.br/,no
2784,The intergenerational multiple deficit model and the case of dyslexia,"Which children go on to develop dyslexia? Since dyslexia has amultifactorial etiology, this question can be restated as: what are thefactors that put children at high risk for developing dyslexia? It isargued that a useful theoretical framework to address this question isPennington's (2006) multiple deficit model (MDM). This model replacesmodels that attribute dyslexia to a single underlying cause.Subsequently, the generalist genes hypothesis for learning(dis)abilities (Plomin and Kovas, 2005) is described and integrated withthe MDM. Next, findings are presented from a longitudinal study withchildren at family risk for dyslexia. Such studies can contribute totesting and specifying the MDM. In this study, risk factors at both thechild and family level were investigated. This led to the proposedintergenerational MDM, in which both parents confer liability viaintertwined genetic and environmental pathways. Future scientificdirections are discussed to investigate parent-offspring resemblance andtransmission patterns, which will shed new light on disorder etiology.",2019,https://scholar.google.com.br/,no
2785,Preference-Enhanced Communication Intervention and Development of SocialCommunicative Functions in a Child With Autism Spectrum Disorder,"Individuals with autism spectrum disorder (ASD) who exhibit limitedspeech can learn to communicate using augmentative and alternativecommunication (AAC) systems. We describe the case of Ian, a 10-year-oldboy with ASD who had learned to use an Apple iPod (R)- and iPad(R)-based speech-generating device (SGD)(Note 1), picture exchange (PE),and manual signing (MS) for functional communication (e.g., requesting),but had difficulty in using these AAC systems for spontaneous andsocially oriented functions of communication. His difficulties wereoriginally conceptualized as reflecting the social interaction andcommunication deficits characteristic of ASD. Alternatively, we suggestthat the intervention did not allow for the development of more advancedcommunication. A preference-enhanced intervention was introduced withIan's chosen AAC system only, that is the iPad (R)-based SGD.Opportunities for communication were created using highly motivatingactivities and behavioral strategies. Results suggest that the approachfacilitated development of spontaneous and socially orientedcommunication.",2019,https://scholar.google.com.br/,yes
2786,A Novel Educational Game for teaching Emotion Identification Skills toPreschoolers with Autism Diagnosis,"Emotion recognition is essential in human communication and socialinteraction. Children with autism have been reported to exhibit deficitsin understanding and expressing emotions. Those deficits seem to berather permanent so intervention tools for improving those impairmentsare desirable. Educational interventions for teaching emotionrecognition should occur as early as possible. It is argued that SeriousGames can be very effective in the areas of therapy and education forchildren with autism. However, those computer interventions requireconsiderable skills for interaction. Before the age of 6, most childrenwith autism do not have such basic motor skills in order to manipulate amouse or a keyboard. Our approach takes account of the specificcharacteristics of preschoolers with autism and their physicalinabilities. By creating an educational computer game, which providesphysical interaction with natural user interface (NUT), we aim tosupport early intervention and to enhance emotion recognition skills.",2019,https://scholar.google.com.br/,no
2787,Impaired reward processing by anterior cingulate cortex in children withattention deficit hyperactivity disorder,"Decades of research have examined the neurocognitive mechanisms ofcognitive control, but the motivational factors underlying taskselection and performance remain to be elucidated. We recently proposedthat anterior cingulate cortex (ACC) utilizes reward prediction errorsignals carried by the midbrain dopamine system to learn the value oftasks according to the principles of hierarchical reinforcementlearning. According to this position, disruption of the ACC-dopamineinterface can disrupt the selection and execution of extended,task-related behaviors. To investigate this issue, we recorded theevent-related brain potential (ERP) from children with attention deficithyperactivity disorder (ADHD), which is strongly associated withACC-dopamine dysfunction, and from typically developing children whilethey navigated a simple ``virtual T-maze{''} to find rewards. Dependingon the condition, the feedback stimuli on each trial indicated that thechildren earned or failed to earn either money or points. We found thatthe reward positivity, an ERP component proposed to index the impact ofdopamine-related reward signals on ACC, was significantly larger withmoney feedback than with points feedback for the children with ADHD, butnot for the typically developing children. These results suggest thatdisruption of the ACC-dopamine interface may underlie the impairments inmotivational control observed in childhood ADHD.",2019,https://scholar.google.com.br/,no
2788,iPad (R) use in children and young adults with Autism Spectrum Disorder:An observational study,"This exploratory study was conducted to describe how children and youngadults with autism spectrum disorder (ASD) are currently using iPads (R)and applications, to explore the role of education professionals on iPad(R) and application use, and to determine potential research needsregarding iPad (R) use in children with ASD. Naturalistic observationswere conducted on six individuals (ages 6,6 to 20,8) with ASD while theywere using iPads (R) in their school environment. The data suggest that(1) the participants used iPads (R) and applications for a variety ofpurposes, (2) there was considerable variability regarding whether ornot the application was used consistent with its intended function, and(3) the presence of an education professional and the type ofapplication impacted the variability in functional use of theapplication. Pertinent lines of research that are needed to expand thebase of evidence regarding effective iPad (R) use in children with ASDare discussed.",2019,https://scholar.google.com.br/,no
2789,Commentary: Are ADHD symptoms habit-like? a commentary on Goodman et al(2014),"The recent publication of the latest version of the Diagnostic andStatistical Manual of Mental Disorders (DSM-5) unleashed a torrent ofdissatisfaction with and criticism of the ongoing use of a symptom-basedclassification system, based on descriptive phenotypical features. Thus,the multiple memory systems' framework proposed in the accompanyingAnnual Research Review by Goodman etal. (Journal of Child Psychology andPsychiatry, 55, 2014, XX) as a potential explanatory mechanismunderlying several psychiatric disorders, is innovative and consistentwith an emergent focus on transdiagnostic core mechanisms. In thiscommentary, I discuss the merit and mire' of the proposed framework,focusing on its potential for delineating neurobehavioral mechanismsunderlying psychiatric disorders, with particular emphasis on one of theneurodevelopmental disorders, ADHD.",2019,https://scholar.google.com.br/,no
2790,Within Stimulus Prompting to Teach Symbol Discrimination Using an iPadA(R) Speech Generating Device,This study evaluated the effects of within stimulus prompting and promptfading to teach four preschool children with autism picture symboldiscrimination using an iPadA (R) and the Proloqu2Go application as aspeech-generating device. Participants were taught to discriminatebetween a progressively more complex field of picture-symbols depictedon the screen of an iPad with a five-phased training procedure. Allparticipants acquired discrimination between picture-symbols while usingthe iPad to mand for preferred items in a field of four picture-symbols.The results provide tentative support for a procedure to teach childrenwith autism to discriminate between picture symbols while manding usinga handheld speech-generating device.,2019,https://scholar.google.com.br/,yes
2791,EVALUATION AND APPLICATION OF A HYBRID BRAIN COMPUTER INTERFACE FOR REALWHEELCHAIR PARALLEL CONTROL WITH MULTI-DEGREE OF FREEDOM,"There have been many attempts to design brain-computer interfaces (BCIs)for wheelchair control based on steady state visual evoked potential(SSVEP), event-related desynchronization/synchronization (ERD/ERS)during motor imagery (MI) tasks, P300 evoked potential, and some hybridsignals. However, those BCI systems cannot implement the wheelchairnavigation flexibly and effectively. In this paper, we propose a hybridBCI scheme based on two-class MI and four-class SSVEP tasks. It cannotonly provide multi- degree control for its user, but also allow the userimplement the different types of commands in parallel. In order for thesubject to learn the hybrid mental strategies effectively, we design avisual and auditory cues and feedback-based training paradigm.Furthermore, an algorithm based on entropy of classificationprobabilities is proposed to detect intentional control (IC) state forhybrid tasks, and ensure that multi-degree control commands areaccurately and quickly generated. The experiment results attest to theefficiency and flexibility of the hybrid BCI for wheelchair control inthe real- world.",2019,https://scholar.google.com.br/,no
2792,EPILEPTIC EEG CLASSIFICATION BASED ON KERNEL SPARSE REPRESENTATION,"The automatic identification of epileptic EEG signals is significant inboth relieving heavy workload of visual inspection of EEG recordings andtreatment of epilepsy. This paper presents a novel method based on thetheory of sparse representation to identify epileptic EEGs. At first,the raw EEG epochs are preprocessed via Gaussian low pass filtering anddifferential operation. Then, in the scheme of sparse representationbased classification (SRC), a test EEG sample is sparsely represented onthe training set by solving l(1)-minimization problem, and therepresented residuals associated with ictal and interictal trainingsamples are computed. The test EEG sample is categorized as the classthat yields the minimum represented residual. So unlike the conventionalEEG classification methods, the choice and calculation of EEG featuresare avoided in the proposed framework. Moreover, the kernel trick isemployed to generate a kernel version of the SRC method for improvingthe separability between ictal and interictal classes. The satisfactoryrecognition accuracy of 98.63\% for ictal and interictal EEGclassification and for ictal and normal EEG classification has beenachieved by the kernel SRC. In addition, the fast speed makes the kernelSRC suit for the real-time seizure monitoring application in the nearfuture.",2019,https://scholar.google.com.br/,no
2793,"CBRAIN: a web-based, distributed computing platform for collaborativeneuroimaging research","The Canadian Brain Imaging Research Platform (CBRAIN) is a web-basedcollaborative research platform developed in response to the challengesraised by data-heavy, compute-intensive neuroimaging research. CBRAINoffers transparent access to remote data sources, distributed computingsites, and an array of processing and visualization tools within acontrolled, secure environment. Its web interface is accessible throughany modern browser and uses graphical interface idioms to reduce thetechnical expertise required to perform large-scale computationalanalyses. CBRAIN's flexible meta-scheduling has allowed theincorporation of a wide range of heterogeneous computing sites,currently including nine national research High Performance Computing(HPC) centers in Canada, one in Korea, one in Germany, and several localresearch servers. CBRAIN leverages remote computing cycles andfacilitates resource-interoperability in a transparent manner for theend-user. Compared with typical grid solutions available, ourarchitecture was designed to be easily extendable and deployed onexisting remote computing sites with no tool modification,administrative intervention, or special software/hardware configuration.As October 2013, CBRAIN serves over 200 users spread across 53 cities in17 countries. The platform is built as a generic framework that canaccept data and analysis tools from any discipline. However, its currentfocus is primarily on neuroimaging research and studies of neurologicaldiseases such as Autism, Parkinson's and Alzheimer's diseases, MultipleSclerosis as well as on normal brain structure and development. Thistechnical report presents the CBRAIN Platform, its current deploymentand usage and future direction.",2019,https://scholar.google.com.br/,no
2794,"Social influence on associative learning: Double dissociation inhigh-functioning autism, early-stage behavioural variant frontotemporaldementia and Alzheimer's disease","Introduction: Most of our learning activity takes place in a socialcontext. I examined how social interactions influence associativelearning in neurodegenerative diseases and atypical neurodevelopmentalconditions primarily characterised by social cognitive and memorydysfunctions.Methods: Participants were individuals with high-functioning autism(HFA, n = 18), earlystage behavioural variant frontotemporal dementia(bvFTD, n = 16) and Alzheimer's disease (AD, n = 20). The leadingsymptoms in HFA and bvFTD were social and behavioural dysfunctions,whereas AD was characterised by memory deficits. Participants receivedthree versions of a paired associates learning task. In the game withboxes test, objects were hidden in six candy boxes placed in differentlocations on the computer screen. In the game with faces, each box waslabelled by a photo of a person. In the real-life version of the game,participants played with real persons.Results: Individuals with HFA and bvFTD performed well in the computergames, but failed on the task including real persons. In contrast, inpatients with early-stage AD, social interactions boosted pairedassociates learning up to the level of healthy control volunteers. Worseperformance in the real life game was associated with less successfulrecognition of complex emotions and mental states in the Reading theMind in the Eyes Test. Spatial span did not affect the results.Conclusions: When social cognition is impaired, but memory systems areless compromised (HFA and bvFTD), real-life interactions disruptassociative learning, when disease process impairs memory systems butsocial cognition is relatively intact (early-stage AD), socialinteractions have a beneficial effect on learning and memory. (c) 2014Elsevier Ltd. All rights reserved.",2019,https://scholar.google.com.br/,no
2795,Developing Mirror Self Awareness in Students with Autism SpectrumDisorder,"A teaching methodology and curriculum was designed to develop andincrease positive self-awareness in students diagnosed with autismspectrum disorders (ASD). Joint attention (JA) strategies were firstutilized to directly teach students about reflected mirror images, andthen subsequently, to indirectly teach students about their reflectedimage. Not only were Mirror Self Awareness Development (MSAD) JAactivities initiated and preferred by students over non MSAD JAactivities, they yielded a four step framework with which to measureincreases in student self-awareness. While the focus of this study wasto increase positive self-awareness in students with ASD, it maycontribute to understanding the developmental stages of `Self'.",2019,https://scholar.google.com.br/,no
2796,An 8-year-old Biological Female Who Identifies Herself as a Boy:Perspectives in Primary Care and from a Parent,"CASE: An 8-year 8-month-old biological female who self-identifies as aboy, Ricardo is brought by his mother for a well-child check to his newpediatrician. Ricardo and his mother report that he is doing well, buthave concerns about the upcoming changes associated with puberty.Ricardo states that he is particularly afraid of developing breasts. Hismother asks about obtaining a referral to a specialist who can providehormone therapy to delay puberty.Ricardo was adopted from Costa Rica atthe age of 2 as a healthy girl named Angela. From the age of 3, hedisplayed clear preference for male gender-associated clothes, toys, andgames. At age 5, his mother sought care for hyperactivity and sleepproblems. He was diagnosed with attention-deficit hyperactivity disorderand sleep onset disorder at age 6, and his symptoms have been wellcontrolled with Adderall and melatonin.Ricardo lives with his parentswho are accepting and supportive of his gender preference. He sees atherapist who has experience with gender dysphoria. For the past years,he has attended school as male, with the confidential support ofadministrators at his elementary school.",2019,https://scholar.google.com.br/,no
2797,"Advancing the Discussion About Systematic Classroom BehavioralObservation, a Product Review of Tenny, J. (2010). eCOVE ObservationSoftware. Pacific City, OR eCOVE Software, LLC.","Applied child psychologists and behavioral consultants often usesystematic behavioral observations to inform the psychologicalassessment and intervention development process for children referredfor attention and hyperactivity problems. This article provides a reviewof the 2010 version of the eCOVE classroom observation software in termsof its utility in tracking the progress of children with attention andhyperactive behaviors and its use in evaluating teacher behaviors thatmay impede or promote children's attention and positive behavior. TheeCOVE shows promise as an efficient tool for psychologists andbehavioral consultants who want to evaluate the effects of interventionsfor children with symptoms of ADHD, ODD, mood disorders and learningdisorders, however, some research-based improvements for future modelsare suggested. The reviewers also share their firsthand experience inusing eCOVE to evaluate teacher and student behavior exhibited on atelevision show about teaching urban high school students and during amovie about an eccentric new kindergarten teacher. Rich examples areprovided of using strategic behavioral observations to reveal how toimprove the classroom environment so as to facilitate attention,motivation and positive behavior among youth. Broader implications forenhancing the use of systematic behavioral observations in theassessment of children and adolescents with attention disorders andrelated behavioral problems are discussed. Key issues are examined suchas the use of behavioral observations during psychological consultationto prevent the previously found gender bias in referrals for ADHD. Usingbehavioral observations to enhance differential diagnosis is alsodiscussed.",2019,https://scholar.google.com.br/,no
2798,Effectiveness of Cognitive Skills-Based Computer-Assisted Instructionfor Students With Disabilities A Synthesis,"Computer-assisted instruction (CAI) for students with disabilities canbe categorized into the following categories: visual, auditory, mobile,and cognitive skills-based CAI. Cognitive-skills based CAI differs fromother types of CAI largely in terms of an emphasis on instructionaldesign features. We conducted both systematic review of literatures andmeta-analysis of studies using cognitive skills-based CAI to determinethe effectiveness of this technology on the learning outcomes ofstudents with disabilities. This study also scrutinized criticalinstructional design features of CAI used in the synthesized studies.Results indicated (a) a moderate weighted average effect size of 0.35for group-comparison design studies, (b) relatively large effect sizes,but inconsistent among different indices, in single-subject experimentaldesign studies, and (c) insufficient information available on designfeatures of the CAI used in the primary studies. Limitations,implications, and future research directions were discussed.",2019,https://scholar.google.com.br/,no
2799,Kinematic Measures of Imitation Fidelity in Primary School Children,"We sought to develop a method for measuring imitation accuracyobjectively in primary school children. Children imitated a modeldrawing shapes on the same computer-tablet interface they saw used invideo clips, allowing kinematics of model and observers' actions to bedirectly compared. Imitation accuracy was reported as a correlationreflecting the statistical dependency between values of the model's andparticipant's sets of actions, or as a mean absolute difference betweenthem. Children showed consistent improvement in imitation accuracyacross middle childhood. They appeared to rationalize the demands of thetask by remembering duration and size of action, which enabled them toreenact speed through motor-planning mechanisms. Kinematic measures mayprovide a window into the cognitive mechanisms involved in imitation.",2019,https://scholar.google.com.br/,no
2800,Family-focused autism spectrum disorder research: A review of theutility of family systems approaches,"A family member with an autism spectrum disorder presents pervasive andbidirectional influences on the entire family system, suggesting a needfor family-focused autism spectrum disorder research. While there hasbeen increasing interest in this research area, family-focused autismspectrum disorder research can still be considered relatively recent,and there are limitations to the existing literature. The purpose ofthis article is to provide theoretical and methodological directions forfuture family-focused autism spectrum disorder research. In particular,this article proposes Family Systems approaches as a common theoreticalframework for future family-focused autism spectrum disorder research byconsidering theoretical concepts such as Boundaries, Ambiguous Loss,Resilience and Traumatic Growth. We discuss reasons why these conceptsare important to researching families living with autism spectrumdisorder and provide recommendations for future research. The potentialfor research grounded in Family Systems approaches to influence clinicalsupport services is also discussed.",2019,https://scholar.google.com.br/,no
2801,Using Tic-Tac software to reduce anxiety-related behaviour in adultswith autism and learning difficulties during waiting periods: A pilotstudy,"Deficits in the perception of time and processing of changes across timeare commonly observed in individuals with autism. This pilot studyevaluated the efficacy of the use of the software tool Tic-Tac, designedto make time visual, in three adults with autism and learningdifficulties. This research focused on applying the tool in waitingsituations where the participants exhibited anxiety-related behaviour.The intervention followed a baseline and intervention (AB) design, and apartial interval recording procedure was used to code the presence ofstereotypes, nervous utterances, wandering or other examples ofnervousness during the selected waiting situations. The results showedthat the use of Tic-Tac resulted in lower levels of anxiety-relatedbehaviour in all three participants, compared to the baseline,suggesting that this software may be an effective technology for helpingpeople with autism with organisation and predictability during waitingperiods. The results are discussed in terms of limitations andimplications for further study.",2019,https://scholar.google.com.br/,no
2802,Integrative Consensus A Systematic Approach to Integrating ComprehensiveAssessment Data for Young Children With Behavior Problems,"Comprehensive assessments that include parents and teachers areessential when assessing young children vulnerable to emotional andbehavioral problems given the multiple systems and contexts thatinfluence and support optimal development (U. Bronfenbrenner \& P. A.Morris, 2006, M. J. Guralnick, 2011). However, more data complicateclinical and educational decision making given the challenge ofintegrating comprehensive data. We report on initial efforts to developand apply Integrative Consensus procedures designed to synthesizecomprehensive assessment data using developmentally informed guidelines.Mother-teacher dyads (N = 295) reported on disruptive behavior in asample of 295 low-income 3- to 5-year-olds, one-third referred fordisruptive behaviors, one-third nonreferred with behavioral concerns,and one-third nonreferred. Two clinicians trained in IntegrativeConsensus procedures independently applied the framework, with findingshighlighting that children identified as disruptive by IntegrativeConsensus ratings plus mother or teacher ratings significantly predictedbehavior problems and impaired social skills. Children identified asdisruptive via Integrative Consensus were 4 times more likely to berated as impaired by their mother at follow-up than by mother or teacherreport. Reliability estimates were high ( = 0.84), suggesting that themethod has promise for identifying young children with behavior problemswhile systematically integrating comprehensive data.",2019,https://scholar.google.com.br/,no
2803,"Comparing acquisition of and preference for manual signs, pictureexchange, and speech-generating devices in nine children with autismspectrum disorder","Objective: To compare how quickly children with autism spectrum disorder(ASD) acquired manual signs, picture exchange, and an iPad (R)/iPod(R)-based speech-generating device (SGD) and to compare if childrenshowed a preference for one of these options.Method: Nine children with ASD and limited communication skills receivedintervention to teach requesting preferred stimuli using manual signs,picture exchange, and a SGD. Intervention was evaluated in anon-concurrent multiple-baseline across participants and alternatingtreatments design.Results: Five children learned all three systems to criterion. Fourchildren required fewer sessions to learn the SGD compared to manualsigns and picture exchange. Eight children demonstrated a preference forthe SGD.Conclusion: The results support previous studies that demonstratechildren with ASD can learn manual signs, picture exchange, and an iPad(R)/iPod (R)-based SGD to request preferred stimuli. Most childrenshowed a preference for the SGD. For some children, acquisition may bequicker when learning a preferred option.",2019,https://scholar.google.com.br/,no
2804,Autism spectrum disorders in the era of mobile technologies: Impact oncaregivers,"Objective: This paper explores possible connections among existingliterature on parental stress, augmentative and alternativecommunication (AAC), and use of mobile technology for persons withautism spectrum disorder (ASD). Methods: A narrative review of theliterature. Results: Parental support contributes to positive outcomesfor children who use AAC. Parents identify communication as a highpriority, but describe the process as challenging. AAC is often usedwith children with ASD, a population in which parental stress isespecially high. Though there is research evidence that mobiletechnology is a promising tool for individuals with ASD, potentiallymisleading media anecdotes exist, and the effects on parentalexpectations and stress remain unstudied questions. Conclusion:Increased understanding of the connections in these research areasshould help clarify the potential impact of mobile technologies onparental stress level, help to define appropriate future researchdirections, and contribute to development of appropriate caregivertraining.",2019,https://scholar.google.com.br/,no
2805,Interactive Association of Dopamine Receptor (DRD4) Genotype and ADHD onAlcohol Expectancies in Children,"Positive and negative alcohol expectancies (AEs) are beliefs about theconsequences of alcohol use (e.g., happy, sad, lazy) and they predictpatterns of adolescent and adult alcohol engagement in clinical andnonclinical samples. However, significantly less is known aboutpredictors of AE in children, despite significant variability in AEearly in and across development. To identify temporally ordered riskfactors that precede AE, we evaluated the independent and interactiveassociation of the functional 7-repeat polymorphism of the dopamine D-4receptor (DRD4) genotype and attention-deficit/hyperactivity disorder(ADHD) with respect to individual differences in positive-social,negative-arousal, sedated/impaired, and wild/crazy AE in school-agechildren (N = 149) prospectively followed from 6-9 to 8-13 years of age.Controlling for age, sex, and wave, DRD4 7+ carriers reported morewild/crazy AE, but DRD4 was unrelated to the remaining AE domains. ADHDsymptoms independently predicted higher negative-arousal,sedated/impaired, and wild/crazy AE, but not positive-social. We alsoobserved a significant interaction in which ADHD symptoms positivelypredicted wild/crazy AE only in youth with the 7-repeat DRD4 genotype,the same interaction marginally predicted sedated/impaired AE. Nointeractive effects were observed for the remaining AE domains. Thesepreliminary results suggest that, among DRD4 youth, early ADHD symptomspredict that children will expect alcohol to have wild/crazy effects. Weconsider these results within a developmental framework to betterunderstand pathways to and from youth alcohol problems.",2019,https://scholar.google.com.br/,no
2806,Sex differences in behavioral outcome following neonatal hypoxiaischemia: Insights from a clinical meta-analysis and a rodent model ofinduced hypoxic ischemic brain injury,"Hypoxia ischemia (HI, reduced oxygen and/or blood flow to the brain) isone of the most common injuries among preterm infants and term infantswith birth complications. Both populations show cognitive/behavioraldeficits, including impairments in sensory, learning/memory, andattention domains. Clinical data suggests a sex difference in HIoutcomes, with males exhibiting more severe cognitive/behavioraldeficits relative to matched females. Our laboratory has also reportedmore severe behavioral deficits among male rats with induced HI relativeto females with comparable injury (Hill et al., 2011a,b). The currentstudy initially examined published clinical studies from the past 20years where long-term IQ outcome scores for matched groups of male andfemale premature infants were reported separately (IQ being the mostcommon outcome measure). A meta-analysis revealed a female``advantage,{''} as indicated by significantly better scores onperformance and full scale IQ (but not verbal IQ) for premature females.We then utilized a rodent model of neonatal HI injury to assess sham andpostnatal day 7 (P7) HI male and female rats on a battery of behavioraltasks. Results showed expected deficits in HI male rats, but also showedtask-dependent sex differences, with HI males having significantlylarger deficits than HI females on some tasks but equivalent deficits onother tasks. In contrast to behavioral results, post mortemneuropathology associated with HI was comparable across sex. Thesefindings suggest: 1) neonatal female ``protection{''} in some behavioraldomains, as indexed by superior outcome following early injury relativeto males, and 2) female protection may entail sex-specific plasticity orcompensation, rather than a reduction in gross neuropathology. Furtherexploration of the mechanisms underlying this sex effect could aid inneuroprotection efforts for at-risk neonates in general, and males inparticular. Moreover, our current report of comparable anatomical damagecoupled with differences in cognitive outcomes (by sex) provides aframework for future studies to examine neural mechanisms underlying sexdifferences in cognition and behavior in general. (C) 2014 Published byElsevier Inc.",2019,https://scholar.google.com.br/,no
2807,Facilitators and Barriers to Engagement in Parenting Programs AQualitative Systematic Review,"Parenting programs have the potential to improve the health andwell-being of parents and children. A challenge for providers is torecruit and retain parents in programs. Studies researching engagementwith programs have largely focused on providers', policy makers', orresearchers' reflections of their experience of parents' participation.We conducted a systematic review of qualitative studies where parentshad been asked why they did or did not choose to commence, or completeprograms, and compared these perceptions with those of researchers andthose delivering programs. We used data-mining techniques to identifyrelevant studies and summarized findings using framework synthesismethods. Six facilitator and five barrier themes were identified asimportant influences on participation, with a total of 33 subthemes.Participants focused on the opportunity to learn new skills, workingwith trusted people, in a setting that was convenient in time and place.Researchers and deliverers focused on tailoring the program toindividuals and on the training of staff. Participants andresearchers/deliverers therefore differ in their opinions of the mostimportant features of programs that act as facilitators and barriers toengagement and retention. Program developers need to seek the views ofboth participants and deliverers when evaluating programs.",2019,https://scholar.google.com.br/,no
2808,Audio-augmented paper for therapy and educational intervention forchildren with autistic spectrum disorder,"Autism affects children's learning and social development. Commonly usedrehabilitative treatments are aimed at stimulating the social skills ofchildren with autism. In this article, we present a prototype and apilot study on an audio-augmented paper to support the therapy ofchildren with autism spectrum disorder (ASD). The prototype supportsaudio recording with standard sheets of paper by using tangible toolsthat can be shared between the therapist and the child. The prototype isa tool for the therapist to engage the child in a storytelling activity.We use a progressive design method based on a dynamic process thatmerges concept generation, technology benchmarking and activity designinto continuously enriching actions. The paper highlights the qualitiesand benefits of using tangible audio-augmented artefacts for therapy andeducational intervention for children with ASD. The work describes threemain qualities of our prototype: from building cooperation to attentioncontrol, flow control, and using the children's own voices to fosterattention. (C) 2013 Elsevier Ltd. All rights reserved.",2019,https://scholar.google.com.br/,no
2809,Socially Interactive Robotic Platforms as Sign Language Tutors,"This paper investigates the role of interaction and communicationkinesics in human-robot interaction. This study is part of a novelresearch project on sign language (SL) tutoring through interactiongames with humanoid robots. The main goal is to motivate the childrenwith communication problems to understand and imitate the signsimplemented by the robot using basic upper torso gestures and sound. Wepresent an empirical and exploratory study investigating the effect ofbasic nonverbal gestures consisting of hand movements, body and facegestures expressed by a humanoid robot, and having comprehended theword, the participants will give relevant feedback in SL. This way theparticipant is both a passive observer and an active imitator throughoutthe learning process in different phases of the game. A five-fingered R3robot platform and a three-fingered Nao H-25 robot are employed withinthe games. Vision-, sound-, touch-and motion-based cues are used formultimodal communication between the robot, child and therapist/parentwithin the study. This paper presents the preliminary results of theproposed game tested with adult participants. The aim is to evaluate theSL learning ability of participants from a robot, and compare differentrobot platforms within this setup.",2019,https://scholar.google.com.br/,no
2810,Addressing Dental Fear in Children With Autism Spectrum Disorders: ARandomized Controlled Pilot Study Using Electronic Screen Media,"Background. Dental care is a significant unmet health care need forchildren with autism spectrum disorders (ASD). Many children with ASD donot receive dental care because of fear associated with dentalprocedures, oftentimes they require general anesthesia for regulardental procedures, placing them at risk of associated complications.Many children with ASD have a strong preference for visual stimuli,particularly electronic screen media. The use of visual teachingmaterials is a fundamental principle in designing educational programsfor children with ASD. Purpose. To determine if an innovative strategyusing 2 types of electronic screen media was feasible and beneficial inreducing fear and uncooperative behaviors in children with ASDundergoing dental visits. Methods. We conducted a randomized controlledtrial at Boston Children's Hospital dental clinic. Eighty (80) childrenaged 7 to 17 years with a known diagnosis of ASD and history of dentalfear were enrolled in the study. Each child completed 2 preventivedental visits that were scheduled 6 months apart (visit 1 and visit 2).After visit 1, subjects were randomly assigned to 1 of 4 groups: (1)group A, control (usual care), (2) group B, treatment (video peermodeling that involved watching a DVD recording of a typicallydeveloping child undergoing a dental visit), (3) group C, treatment(video goggles that involved watching a favorite movie during the dentalvisit using sunglass-style video eyewear), and (4) group D, treatment(video peer modeling plus video goggles). Subjects who refused or wereunable to wear the goggles watched the movie using a handheld portableDVD player. During both visits, the subject's level of anxiety andbehavior were measured using the Venham Anxiety and Behavior Scales.Analyses of variance and Fisher's exact tests compared baselinecharacteristics across groups. Using intention to treat approach,repeated measures analyses were employed to test whether the outcomesdiffered significantly: (1) between visits 1 and 2 within each group and(2) between each intervention group and the control group over time (aninteraction). Results. Between visits 1 and 2, mean anxiety and behaviorscores decreased significantly by 0.8 points (P = .03) for subjectswithin groups C and D. Significant changes were not observed withingroups A and B. Mean anxiety and behavior scores did not differsignificantly between groups over time, although group A versus Cpairwise comparisons showed a trend toward significance (P = .06).Conclusion. These findings suggest that certain electronic screen mediatechnologies may be useful tools for reducing fear and uncooperativebehaviors among children with ASD undergoing dental visits. Furtherstudies are needed to assess the efficacy of these strategies usinglarger sample sizes. Findings from future studies could be relevant fornondental providers who care for children with ASD in other medicalsettings.",2019,https://scholar.google.com.br/,no
2811,"Equipping Youth With Autism Spectrum Disorders for Adulthood PromotingRigor, Relevance, and Relationships","Equipping students with ASD for a good life after high school is theoverarching goal of secondary special education services and supports.In this paper, we review important elements of effective transitioneducation for adolescents with ASD. First, we review recent findingsrelated to the post-school employment, education, and independent livingoutcomes of young adults with ASD. Next, we describe a framework foraddressing three important aspects of secondary schooling: rigor,relevance, and relationships. At present, an emphasis on promotingrigor, relevance, and relationships offers a promising approach foraddressing the multifaceted needs of youth and young adults with ASD.Rigor, relevance, and relationships should not be viewed as distinct orcompeting priorities, but as essential, inseparable elements ofcomprehensive transition education for students with ASD. We concludewith research and policy recommendations for improving the impact oftransition service delivery for students with ASD.",2019,https://scholar.google.com.br/,no
2812,Applying an Implementation Science Framework for Adoption of aComprehensive Program for High School Students With Autism SpectrumDisorder,"Post-school outcomes for adolescents and young adults with autismspectrum disorder (ASD) are exceedingly poor. The convergence ofadolescence as a development period, the expression of ASD duringadolescence, and the complicated logistic nature of high schools createa perfect storm of complexity that may pose challenges and establishbarriers to providing an effective secondary education program. Giventhis complexity, addressing learning needs for adolescents with ASD andimproving post-school outcomes requires a comprehensive approach. Inthis article, the authors describe a set of implementation scienceprinciples and practices that could be employed in supporting theadoption and implementation of a comprehensive program for high schoolstudents with ASD. The program developed by the Center on SecondaryEducation for Students With Autism Spectrum Disorder (CSESA) serves as acase example of how such principles and practices may be employed inprogram planning and implementation.",2019,https://scholar.google.com.br/,no
2813,FIRST: a tool for facilitating reading comprehension in high-functioningautism spectrum disorder,"Introduction. Numerous studies have been documenting during the lastdecades the difficulties of reading comprehension shown by people withautism spectrum disorder (ASD), including those with preservedintelligence. These difficulties can condition their educational pathand directly impact on social inclusion, autonomy and access toemployment.Development. This article presents the work developed by amultidisciplinary team under the framework of a project funded by theEuropean Union. It is an explanatory document intended to justify theneeds that the population with high-functioning ASD have to accesswritten information. The project is developing a software (Open Book)designed not only `for' people with ASD, but `with' people with ASD.Conclusion. Both the child population as well as the adult population ofpersons with ASD show difficulties in all formal components of writtenlanguage. The tool needs to be flexible and facilitate it's personalizeduse in order to respond to the great heterogeneity of this population.",2019,https://scholar.google.com.br/,no
2814,"Visual attention, an indicator of human-animal relationships? A study ofdomestic horses (Equus caballus)","As visual attention is an intrinsic part of social relationships, andbecause relationships are built on a succession of interactions, theirestablishment involves learning and attention. The emotional, rewardingor punishing, content can modulate selective attention. In horses, theuse of positive/negative reinforcement during training determines shortand long-term human-horse relationships. In a recent study in horses,where either food or withers' grooming were used as a reward, itappeared that only the food-rewarded horses learned the task and showbetter relationship with humans. In the present study, we hypothesizedthat this differential effect of grooming/food rewards on learningperformances could be due to attentional processes. Monitoring, gazesand behaviors directed towards the trainer revealed that the use of afood reward (FR) as positive reinforcement increased horses' selectiveattention towards their trainer. Conversely, horses trained withgrooming reward (GR) expressed more inattentive responses and did notshow a decrease of ``agitated{''} behavior. However, individual plottingof attention vs. rate of learning performances revealed a complexpattern. Thus, while all FR horses showed a ``window{''} of attentionrelated to faster learning performances, GR horses' pattern followed analmost normal curve where the extreme animals (i.e., highest and lowestattention) had the slowest learning performances. On the other hand,learning was influenced by attention: at the end of training, the moreattentive horses had also better learning performances. This study,based on horses, contributes to the general debate on the place ofattentional processes at the interface of emotion and cognition andopens new lines of thought about individual sensitivities (onlyindividuals can tell what an appropriate reward is), attentionalprocesses and learning.",2019,https://scholar.google.com.br/,no
2815,iSocial: Delivering the Social Competence Intervention for Adolescents(SCI-A) in a 3D Virtual Learning Environment for Youth with HighFunctioning Autism,"One consistent area of need for students with autism spectrum disordersis in the area of social competence. However, the increasing need toprovide qualified teachers to deliver evidence-based practices in areaslike social competence leave schools, such as those found in ruralareas, in need of support. Distance education and in particular, 3DVirtual Learning, holds great promise for supporting schools and youthto gain social competence through knowledge and social practice incontext. iSocial, a distance education, 3D virtual learning environmentimplemented the 31-lesson social competence intervention for adolescentsacross three small cohorts totaling 11 students over a period of 4months. Results demonstrated that the social competence curriculum wasdelivered with fidelity in the 3D virtual learning environment.Moreover, learning outcomes suggest that the iSocial approach showspromise for social competence benefits for youth.",2019,https://scholar.google.com.br/,no
2816,Observations of families in structured interactions: Parentingtherapists provide reliable ratings of mothers' parenting,The reliability of observations of parenting by parenting therapists wasassessed. An important predictor of externalizing behavior in childrenis quality of parenting. Data were videotapes of structured interactionsin families with a child age 8-12years referred to the evidence basedParent Management Training Oregon (PMTO) treatment program for childbehavior problems. The therapists had clinical PMTO training but notraining in systematic observation. PMTO observational coders withspecific coder training were included as a reference for the therapists.Five therapists and two coders observed videotapes of 10 families andperformed global evaluations of mothers' parenting skills. They used thecoder's impression measure used in PMTO research. Scores were analyzedin a generalizability theory framework for the two groups of observersseparately. Both observer types reliably rank-ordered the mothers andassessed the level of parenting skills. PMTO therapists without codertraining provided reliable ratings of parenting constructs relevant tothe clinical PMTO program in a manner comparable to that of the trainedreference coders.,2019,https://scholar.google.com.br/,no
2817,AGGREGATION OF SPARSE LINEAR DISCRIMINANT ANALYSES FOR EVENT-RELATEDPOTENTIAL CLASSIFICATION IN BRAIN-COMPUTER INTERFACE,"Two main issues for event-related potential (ERP) classification inbrain-computer interface (BCI) application are curse-of-dimensionalityand bias-variance tradeoff, which may deteriorate classificationperformance, especially with insufficient training samples resulted fromlimited calibration time. This study introduces an aggregation of sparselinear discriminant analyses (ASLDA) to overcome these problems. In theASLDA, multiple sparse discriminant vectors are learned from differentlyl(1)-regularized least-squares regressions by exploiting the equivalencebetween LDA and least-squares regression, and are subsequentlyaggregated to form an ensemble classifier, which could not onlyimplement automatic feature selection for dimensionality reduction toalleviate curse-of-dimensionality, but also decrease the variance toimprove generalization capacity for new test samples. Extensiveinvestigation and comparison are carried out among the ASLDA, theordinary LDA and other competing ERP classification algorithms, based ondifferent three ERP datasets. Experimental results indicate that theASLDA yields better overall performance for single-trial ERPclassification when insufficient training samples are available. Thissuggests the proposed ASLDA is promising for ERP classification in smallsample size scenario to improve the practicability of BCI.",2019,https://scholar.google.com.br/,no
2818,Detecting brain structural changes as biomarker from magnetic resonanceimages using a local feature based SVM approach,"Detecting brain structural changes from magnetic resonance (MR) imagescan facilitate early diagnosis and treatment of neurological andpsychiatric diseases. Many existing methods require an accuratedeformation registration, which is difficult to achieve and thereforeprevents them from obtaining high accuracy. We develop a novel localfeature based support vector machine (SVM) approach to detect brainstructural changes as potential biomarkers. This approach does notrequire deformation registration and thus is less influenced byartifacts such as image distortion. We represent the anatomicalstructures based on scale invariant feature transform (SIFT). Likelihoodscores calculated using feature-based morphometry is used as thecriterion to categorize image features into three classes (healthy,patient and noise). Regional SVMs are trained to classify the threetypes of image features in different brain regions. Only healthy andpatient features are used to predict the disease status of new brainimages. An ensemble classifier is built from the regional SVMs to obtainbetter prediction accuracy. We apply this approach to 3D MR images ofAlzheimer's disease, Parkinson's disease and bipolar disorder. Theclassification accuracy ranges between 70\% and 87\%. The highlypredictive disease-related regions, which represent significantanatomical differences between the healthy and diseased, are shown inheat maps. The common and disease-specific brain regions are identifiedby comparing the highly predictive regions in each disease. All of thetop-ranked regions are supported by literature. Thus, this approach willbe a promising tool for assisting automatic diagnosis and advancingmechanism studies of neurological and psychiatric diseases. (C) 2013Elsevier B.V. All rights reserved.",2019,https://scholar.google.com.br/,no
2819,Using Mobile Game Application to Teach Children with Autism SpectrumDisorder (ASD) Multiple Cues Responding: A Pilot Study,"The ability to respond to concurrent multiple cues is one of the commonchallenges faced by children with Autism Spectrum Disorders (ASD). Thispilot study observed the efficacy of the application tool``Go-Go-Games{''} (in the iOS platform), which was designed to teach askill known as multiple cues responding to children with ASD. This studywas conducted upon six children with ASD. This research focused onapplying the tool on children with ASD to observe the positive effect ofthe ``Go Go Games{''} application on the selected participants. Anobservation with the aim to test the students' response based on thelevels achieved in the game was conducted. The results indicated thatthis application might be an effective technology for helping childrenwith ASD.",2019,https://scholar.google.com.br/,yes
2820,Neurofeedback Games to Improve Cognitive Abilities,"Neurofeeback training can be used to enhance cognitive abilities relatedto multi-tasking such as working memory, attention, etc. We propose andimplement a neurofeedback system which includes a number ofneurofeedback training algorithms and a ``Shooting{''} game. To makeneurofeedback training more effective, an Individual Alpha Peak (IAP)frequency and individual alpha bandwidth are calculated and applied inthe algorithms. We do preliminary study on the effectiveness of theproposed neurofeedback system with three subjects taking 6 sessionseach. The neurofeedback protocols based on the power of individual upperalpha or beta-1/theta ratio training are used. Our hypothesis is thatafter the neurofeedback training by playing the ``Shooting{''} game, theindividual alpha peak frequency increases. The results show that allsubjects had a higher individual alpha peak frequency after the trainingthat indicated an enhancement of the subjects' cognitive abilitiesrelated to multi-tasking.",2019,https://scholar.google.com.br/,no
2821,From SnappyApp to Screens in the Wild Gamifying an Attention DeficitHyperactivity Disorder continuous performance test for public engagementand awareness,"Attention Deficit Hyperactivity Disorder (ADHD) is a neurodevelopmentalcondition that is characterised by three core behaviours: inattention,hyperactivity and impulsivity. It is typically thought that around 3-5\%of school aged children have ADHD, with lifetime persistence for themajority.A psychometric Continuous Performance Test (CPT) had recently beenincorporated into an interactive smartphone application (App),SnappyApp, to allow the measurement of the three ADHD symptom domains.SnappyApp presents a sequence of letters of the alphabet in apseudo-random manner with responses via the device's touch screen.Following a pilot test in the general population where the CPT showedsensitivity to ADHD-related symptoms (self-reported impulsive behaviourrelated to CPT measures), a new project was begun to convert the Appinto a game Attention Grabber based on the functionality of the test,focussing on the attention and impulsivity domains.The Screens in the Wild (SITW) platform is in the process of beingemployed for public engagement in awareness about ADHD throughinteractive technology. SITW has deployed a network of four publictouch-screens in urban places. Each of the four nodes has a large (46inch) display, a camera, a microphone and a speaker. The SnappyAppweb-app was translated for presentation on to the SITW platform. Thebrowser-based App was redesigned, with the input of a commercialgraphics design company, based on an initial proof-of-concept wherebythe original App was reprogrammed to present sequences of graphicalobjects (fruit) and to introduce further engagement features includinganimations. A shortened video about Adult ADHD and a brief questionnairewere incorporated to form a stand-alone edutainment package.The earlier design and user testing of SnappyApp is briefly describedand details are then provided of the process of gamification to produceAttention Grabber. An evaluation process is described whereby awarenessof ADHD and its related symptoms are to be probed. In general, findingout whether and how people engage with interactive screen technology canhelp in the design of future public engagement and health promotionactivities. Ethical considerations are discussed, since public access tothis kind of game could potentially raise health anxiety related toself-interpretation of game performance. This risk is balanced with theneed to provide health information.",2019,https://scholar.google.com.br/,no
2822,Neurohab: a platform for virtual training of daily living skills inautism spectrum disorder,"Autism spectrum disorder (ASD) is a neurodevelopmental disorder thatbesides the core symptoms of impairment in communication, socialinteraction and repetitive behaviour, seriously compromises adaptivefunctioning limiting social inclusion. A number of studies also supportexecutive dysfunction in ASD, although its specificity remainscontroversial. Furthermore, recent studies point to the relevance ofecologically valid executive tasks that match patient's daily lives andtherefore address the correlation with social cognition and learning ofadaptive behaviour. These disabilities are usually addressed inrehabilitation therapies, usually performed in a scheme of one therapistfor individual, having high costs for the individuals and patientassociations in human resources. This usually results in lesser hours ofintervention, leading to lesser impact of the behaviour training. Toavoid this impact, some technological responses have been arising in theliterature to perform training of individuals with ASD, although lackingscientific validity. In this work, we propose a platform for trainingdaily activities in controlled environments, which allow caregivers andtherapists to follow the patients' performances and improvements alongthe time. This platform contains several serious games, which targetspecific adaptive and executive dysfunctions. Games can be added to theplatform and become automatically available for the users. (C) 2014 TheAuthors. Published by Elsevier Ltd. This is an open access article underthe CC BY-NC-ND license(http://creativecommons.org/licenses/by-nc-nd/3.0/).",2019,https://scholar.google.com.br/,no
2823,Humanoid Robot NAO as a Teaching Tool of Emotion Recognition forChildren with Autism using the Android App,"In this paper, we used a humanoid robot to physically show emotionalposes and conduct a simple guessing game with children. Nine differentemotions using the robot's body poses have been developed usingChoregraphe. A pre-test was carried out with a normal developing 6-yearold boy. We report some qualitative findings that we found during thechild-robot interaction. We aim to develop an Android app as a simpletool that can be used on smartphones. This serves as a fundamental stepto empower non-technical persons in using robots to interact withchildren with autism for learning and therapeutic purposes.",2019,https://scholar.google.com.br/,no
2824,The Mind-Mirror: See Your Brain in Action in Your Head Using EEG andAugmented Reality,"Imagine you are facing a mirror, seeing at the same time both your realbody and a virtual display of your brain in activity and perfectlysuperimposed to your real image ``inside your real skull{''}. In thispaper, we introduce a novel augmented reality paradigm called``Mind-Mirror{''} which enables the experience of seeing ``through yourown head{''}, visualizing your brain ``in action and in situ{''}. Ourapproach relies on the use of a semi-transparent mirror positioned infront of a computer screen. A virtual brain is displayed on screen andautomatically follows the head movements using an optical face-trackingsystem. The brain activity is extracted and processed in real-time withthe help of an electroencephalography cap (EEG) worn by the user. A rearview is also proposed thanks to an additional webcam recording the rearof the user's head. The use of EEG classification techniques enables totest a Neurofeedback scenario in which the user can train andprogressively learn how to control different mental states, such as``concentrated{''} versus ``relaxed{''}. The results of a user studycomparing a standard visualization used in Neurofeedback to our approachshowed that the Mind-Mirror could be successfully used and that theparticipants have particularly appreciated its innovation andoriginality. We believe that, in addition to applications inNeurofeedback and Brain-Computer Interfaces, the Mind-Mirror could alsobe used as a novel visualization tool for education, training orentertainment applications.",2019,https://scholar.google.com.br/,no
2825,Orchestrating Assistive Technology: Enabling Autistic People toCommunicate with Others,"With the use of new technologies, mainly tablets, there are more ways toimprove the quality of life of users with special needs. For autisticpersons that suffer from speech impairment, expressing themselves can bequite difficult. One of the ways for them to learn a language is by theuse of PECS. There is software for tablets based on PECS for tablets,but they mostly don't seem to tackle one of the biggest hurdles of thePECS system: The learning of proper grammar. We present a currentlyrunning case study where an Android app based on PECS with basic grammarfunctions is being used by different groups of autistic children todetermine if an improvement in their language acquisition can beachieved over more traditional methods.",2019,https://scholar.google.com.br/,yes
2826,Empowering Children With ADHD Learning Disabilities With the KinemsKinect Learning Games,"The recent trend in digital games is tightly linked to the natural userinteraction technologies that make use of the affordances of sensorslike the Microsoft Kinect camera. The Kinect camera detects user's bodymovements and gestures, which means that the full body becomes thecontroller. Lately, there is a tremendous interest in developing Kinecteducational games. In this paper, we present the innovative Kinemslearning games which have been developed for helping children withlearning disabilities such as autism, dyspraxia and ADHD improve theirskills. The paper contains the outcomes of a recent study, which was toinvestigate and measure the Kinems learning effectiveness. The researchhypotheses were examined through an educational intervention that lastedabout one month and was implemented with 11 children with ADHD of 4-8years old. The study was conducted at the premises of the ADHD unit ofthe children's university hospital in Athens, Greece. The statisticalanalysis of pre \& post tests showed children' statistical significanceimprovement of their ``Non-verbal intelligence{''}. Furthermore, theresults of an in-depth examination of learning and kinetic analysis ofchildren's interaction that showed improvement of their executivefunctions and cognitive skills. Finally, based on the qualitativecomments made by the behavior analysts and researchers, interest and thelevel children's motivation was high.",2019,https://scholar.google.com.br/,no
2827,Gremlings in my Mirror: An Inclusive AR-Enriched Videogame for LogicalMath Skills Learning,Implications on a simultaneous application of Augmented Reality (AR) andDigital Game Based Learning (DGBL) to inclusive learning have yet to beobserved. We designed an AR enriched videogame for Logical Math SkillsLearning. Then we tested the game with a set of 20 students with diverselearning needs. Our experiment showed that the performance on the gameis similar for kids with different needs. The results and feedback fromteaching staff suggest that AR and DGBL allow the integration ofchildren with special needs in the learning process.,2019,https://scholar.google.com.br/,no
2828,Learning impacts of using data glove and stereoscopic projection withvirtual environment for enhancing the social etiquettes in AutisticSpectrum Conditions,"The deficit of social interaction is main difficulty in children withAutistic Spectrum Conditions (ASCs). They have limited capability insocial etiquettes, which affects their social life and friendshipnetwork. The purpose of this study is to investigate the performance ofusing data glove cooperated with stereoscopic projection to assist theimpairment of social etiquettes for children with ASCs. The 3D virtualpark (3DVP) system cooperated data glove and 3D-glasses were designed.Participant can use a ``data glove{''} to interact with virtual objectsand characteristics, and a ``3D-glasses{''} immersed in the virtualenvironment. This study involved a multiple baseline design to observeperformance of the social etiquettes skills and explored evaluation ofusing the 3DVP system intervention for participants with ASCs. Theexperimental study consisted of 3 months length, and the preliminaryresults indicate that children with ASC were beneficial by using this3DVP system.",2019,https://scholar.google.com.br/,no
2829,"ICTs, Mobile Learning and Social Media to Enhance Learning for AttentionDifficulties","Recent development in the role of Information and CommunicationTechnologies (ICTs) at the field of special education is thoughtsignificant. ICT nowadays is recognized as a tool that can foster theknowledge and the experiences in the areas of needs it serves as it isconsidered significant for teaching and learning process. In the lastdecade, a number of studies have demonstrated the benefits of variousforms of ICTs tools for children with attention difficulties andhyperactivity disorders (ADHD). These tools can be employed tofacilitate and train young learners, as well as can help them toincrease their quality of life and functional independence. In thispaper we present a brief review of the most representative researchpapers for computer-based applications for diagnosis and interventionpurposes included the mobile learning and social media for technologyenhanced learning for people with Attention Deficit HyperactivityDisorder.",2019,https://scholar.google.com.br/,no
2830,dmTEA: Mobile Learning to Aid in the Diagnosis of Autism SpectrumDisorders,"Mobile Learning is a teaching-learning methodology which has beendeveloped successfully both inside and outside the classroom. Thanks tothe several possibilities of mobile devices, it has been possible to usethem with students with special educational needs thus giving rise tosoftware applications focussed on competence acquisition on thestudents' part and offering such a high level of interaction that itcould not be possible by using a PC. Advances in the development ofmobile devices have made it feasible to go a step forward and help theteacher with the modelling and evaluation of this type of students.dmTEA is a mobile technology which allows both behaviour evaluation andmodelling of students on the autism spectrum. It implements 12activities duly verified by experts - which are adapted to interactionwith the mobile device within a specific context, the aim of which is todeal with student's disorders by observing learning processes andmodelling his or her behaviour during task performance. dmTEAimplementation in two studies, i.e. a student with severe autism andanother student with moderate autism, has helped the teacher at the timeof evaluating by offering him or her the necessary information to carryout any possible intervention.",2019,https://scholar.google.com.br/,yes
2831,A Review of Serious Games for Children with Autism Spectrum Disorders(ASD),"This paper reviews 40 serious games designed for children with autismspectrum disorders (ASD) and these games/studies are classified intofour categories, technology platform, computer graphics, gaming aspectand user interaction. Moreover, the paper discusses serious gamesdesigned for the improvement of communication skills and socialbehavior, social conversation, imaginative skills, sensory integrationand learning accounts in ASD children. The children usually interactwith these games by ordinary IO (input/output) e.g. keyboard and mouseor touchscreen tools. Previous researches show the effectiveness ofplaying serious games on mobiles or tablet devices in helping ASDchildren to express their feelings and improve the level of engagementwith others. However, there are limitations in designing games forhelping autistic children with sensory processing disorder (SPD),improving imaginative play, and teaching first aid. Further, there isnot much research that addresses repetitive behavior in ASD children.",2019,https://scholar.google.com.br/,no
2832,Using a Gaze-Cueing Paradigm to Examine Social Cognitive Mechanisms ofIndividuals with Autism Observing Robot and Human Faces,"This paper reports a study in which we investigated whether individualswith autism spectrum disorder (ASD) are more likely to follow gaze of arobot than of a human. By gaze following, we refer to one of the mostfundamental mechanisms of social cognition, i.e., orienting attention towhere others look. Individuals with ASD sometimes display reducedability to follow gaze {[}1] or read out intentions from gaze direction{[}2]. However, as they are in general well responding to robots {[}3],we reasoned that they might be more likely to follow gaze of robots,relative to humans. We used a version of a gaze cueing paradigm {[}4, 5]and recruited 18 participants diagnosed with ASD. Participants wereobserving a human or a robot face and their task was to discriminate atarget presented either at the side validly cued by the gaze of thehuman or robot, or at the opposite side. We observed typical validityeffects: faster reaction times (RTs) to validly cued targets, relativeto invalidly cued targets. However, and most importantly, the validityeffect was larger and significant for the robot faces, as compared tothe human faces, where the validity effect did not reach significance.This shows that individuals with ASD are more likely to follow gaze ofrobots, relative to humans, suggesting that the success of robots ininvolving individuals with ASD in interactions might be due to a veryfundamental mechanism of social cognition. Our present results can alsoprovide avenues for future training programs for individuals with ASD.",2019,https://scholar.google.com.br/,no
2833,To Develop the Mandarin-Phonetic-Symbol Communication Aid forHigh-Functioning Autism Children,"In this study, a Mandarin-phonetic-symbol communication aid named aszhuyin communication board is developed for children withhigh-functioning autism. The zhuyin communication board can execute onTablet PC to assists autistic children to express their thought to otherpeople. When an autistic child wants to express his thought, he canpress the corresponding phonetic symbols by using the developed zhuyincommunication board. To motivate the interesting of autistic children,the developed app provides a picture-based testing for learning Mandarinphonetic symbols of variety objects. Compared with the traditional paperkeyboard, the developed aid could show the typing phonetic symbolimmediately on the screen, and provides the voice of zhuyinpronunciation to improve autistic children's language perception skill.",2019,https://scholar.google.com.br/,no
2834,Human Factors in the Design of Arabic-Language Interfaces in AssistiveTechnologies for Learning Difficulties,"This paper reports on insights gained from collaborations betweenmulti-disciplinary research teams and practitioners in a DisabilityService Center in King Saud University (KSU) in Saudi Arabia. Projectswere conducted in the context of designing, developing and evaluatingdifferent assistive technologies in the university's Software andKnowledge Engineering Research Group. In these projects, methodologicalconsiderations have been reported for effectively involving domainspecialists in research and development projects for assistivetechnologies. Subject Matter Experts (SMEs) are often involved in thetechnology design cycles of these projects in various roles (e. g.design partners, design informants, testers). This paper highlights thehuman factors relevant for the design and evaluation of interactivesystems for SpLDs that were synthesized from these collaborativecontexts. We also shed light on issues to consider in the designpartnerships between researchers and practitioners for requirementsengineering and user acceptance testing phases of system development.Implications for the design and development of systems for SpLDs inother languages and cultural contexts are discussed.",2019,https://scholar.google.com.br/,no
2835,Mediating sociality: the use of iPod Touch (TM) devices in theclassrooms of students with autism in Canada,"This study explores the roles that lower-cost, handheld touchtechnologies might play in the communication functions of childrendiagnosed on the autism spectrum. It reports on a case study of the useof Apple iPod Touch mobile digital devices in a public elementary schoolin downtown Toronto, Canada. Drawing from Vygotskian socioculturaltheory researchers examined the consequences of handheld touchtechnologies on the communication and sociality of children withcommunicative disorders, with a primary emphasis on nonverbal autisticchildren. In the period between January 2010 and June 2010, iPod Touchdevices were introduced into six elementary classrooms. While there weregains in communication for all participants, ranging from mild tosignificant, nine of the 12 students for whom we collected detailed datademonstrated statistically significant improvement in communicationskills. Observations are made about the heightened levels of motivation,increased attention spans, and increased social interaction thatstudents with autism spectrum disorder (ASD) exhibited when using thesedevices. Future research should explore the connection of touch-sensoryinputs on the communication development of children with ASDs.",2019,https://scholar.google.com.br/,no
2836,Autism Spectrum Social Stories In Schools Trial (ASSSIST): studyprotocol for a feasibility randomised controlled trial analysingclinical and cost-effectiveness of Social Stories in mainstream schools,"Introduction: Current evidence suggests that Social Stories can beeffective in tackling problem behaviours exhibited by children withautism spectrum disorder. Exploring the meaning of behaviour from achild's perspective allows stories to provide social information that istailored to their needs. Case reports in children with autism havesuggested that these stories can lead to a number of benefits includingimprovements in social interactions and choice making in educationalsettings.Methods and analysis: The feasibility of clinical and cost-effectivenessof a Social Stories toolkit will be assessed using a randomised controlframework. Participants (n=50) will be randomised to either the SocialStories intervention or a comparator group where they will be readstandard stories for an equivalent amount of time. Statistics will becalculated for recruitment rates, follow-up rates and attrition.Economic analysis will determine appropriate measures of generic healthand resource use categories for cost-effectiveness analysis. Qualitativeanalysis will ascertain information on perceptions about the feasibilityand acceptability of the intervention.Ethics and dissemination: National Health Service Ethics Approval (NHS,ref 11/YH/0340) for the trial protocol has been obtained along with NHSResearch and Development permission from Leeds and York Partnership NHSFoundation Trust. All adverse events will be closely monitored,documented and reported to the study Data Monitoring Ethics Committee.At least one article in a peer reviewed journal will be published andresearch findings presented at relevant conferences.",2019,https://scholar.google.com.br/,no
2837,"Attention-Deficit/Hyperactivity Disorder and Risk of Substance UseDisorder: Developmental Considerations, Potential Pathways, andOpportunities for Research","Many opportunities to explain attention-deficit/hyperactivity disorder(ADHD)-related risk of substance use disorder (SUD) remain available forstudy. We detail these opportunities by considering characteristics ofchildren with ADHD and factors affecting their outcomes side by sidewith overlapping variables in the developmental literature on SUDetiology. Although serious conduct problems are a known contributor toADHD-related risk of SUD, few studies have considered their emergencedevelopmentally and in relation to other candidate mediators andmoderators that could also explain risk and be intervention targets.Common ADHD-related impairments, such as school difficulties, are inneed of research. Heterogeneous social impairments have the potentialfor predisposing, and buffering, influences. Research on neurocognitivedomains should move beyond standard executive function batteries tomeasure deficits in the interface between cognitive control, reward, andmotivation. Ultimately, maximizing prediction will depend, as it has inthe SUD literature, on simultaneous consideration of multiple riskfactors.",2019,https://scholar.google.com.br/,no
2838,Assistive Technology as a Predictor of General or Alternate AssessmentAmong Elementary-aged Students With Autism Spectrum Disorders,"The No Child Left Behind Act of 2001 specifically mandates that allstudents participate in the general assessment process or some form ofalternate assessment as a measure of school accountability for studentacademic progress. Although levels of communication difficulties,intellectual impairment, and specific diagnoses such as autism spectrumdisorders (ASDs) are correlated with increased probability ofparticipating in alternate assessment methods, very little empiricalresearch has focused on identifying predictors for students' assessmentmodality. Archival data from the Special Education ElementaryLongitudinal Study (SEELS, 2005) were used to examine variables thatpredict whether elementary school students with ASD participated in thegeneral or alternate assessment. Results indicated that receptive andexpressive communication abilities appear to influence participation inthe general vs. alternate assessment in tandem with access to assistivetechnology. Students with ASDs were approximately 2.71 times more likelyto participate in the general assessment when they had access toassistive technology. Next, we performed a second, follow-up analysisfor only ASD students with communication problems. The odds ratio valueincreased to 14.9 indicating that ASD students with communicationproblems that had access to assistive technology were almost 15 timesmore likely to participate in the general assessment than students withcommunication problems without access to assistive technology.",2019,https://scholar.google.com.br/,no
2839,Overall functioning in offsprings of parents with bipolar disorder andits association with clinical and sociodemographic variables,"The presence of a psychiatric disorder in parents is associated withincreased frequency of psychopathology in their offsprings. Children ofparents diagnosed with bipolar disorder (BD) are at greater risk andlower function. However, it has not yet been determined precisely whichclinical and sociodemographic factors are associated with thepresentation of psychiatric disorders in this group of children andadolescents at risk. Under this framework, the aim of this study was todetermine the clinical and sociodemographic variables associated with alower function. We recruited 61 children and adolescents with agesranging from six to 17. All of them were the children of parents with BDwho were patients attended at the National Institute of Psychiatry Ramonde la Fuente Muniz. Clinical evaluation was developed by the KiddieSchedule for Affective Disorders and Schizophrenia for School AgeChildren Present and Lifetime Version (K-SADS-PL), and Children's GlobalAssesment Scale (C-GAS) scale was used to established the overallfunctioning. Of the 61 evaluated 62.3\% were women, the lowest function(defined by <81 points C-GAS) was found in 44.3\% of women vs. 18\% men(chi(2)=3.29, p<0.043). Comorbidity with major depressive disorder orattention deficit hyperactivity disorder or oppositional defiantdisorder conferred ten times greater risk of lower global function.Being a woman gives three times higher risk for a lower global function.ConclusionWe found that the comorbid externalizing disorders and depression, aswell as the female gender characteristics are linked to lower functionin children and adolescents of parents with BD.",2019,https://scholar.google.com.br/,no
2840,Educational Activity Discovery System for Individuals with PervasiveDevelopmental Disorders through Web Ontology Language (OWL),"Today, experts and organizations dealing with pervasive developmentaldisorder are trying to minimize the experienced problems of theindividuals with educational methods chosen carefully after extensiveresearch. However, because of various reasons the relatives of theindividuals who cannot reach these organizations are trying to giveproper education at home. During these trainings while selecting theeducational methods they prefer internet and related software. However,today's static based internet and related software can be insufficientto supple desired result for the individual's needs.In this article, the architecture of Agent-based Educational ActivityDiscovery System which can operate on semantic base and proposeeducational methods for parents, pre-school educators, experts that areworking for these institutions, university students studying in relatedfields or individuals interested in pervasive developmental disorder ispresented. The ontology knowledgebase of this system is developed byusing the OWL (Web Ontology Language) while creating its entireconcepts, features, and relations between these concepts about pervasivedevelopmental disorders are defined in ontology.",2019,https://scholar.google.com.br/,no
2841,Brain-computer interfaces for EEG neurofeedback: Peculiarities andsolutions,"Neurofeedback training procedures designed to alter a person's brainactivity have been in use for nearly four decades now and represent oneof the earliest applications of brain-computer interfaces (BCI). Themajority of studies using neurofeedback technology relies on recordingsof the electroencephalogram (EEG) and applies neurofeedback in clinicalcontexts, exploring its potential as treatment for psychopathologicalsyndromes. This clinical focus significantly affects the technologybehind neurofeedback BCIs. For example, in contrast to other BCIapplications, neurofeedback BCIs usually rely on EEG-derived featureswith only a minimum of additional processing steps being employed. Here,we highlight the peculiarities of EEG-based neurofeedback BCIs andconsider their relevance for software implementations. Having reviewedalready existing packages for the implementation of BCIs, we introduceour own solution which specifically considers the relevance ofmultisubject handling for experimental and clinical trials, for exampleby implementing ready-to-use solutions for pseudo-/sham-neurofeedback.(C) 2013 Elsevier B.V. All rights reserved.",2019,https://scholar.google.com.br/,no
2842,Dreamware: edutainment system for children with developmental disability,"We designed and implemented an edutainment platform, Dreamware. Iteffectively helps education, sensibility treatment and intelligencetraining for children with developmental disability. We developedspecial toy-like hardware and software tools: a content authoring toolthat makes a variety of multimedia content operating on the hardware, amanagement tool that provides training results to instructors, and areal-time monitoring tool to observe the current state of learning. Thehardware is designed to consider the characteristics of children withdevelopmental disability. It can provide sensibility training, such asvisual, auditory, and tactile senses to them. The easy-to-use authoringtool enables teachers and non-specialists to make educational contentconveniently. In addition, the real-time monitoring tool helps observethe user's status, even outside the classroom. The management toolstores training results and provides the result for further steps.Efficient repetitive training is possible without restriction of timeand location using this platform. We can recognize that our system iseffective in improving their concentration and learning.",2019,https://scholar.google.com.br/,no
2843,Effects of Exergaming on Executive Function and Motor Skills in ChildrenWith Autism Spectrum Disorder: A Pilot Study,"Executive function (EF) and motor deficits have consistently beendocumented in studies of people with autism spectrum disorders (ASD). Weinvestigated the effects of a pilot 30-session Makoto arena trainingintervention, a light and sound speed-based exergame, on response speed,EF, and motor skills in school-aged children with ASD. Strongcorrelations were seen between certain EF and motor scores, suggesting arelationship between the two constructs. Participants increased theiraverage reaction speed (effect size = 1.18). Significant improvement wasseen in the EF areas of working memory and metacognition and the motorarea of strength and agility. Findings suggest that use of exergaming,specifically the Makoto arena, has the potential to be a valuableaddition to standard intervention for children with ASD who have motorand EF impairments.",2019,https://scholar.google.com.br/,no
2844,Rapid Prototyping Framework for Robot-assisted Training of AutisticChildren,"Research in uptake and actual use of robots in socially assistive tasksis rapidly growing. However, practical applications lack behind due tothe enormous effort to create meaningful behaviours. This paperdescribes a rapid prototyping framework for robot-assisted training ofchildren with Autism Spectrum Disorder (ASD). The main goal of thisresearch is to provide a framework which translates the knowledge fromthe evidenced Pivotal Response Training to end-user tools, that allowtherapists to program/adapt a training program mediated by a robot inorder to use it in therapies. The overall structure of the interventionis based on Activity Theory which makes it easy to properly arrangerobot actions and decisions. We appended a general end-user robotprogramming tool with PRT therapy-specific training structures which canbe adapted with ease to create almost limitless learning opportunitiesutilizing a range of training scenarios or games. Pilot tests withchildren with ASD were performed to assess whether the robot assistedintervention created by this framework is ready for practical use. Theseshowed that only minor adaptations were needed to increase the fluencyof the robot-child interaction.",2019,https://scholar.google.com.br/,no
2845,Lehigh Instrument for Learning Interaction (LILI): An Interactive Robotto Aid Development of Social Skills for Autistic Children,"Recent studies show that autistic children tend to speak and interactmore in the presence of an interactive robot. Unfortunately, most of therobotic experiments were conducted in highly controlled clinicalsettings or limited selected home environments due to the highdeployment cost. In this paper, we design a low-cost interactive robotthat can be readily deployed to home environments. Our robot, calledLehigh Instrument for Learning Interaction (LILI), interacts with usersvia gestures, voice commands, and an animated speaking avatar. LILI canrecognize users' faces, and her motion can be controlled either viagesture or voice. We describe both the system and software architecturesof LILI. Experimental results are also presented.",2019,https://scholar.google.com.br/,no
2846,Cloud Augmentative and Alternative Communication for People with ComplexCommunication Needs,"Human communication is fundamental to all aspects of life. Nowadays,communication technologies and communication networks together offer awide range of options to sustain human social interactions within themodern society. Unfortunately, people with complex communication needsare unable to communicate using verbal means such as speech and writtentexts, and have been excluded from active and convenient participationin the society. Over the past decades, a number of augmentative andalternative communication (AAC) systems have been developed to providevarious methods to enable people with communication impairments toexpress their beliefs and needs by means other than natural speech. Theadvent of mobile technologies further brought about a growing number ofunconnected, offline mobile AAC apps. The current work assemblesmultidisciplinary research expertise in Information Engineering,Cognitive Psychology, and Learning Sciences, as well as frontierexperiences and practical knowledge in humanitarian technologies andspecific learning disability, and proposes the novel cloud AAC to echothe call from the disability community for digital inclusion and theirdaily communication needs. The design has been validated by apreliminary system implementation, and has been adopted in classroomteaching and learning for children with autism spectrum disorders.",2019,https://scholar.google.com.br/,no
2847,Sensory Responses of Autism Via Electroencephalography for SensoryProfile,"The aim of this study is to investigate the brain signals of autismchildren through electroencephalography (EEG) associated to physicaltasks. The physical task was meant to stimulate the sensitivitycorrelation of sensory response of a child. A group of autism childrenwas chosen for this study and were given by five sensory stimulationswhich are audio, taste, touch, visual and vestibular. The acquisition ofbrain signals was acquainted using EEG Neurofax 9200 and the electrodepositions were using 10-20 International System placements. Thepreprocessing signals were analyzed using independent component analysis(leA) using EEGLAB Software and Discrete Wavelet Transform (DWT). Thealpha wave was selected by level 6 decomposition and the extractedfeatures represents the characteristic of the sensory task. The means,standard deviations and approximation entropy were extracted on theclean signals and forms into Sensory Profile (Sensory Profiling). Fromthe overall results, the behavior of each autism children has beenobserved unstable emotion while running the sensory stimulation. Theobservation also helps to improve their learning strategy for the futurework in assessment.",2019,https://scholar.google.com.br/,no
2848,Designing Robot-assisted Pivotal Response Training in Game Activity forChildren with Autism,"Robot assisted therapy for patients with autism is promising, but thereis a need for well designed studies that combine expert knowledge fromthe field of robotics and autism. Here, an iterative, participatorydesign process of robot assisted Pivotal Response Training (PRT) forautism therapy is presented. The scenarios for the robot assisted PRTintervention were created using a scenario based design approach throughintensive collaboration between robot engineer and therapist. Thedeveloped scenarios were then represented in a hierarchical model usingActivity Theory. Based on that model, the PRT intervention wasimplemented by the end-user programming software and evaluated with achild with autism. The scenario based design and the use of ActivityTheory framework considerably speeded up the scenario creation processand the redesign time needed between the pilots compared to our previousexperiments.",2019,https://scholar.google.com.br/,no
2849,Robotic Agents used to Help Teach Social Skills to Individuals withAutism: The Fourth Generation,"Robotic platforms have been developed and investigated as educationallyuseful interventions to improve social interactions among individualswith Autism Spectrum Disorders (ASD). In this paper, the development ofa new generation of robotic agent is described, which uses economicallyavailable robotic platforms (Lego NXT) as Socially Assistive Robotics(SAR). In this generation, the robots were physically designed withmaintainability, reliability, maneuverability, and aesthetics in mind,and the software architecture was designed for modularity,configurability, and reusability of the software.",2019,https://scholar.google.com.br/,no
2850,A Pictorial Mobile-based Communication Application for Non-Verbal Peoplewith Autism,"Non-verbal people with autism are usually unable to communicate normallyusing natural languages. They can, however, learn to communicate throughspecific symbols and images. Special education instructors have adoptedthis method of communication to teach non-verbal people with autism.They introduce the symbols and images to them through differentmethodologies. This learning process appeared to be effective but it isvery long. The process is carried out manually and requires a lots oftimes, dedication, and resources. The instructors should find thematerials in different formats and circumstances. They should repeat thelessons several times and normally in a face-to-face framework. Wepropose in this paper a mobile-based application that allows non-verbalpeople with autism to learn and communicate with their surroundingsusing a smart device. They can then be taught to use specific symbolsand images through the smart mobile phones. They can form simple wordsand sentences to express their feelings and needs. The application isflexible and allows the addition of new contents very easily. To assessthe progress of the users, different exercises and puzzles are proposed.These allow the users to improve their skills and to continue learningoutside the classrooms.",2019,https://scholar.google.com.br/,no
2851,Using a Videogame with Augmented Reality for an Inclusive Logical SkillsLearning Session,"Augmented Reality (AR) and Digital Game Based Learning (DGBL) are twotendencies being applied broadly in education around the globe. However,the implications on a simultaneous application of them to inclusivelearning have yet to be observed. We designed an inclusive AR-enrichedvideogame for Logical Math Skills Learning. We tested the game with aset of 20 students with diverse learning needs. Our experiment showedthat the performance on the game is similar for kids with differentneeds. The results and feedback from teaching staff suggest that AR andDGBL allow the integration of children with special needs into thelearning process.",2019,https://scholar.google.com.br/,no
2852,Towards Designing Assistive Software Applications for Discrete TrialTraining,"Discrete Trial Training (DTT) is one of the most effective trainingmethods for children diagnosed with Autism. Traditional DTT suffers fromlimitations of inconsistencies on account of human error, disruptionsdue to in-session data collection by trainers, and difficulties ofproducing physical within-stimulus prompts. Current software solutionseither support sole child usage thereby eliminating the socialinteraction benefits of DTT or lack automated data collection. Designedby an inter-disciplinary team of software engineers, HCI, and psychologyexperts and certified behaviour analysts for a touch-tabletop, DTTAce isan assistive-software that provides digital consistency and integrityand supports customization of trials, automated data collection, andwithin-stimulus prompts while preserving natural interactions and thesocial nature of DTT. It is an important step towards designingeffective assistive software for Discrete Trial Training.",2019,https://scholar.google.com.br/,no
2853,PRIMARY SCHOOL CHILDREN DIAGNOSED WITH ADHD AND PHYSICAL ACTIVITYPREFERENCES,"Children with Attention Deficit Hyperactivity Disorder (ADHD) experiencenegative outcomes in personal, educational, and social domains thatusually negatively affect their adaptation throughout the life. Sportand physical activity could be beneficial for a number ofcognition-related variables. This study is a preliminary part of theresearch project supported by the Research Grant Academy of the SlovakRepublic no. 1/0769/13 with the title: Efficiency of physical andeducational activities for correcting of the behaviour in children withADHD. The aim of the study is to analyse physical activity preferencesof children with ADHD. A total of 103 children with ADHD (54 boys, 49girls) took part in the study with an average age of 9.5 +/- 1.2 years(ranging from 7 to 10). Results show on tendency for preferring vigorousand cooperative games in boys. Girls prefer rather individualactivities, but do not deny vigorous and cooperative games such asfootball.",2019,https://scholar.google.com.br/,no
2854,USING WEB BASED INNOVATIVE TECHNOLOGIES TO CREATIVELY SUPPORTUNDERGRADUATE STUDENT LEARNING: THE CREATION OF A LEARNING RESOURCEUSING ARTICULATE STORYLINE (TM) AND WORDPRESS (TM),"The use of web based technologies in the development of educationalresources has been made increasingly easier due to the advancement oftechnology. An approach being tested in the Faculty of Health Sciences(FoHS) at the University of Southampton is the development of onlinelearning resources utilising interactive e-learning web applications bythe authoring software Articulate Storyline (TM), on a WordPress (TM)protected web platform. Both of these open sourced educational systemsare readily available and can be installed and managed without any Webdesign skill.This paper focuses on the development of an online resource aimed at allundergraduates, allied to health, within the FoHS. Significantchallenges were highlighted in relation to translating a learningactivity to an online platform, in an economically challenged universitysetting.Articulate Storyline is a powerful tool with interactivity features thatencouraged the building of dynamic, engaging content which includeddrag-and-drop interactions, click-and-reveal activities, quizzes andassessments. The resource was built by combining added content to slidesor layers, similar to developing animated PowerPoint slides, and thencreating interactive elements. Storyline provides a wide range ofpublishing formats, for our use we published in HTML 5 prior touploading into WordPress for subsequent viewing on devices including theiPad.WordPress is a popular blogging site {[}1] which can be customised inorder to add features or modify content. Plug-ins, incorporating YouTubevideos and media were easily added without any programing knowledge. Theplatform also hosts a variety of formats for introducing interactivequizzes and widgets. This software, highlighted by Yen-Ting \& Jou{[}2], brings to life materials in a dynamic environment which canengage learners in meaningful learning activities.The learning resource developed aims to promote learners' understandingof Autistic Spectrum Disorders. Activities engage the learner byencouraging their participation in tasks that require responses.Animated sequences of client sensory experiences and assessment, as wellas video clips and podcasts, are integrated throughout the resource. Theresource is currently under review by an educational Task \& FinishGroup, their role is to review the educational content, flow,interactivity, feedback and delivery of materials prior to studentpiloting in late April 2014.Modern web 2.0 technologies remove many of the technical barriers forcreating and sharing content on the internet. When used synergistically,these services can be a flexible and low-cost platform for buildinge-learning activities {[}3]. Academics must ensure that pedagogy andstudent centeredness drive the development of resources using effectivetechnology tools and not vice versa. As universities experiencedeclining budgets and increased demand for all resources, technology mayprovide some efficiencies and economies",2019,https://scholar.google.com.br/,no
2855,AN E-LEARNING MODEL FEATURING FACIAL EMOTION RECOGNITION AND REGULATION:MATHEMATIC LEARNING OF HIGH-FUNCTIONING AUTISM STUDENT AS AN EXAMPLE,"Improving the achievement of all students, including students withdisabilities, is a focus of educational reform in many countries.However, because students with disabilities learn differently fromnormally achieving students, especially in emotional factors,emotion-related assistance for students with autism spectrum disorder(ASD) is an important issue. This work proposed an e-learning modelfeaturing emotional detection and regulation. Using a mathematicallearning environment as an example, this work designed two scenarios,using the two e-learning scenarios: time limit contest and highdifficulty learning, to observe mathematical learning performance andnegative behaviors. The effectiveness of the emotional regulation modelproposed in this study was experimentally verified to enhance thelearning experience and results of autistic students in e-learningenvironment. Participants in both experimental scenarios and of allthree different disability types collectively achieved a higher learningperformance after the regulation strategy interventions wereimplemented.",2019,https://scholar.google.com.br/,no
2856,USING ENGLISH LEARNING APPLICATION IN MOBILE ENVIRONMENT TO SUPPORTLEARNING OF DYSLEXIC STUDENTS,"Mobile Technology has enabled the creation of mobile learning tools andapplications to assist learning especially for special groups of userssuch as students with learning disabilities (SLD). SLD, as children whoare not performing up to the level of intelligence, are classified ashaving difficulties in learning. It includes several categories such asDown syndrome (DS), Autism, Attention Deficit Hyperactivity Disorder(ADHD), Mental Retardation and specific learning difficulties such asSlow Learner (SL) and Dyslexia. Dyslexic students usually have apoor-short-term memory, difficulties with reading, spelling, writing andnumeracy problem. Main objective of this paper is to identify andevaluate the selected English learning mobile application/apps (MA) fordyslexic students. The researchers aim to identify the appropriate MA tothat suit to dyslexic method of learning. In the evaluation, user studywill be conducted. The research instruments that will be used are suchas observation and video recording towards dyslexic student using the MAand interview with their teachers. Preliminary study through observationrevealed that the dyslexic students enjoyed learning using English MA.The researchers believe that using English MA can be used to supportlearning for dyslexic children. Following this study, more studies willbe conducted to evaluate the suitable interface development of MA thatsuits dyslexic children.",2019,https://scholar.google.com.br/,no
2857,A VIDEO-MODELING SYSTEM FOR IMPROVING SOCIAL SKILLS AND LEXICON INAUTISTIC SPECTRUM DISORDER CHILDREN,"According to current diagnostic criteria, children affected by AutismSpectrum Disorders (ASD) are characterized by the absence of socialcommunication, difficulties in maintaining visual contact with people,and limited focus of attention on specific multisensory cues. Frequentlydetected deficits consist of a lack of social initiations and responses,social speech, empathy, and joint attention. In this field, videomodeling has been one of the most used technology to capture theattention of ASD children, allowing them new kinds of learning.In this work, two real life scenarios have been ideated and modeled, inorder to provide a virtual environment for ASD children's education. Inparticular, this 3D video modeling system has been developed with theaim of supporting and helping psychologists, therapists, teachers andfamilies in showing different social skills to ASD subjects. Theeducational path consists in short filmed clips of a virtual agent withtargeted behaviors. Hence, some specific skills can be showed andmotivate, as the maintaining of the eye contact, the naming of objects,and daily life communication events.",2019,https://scholar.google.com.br/,no
2858,ICTS AS TOOLS FOR SUPPORTING STUDENTS WITH ADHD,"The university teaching is currently immersed in a process of changesencouraged by the establishment of the ICTs, which lead us to supposethat there has been a revolution of the idea of teaching-learning. Uponthe arrival of that aforementioned technology we overcome thedifficulties that the undergraduates affected by ADHD may have to copewith, making the integral development quite more feasible at a personallevel as well as in the academic circles. By means of the use of theiPad in the teaching room utilizing the Airserver connection, thatallows the projection of the content that is being viewed in the alreadystated device through a projector as well as the simultaneous projectionof the same content in another personal device and accompanied by twopowerful software tools, such as iAnnotate and uPad, the student life isexpected to improve and to be made easier not only for those with ADHD,but also for the university community in general, considering that thisuse will allow a better organization of the information, as well as amore thorough appeal and the highlight of the most significant ideas.",2019,https://scholar.google.com.br/,no
2859,INTERFACE FOR MUSIC EDUCATION AND CREATION BY CHILDREN WHO ARE BLIND ORAFFECTED WITH AUTISM SPECTRUM DISORDERS,"``Music education is, in its nature, human and essentially serves toawaken and develop human capacities.{''} This phrase by Edgar Willems(1890-1978) serves as a starting point in the design, implementation,tuning and validation of a digital interface for teaching and musicalcreation with children from 3 years old, visually impaired or affectedby Autism Spectrum Disorders. The values of illustrated society advocatethe access to knowledge for people on equal conditions. Our own publicand private education system is based on the merit declaring theequality of citizens. The main aim of our technological proposal is todemonstrate in the practice that the inclusion of students with visualimpairment or autism spectrum disorders in the music room, both inschools and conservatories, is positively feasible through curricularchanges and using some resources that optimize the inclusion. And inthis process, the teacher is a fundamental key part of the educationalinclusion. Teachers should have the tools, based on traditional and newtechnologies, which will help them facilitate and enhance and improvetheir task results. The design and operation of the interface, whichallows the generation and combination of sounds in real time accordingto the movements made by the student, is based on an open hardwareplatform and on an open software development environment. These ensure,from the beginning, a cheap interface and make it available to theeducational community a tool that could use and improve, if deemed, itsperformance according to their own needs.",2019,https://scholar.google.com.br/,no
2860,Encouraging Children with Autism to Improve Social and CommunicationSkills through the Game-Based Approach,"This work presents modules to encouraging children with autism toimprove their social and communication skills through game basedapproach. The abilities of the humanoid robot NAO in voice and visiondetection recognition give a game more attractive and socially assistivehuman-machine interaction. The expected outcomes of the modules used toincrease eye contacts, imitation proficiency and correctness of thebehaviour in social and communication of the children with autismthrough the game-based modules. Imitation game gives a new light tochildren with autism learning to express their feeling in appropriatesituations. (C) 2014 The Authors. Published by Elsevier B.V.",2019,https://scholar.google.com.br/,no
2861,Humanoid Robots For Skill Augmentation Of Gifted Children: Teachers'Perceptions and Islamic Implications,"Malaysia is experiencing the use of robots for therapy, rehabilitationand skill augmentation in healthcare and wellbeing. Although in itsinfancy, trepidations, reluctance and apprehension have been theresponses to robots taking over humans. In the case of education ofbrain-impaired children, the parents and teachers of these gifted humanbeings, the introduction of humanoids for social skills training havebeen met with the same perceptions. The findings were derived from thequalitative analysis and case study that was conducted at aspecial-education primary school located in Shah Alam, Selangor,Malaysia. Through interviews with the teachers at the special-educationclasses, they are of the opinion that the gifted children still need afellow human being to look up to rather than a ``big toy{''}.Physically, the teachers look different and the children are able toattach a name to their teachers unlike robots that look the sameanywhere. They opined that the human touch far exceeds that of robots,no matter how close the physical resemblance the robots are to a humanbeing. Moreover, the cultural and religious elements exceed the robot'scapability in skilling and preparing these special-needs children fortheir adult life and independence. Also, the emotional and spiritualaspects cannot be replaced by robots. Hence, the findings evidenced anintense emphasis on cultural and religious values for these studentswith similar implications. No matter the positive reports on the use ofrobots in developed nations, cultural mores, tradition, ethics and theIslamic faith are more important to these gifted children than moderntechnology. (C) 2014 The Authors. Published by Elsevier B.V.",2019,https://scholar.google.com.br/,no
2862,"A brief report on the relationship between self-control, video gameaddiction and academic achievement in normal and ADHD students","Background and aims: Over the last two decades, research into video gameaddiction has grown increasingly. The present research aimed to examinethe relationship between video game addiction, self-control, andacademic achievement of normal and ADHD high school students. Based onprevious research it was hypothesized that (i) there would be arelationship between video game addiction, self-control and academicachievement (ii) video game addiction, self-control and academicachievement would differ between male and female students, and (iii) therelationship between video game addiction, self-control and academicachievement would differ between normal students and ADHD students.Methods: The research population comprised first grade high schoolstudents of Khomeini-Shahr (a city in the central part of Iran). Fromthis population, a sample group of 339 students participated in thestudy. The survey included the Game Addiction Scale (Lemmens, Valkenburg\& Peter, 2009), the Self-Control Scale (Tangney, Baumeister \& Boone,2004) and the ADHD Diagnostic checklist (Kessler et al., 2007). Inaddition to questions relating to basic demographic information,students' Grade Point Average (GPA) for two terms was used for measuringtheir academic achievement. These hypotheses were examined using aregression analysis. Results: Among Iranian students, the relationshipbetween video game addiction, self-control, and academic achievementdiffered between male and female students. However, the relationshipbetween video game addiction, self-control, academic achievement, andtype of student was not statistically significant. Conclusions: Althoughthe results cannot demonstrate a causal relationship between video gameuse, video game addiction, and academic achievement, they suggest thathigh involvement in playing video games leaves less time for engaging inacademic work.",2019,https://scholar.google.com.br/,no
2863,Health consequences of exposure to e-waste: a systematic review,"Background The population exposed to potentially hazardous substancesthrough inappropriate and unsafe management practices related todisposal and recycling of end-of-life electrical and electronicequipment, collectively known as e-waste, is increasing. We aimed tosummarise the evidence for the association between such exposures andadverse health outcomes.Methods We systematically searched five electronic databases (PubMed,Embase, Web of Science, PsycNET, and CINAHL) for studies assessing theassociation between exposure to e-waste and outcomes related to mentalhealth and neurodevelopment, physical health, education, and violenceand criminal behaviour, from Jan 1, 1965, to Dec 17, 2012, and yielded2274 records. Of the 165 full-text articles assessed for eligibility, weexcluded a further 142, resulting in the inclusion of 23 publishedepidemiological studies that met the predetermined criteria. All studieswere from southeast China. We assessed evidence of a causal associationbetween exposure to e-waste and health outcomes within the Bradford Hillframework.Findings We recorded plausible outcomes associated with exposure toe-waste including change in thyroid function, changes in cellularexpression and function, adverse neonatal outcomes, changes intemperament and behaviour, and decreased lung function. Boys aged 8-9years living in an e-waste recycling town had a lower forced vitalcapacity than did those living in a control town. Significant negativecorrelations between blood chromium concentrations and forced vitalcapacity in children aged 11 and 13 years were also reported. Findingsfrom most studies showed increases in spontaneous abortions,stillbirths, and premature births, and reduced birthweights and birthlengths associated with exposure to e-waste. People living in e-wasterecycling towns or working in e-waste recycling had evidence of greaterDNA damage than did those living in control towns. Studies of theeffects of exposure to e-waste on thyroid function were not consistent.One study related exposure to e-waste and waste electrical andelectronic equipment to educational outcomes.Interpretation Although data suggest that exposure to e-waste is harmfulto health, more well designed epidemiological investigations invulnerable populations, especially pregnant women and children, areneeded to confirm these associations.",2019,https://scholar.google.com.br/,no
2864,Off-Label: Combating the Dangerous Overprescription of Amphetamines toChildren,"A disturbing trend is emerging in pediatric medicine. Physicians are nowprescribing Adderall, an amphetamine-based stimulant intended to treatattention deficit hyperactivity disorder ({''}ADHD{''}), to healthychildren. Physicians are prescribing the drug to enhance academicperformance. This practice can harm otherwise healthy children. It alsohelps divert more Adderall into the black market for amphetamines thatpervades middle school, high school, and college campuses.Adderall and other amphetamine-based medications have a high potentialfor abuse and may lead to physical and psychological dependence. Otheradverse effects of these drugs include weight loss, insomnia, psychosis,and even sudden death in some children. Furthermore, the long-termeffects of these amphetamines on children have not been studied and somephysicians worry that the drugs may hinder brain development.The current legal framework governing prescription drugs has failed toprotect healthy children from the dangerous effects of unneededamphetamines. The Controlled Substances Act classifies amphetamines asSchedule II drugs, and thus prohibits an individual from obtaining themwithout a written prescription. The Act, however, gives physicians widelatitude to prescribe controlled substances for any ``legitimate medicalpurpose.{''} In addition, the Act does not require physicians, whenprescribing a controlled substance, to report their diagnosis or medicalpurpose before writing the prescription. The law thus does little todeter physicians from prescribing amphetamine-based ADHD medication tochildren without ADHD.States also have broad authority to regulate physicians and theprescription of medications, but current state laws address broadcategories of drugs and are not finely tailored to prevent the off-labelprescription of amphetamines to minors. Although some states haveattempted to target controlled-substance abuse, most schemes lack aneffective enforcement mechanism to find and punish physicians andpharmacies that violate the law.This Note proposes a model state statute that will protect minors fromthe hazards of overprescribed amphetamine-based medications by (1)requiring prescribers to certify a diagnosis of ADHD before prescribingan amphetamine-based ADHD medication to a minor, (2) requiring the stateto maintain a prescription-monitoring database to track off-labelprescriptions, and (3) mandating minimum penalties for those who violatethe statute.",2019,https://scholar.google.com.br/,no
2865,"Media Use and Sleep Among Boys With Autism Spectrum Disorder, ADHD, orTypical Development","OBJECTIVE: The current study examined the relationships between mediause (television, computer, and video games) and sleep among boys withautism spectrum disorder (ASD) compared with those withattention-deficit/ hyperactivity disorder (ADHD) or with typicaldevelopment (TD).METHODS: Participants included parents of boys with ASD (n = 49), ADHD(n = 38), or TD (n = 41) (ages 8-17 years). Questionnaires assesseddaily hours of media use, bedroom access to media, and average sleephours per night.RESULTS: Bedroom media access was associated with less time spentsleeping per night, irrespective of diagnostic group. Bedroom access toa television or a computer was more strongly associated with reducedsleep among boys with ASD compared with boys with ADHD or TD.Multivariate models showed that, in addition to bedroom access, theamount of time spent playing video games was uniquely associated withless sleep among boys with ASD. In the ASD group only, the relationshipbetween bedroom access to video games and reduced sleep was mediated byhours of video game play.CONCLUSIONS: The current results suggest that media-related variablesmay be an important consideration in understanding sleep disturbances inchildren with ASD. Further research is needed to better characterize theprocesses by which media use may affect sleep among individuals withASD. Overall, the current findings suggest that screen-based media timeand bedroom media access should be routinely assessed and may beimportant intervention targets when addressing sleep problems inchildren with ASD.",2019,https://scholar.google.com.br/,no
2866,Self-inserted foreign body and attention-deficit/hyperactivity disorder:Evaluated by the Conners' Parent Rating Scales-Revised,"Objectives: We aimed to evaluate the relationship betweenattention-deficit/hyperactivity disorder (ADHD) and self-insertedforeign bodies (SIFBs) in children by the Conners' Parent RatingScales-Revised (CPRS-R).Methods: Forty-five children (31 males and 14 females) withself-inserted foreign body of ear/nose and 37 healthy children (22 malesand 15 females) included into the study. They were all between 3 and 9years old. The parents filled the socio-demographic information formincluding age, gender, demographic data, previous medical history of thechild and features of the family, and completed the Conners' ParentRating Scales-Revised (CPRS-R) questionnaire.Results: In the SIFB group (study), 55.6\% of the children were notattending to the school, 31.1\% of them were attending to the primaryschool and 13.3\% of them were the pre-school student. These rates were37.8\%, 32.4\% and 29.7\%, respectively, in the control group. The allCPRS-R subscale values (CG/I, H, ADHD-I, CGI-DI, DSMIV SS-I, DSM-IVSS-HI and DSM-IV SS-T) were significantly higher in the study group thanthe control group. There was no significant correlation between genderof the children and CPRS-R subscales. Children with lower schoolsuccess, and having previous psychiatric problems were related to higherCPRS-R values in all subscales. In older children, hyperactivity scoreswere lower, and in younger children and the children, not going to theschool, hyperactivity scores were higher. CPRS-R scores decreased as thechild grown.Conclusion: It was concluded that children with ADHD were more likely tohave conditions that might damage himself/herself such as self-insertedforeign body or trauma than normal children. To avoid this condition,these families should closely observe the child, and the child should beprovided to participate in activities such as group games and activitiesthat contribute to the development of the child. Warning the childrenproperly and close follow-up of the young children are required toprevent this unwanted condition. (C) 2013 Elsevier Ireland Ltd. Allrights reserved.",2019,https://scholar.google.com.br/,no
2867,Sensorimotor intentionality: The origins of intentionality inprospective agent action,"Efficient prospective motor control, evident in human activity frombirth, reveals an adaptive intentionality of a primary, pre-reflective,and pre-conceptual nature that we identify here as sensorimotorintentionality. We identify a structural continuity between theemergence of this earliest form of prospective movement and thestructure of mental states as intentional or content-directed in moreadvanced forms. We base our proposal on motor control studies, fromfoetal observations through infancy. These studies reveal movements areguided by anticipations of future effects, even from before birth. Thisimplies that these movements, even if they are simple and discrete, arethe actions of an intentional agent. We develop this notion to present atheory of the developing organisation of a core feature of cognition asembodied agent action, from early single actions with proximalprospectivity to the complex serial ordering of actions into projects toreach distal goals. We claim the prospective structural continuity fromearly and simple actions to later complex projects of serially-orderedactions confirms the existence of an ontogenetically primary form ofcontent directedness that is a driver for learning and development. Itsimplications for understanding autism are discussed. (C) 2013 ElsevierInc. All rights reserved.",2019,https://scholar.google.com.br/,no
2868,Giftedness and cultural accumulation: an information processingperspective,"There appears to be differing approaches, in modern education, to theidentification and development of gifted students, but researchers arebeginning to find some cohesiveness through approaches that examinegiftedness from within broad views of human cognition and behavior. Thispaper takes such an approach by considering learning and memory asconcerned with the processing of environmental information and itsaccumulation across society, where such cultural accumulation resultsfrom environmental interaction. This paper outlines a framework,developed from studies of learning and memory and environmentalinteraction, which is based in a novel description of information andinformation processing systems. This framework may be useful inproviding a new way of thinking about human cognition and behavior in anevolutionary context as well as in relation to the overall accumulationof culture across human society. This framework may be useful,therefore, in examining giftedness by providing useful insights into theidentification and development of gifted students, in particular, thosewith the high levels of expertise considered valuable as human culturalaccumulation.",2019,https://scholar.google.com.br/,no
2869,Evaluating Picture Exchange and the iPad (TM) as a Speech GeneratingDevice to Teach Communication to Young Children with Autism,"The purpose of the study was to compare picture exchange (PE) and aniPad (TM) -based speech generating device (SGD) in teaching mands tofive preschool boys diagnosed with autism. Participants' preferences foreach device were assessed following training. Three participants metmastery criterion for mands using the SGD more quickly, while twoparticipants met mastery criterion for mands using PE more readily.However, the overall rate of independent manding across training andmaintenance was higher for four participants using the SGD. Fourparticipants demonstrated a clear preference for the SGD device and onefor PE. Results are consistent with previous research showing thatacquisition of alternative communication modalities varies acrosschildren with autism, and supports the use of assessment to determinemodality preference.",2019,https://scholar.google.com.br/,yes
2870,A Review of Intervention Programs to Prevent and Treat BehavioralProblems in Young Children with Developmental Disabilities,"Children with developmental disabilities are at higher risk forinternalizing and externalizing behavioral problems than children in thegeneral population. Effective prevention and treatment programs arenecessary to reduce the burden of behavioral problems in thispopulation. The current review identified 17 controlled trials of nineintervention programs for young children with developmentaldisabilities, with parent training the most common type of interventionin this population. Nearly all studies demonstrated medium to largeintervention effects on child behavior post-intervention. Preliminaryevidence suggests interventions developed for the general population canbe effective for children with developmental disabilities and theirfamilies. A greater emphasis on the prevention of behavior problems inyoung children with developmental disabilities prior to the onset ofsignificant symptoms or clinical disorders is needed. Multi-componentinterventions may be more efficacious for child behavior problems andyield greater benefits for parent and family adjustment. Recommendationsfor future research directions are provided.",2019,https://scholar.google.com.br/,no
2871,A Comparison of the Effects of Direct Modeling and Video ModelingProvided by Peers to Students with Autism who are Attending in RuralPlay Teaching in an Inclusive Setting,"In the present research, the peers of children with autism at primaryschool level and in an inclusive environment were taught using directmodeling and video modeling education processes, and it was observedwhether or not they could effectively and efficiently teach how to playgames to their friends with autism. This study used adapted alternatingtreatments design from single subject designs. The research included 21students from the first and second grades of primary education, 18 ofwhom participated as peer tutors with normal development, and 3 of whomparticipated as peer tutees with autism. The dependent variable of theresearch was the game learning skills determined through interviews withteachers for each sample. The independent variables were theimplementation of direct modeling education and video modeling educationby peers. The effectuality results of the study indicated that theparticipants played these games at 83-100\% accuracy level andgeneralized it to different environments. In addition, the participantswere observed to have the rules of games at 83-100\% level one and threeweeks after the completion of the implementation. Comparing theefficiency of the two education implementations, no significantdifference was observed between direct modeling and video modelingeducation implementations in terms of the efficiency variable. Thesocial validity findings of the research indicated the positiveexpressions of peer tutors regarding the study.",2019,https://scholar.google.com.br/,no
2872,Extreme Learning Machine-Based Classification of ADHD Using BrainStructural MRI Data,"Background: Effective and accurate diagnosis of attention-deficit/hyperactivity disorder (ADHD) is currently of significant interest. ADHDhas been associated with multiple cortical features from structural MRIdata. However, most existing learning algorithms for ADHD identificationcontain obvious defects, such as time-consuming training, parametersselection, etc. The aims of this study were as follows: (1) Propose anADHD classification model using the extreme learning machine (ELM)algorithm for automatic, efficient and objective clinical ADHDdiagnosis. (2) Assess the computational efficiency and the effect ofsample size on both ELM and support vector machine (SVM) methods andanalyze which brain segments are involved in ADHD.Methods: High-resolution three-dimensional MR images were acquired from55 ADHD subjects and 55 healthy controls. Multiple brain measures(cortical thickness, etc.) were calculated using a fully automatedprocedure in the FreeSurfer software package. In total, 340 corticalfeatures were automatically extracted from 68 brain segments with 5basic cortical features. F-score and SFS methods were adopted to selectthe optimal features for ADHD classification. Both ELM and SVM wereevaluated for classification accuracy using leave-one-outcross-validation.Results: We achieved ADHD prediction accuracies of 90.18\% for ELM usingeleven combined features, 84.73\% for SVM-Linear and 86.55\% forSVM-RBF. Our results show that ELM has better computational efficiencyand is more robust as sample size changes than is SVM for ADHDclassification. The most pronounced differences between ADHD and healthysubjects were observed in the frontal lobe, temporal lobe, occipitallobe and insular.Conclusion: Our ELM-based algorithm for ADHD diagnosis performsconsiderably better than the traditional SVM algorithm. This resultsuggests that ELM may be used for the clinical diagnosis of ADHD and theinvestigation of different brain diseases.",2019,https://scholar.google.com.br/,no
2873,A Brain-Computer Interface Based Cognitive Training System for HealthyElderly: A Randomized Control Pilot Study for Usability and PreliminaryEfficacy,"Cognitive decline in aging is a pressing issue associated withsignificant healthcare costs and deterioration in quality of life.Previously, we reported the successful use of a novel brain-computerinterface (BCI) training system in improving symptoms of attentiondeficit hyperactivity disorder. Here, we examine the feasibility of theBCI system with a new game that incorporates memory training inimproving memory and attention in a pilot sample of healthy elderly.This study investigates the safety, usability and acceptability of ourBCI system to elderly, and obtains an efficacy estimate to warrant aphase III trial. Thirty-one healthy elderly were randomized intointervention (n = 15) and waitlist control arms (n = 16). Interventionconsisted of an 8-week training comprising 24 half-hour sessions. Ausability and acceptability questionnaire was administered at the end oftraining. Safety was investigated by querying users about adverse eventsafter every session. Efficacy of the system was measured by the changeof total score from the Repeatable Battery for the Assessment ofNeuropsychological Status (RBANS) before and after training. Feedback onthe usability and acceptability questionnaire was positive. No adverseevents were reported for all participants across all sessions. Thoughthe median difference in the RBANS change scores between arms was notstatistically significant, an effect size of 0.6SD was obtained, whichreflects potential clinical utility according to Simon's randomizedphase II trial design. Pooled data from both arms also showed that themedian change in total scores pre and post-training was statisticallysignificant (Mdn = 4.0, p<0.001). Specifically, there were significantimprovements in immediate memory (p = 0.038),visuospatial/constructional (p = 0.014), attention (p = 0.039), anddelayed memory (p<0.001) scores. Our BCI-based system shows promise inimproving memory and attention in healthy elderly, and appears to besafe, user-friendly and acceptable to senior users. Given the efficacysignal, a phase III trial is warranted.",2019,https://scholar.google.com.br/,no
2874,Using video modeling on an iPad to teach generalized matching on asorting mail task to adolescents with autism,"Two multiple probe designs across three and four participants evaluatedthe effects of video modeling to teach a matching response (sortingmail) to seven adolescents with autism. Participants were instructed onone set of responses (five mail pieces) using video modeling, whileconcurrently monitoring two other sets for generalization effects.Results indicated that three participants learned their target set andgeneralized to the untrained sets, and two participants required anerror correction procedure to achieve or approach mastery on theirtarget set. Two participants did not acquire target sets with videobased instruction. Data on setting generalization and maintenance arealso provided for the participants who reached mastery. Participantvariables that may relate to responding, limitations to the study, anddirections for future research on video based instruction are discussed.(C) 2013 Elsevier Ltd. All rights reserved.",2019,https://scholar.google.com.br/,yes
2875,Age-related differences in the prevalence and correlates of anxiety inyouth with autism spectrum disorders,"Age-related differences in the prevalence and correlates of anxiety werecross-sectionally examined in 1316 children and adolescents with autismspectrum disorder (ASD) who presented for initial evaluation at 14outpatient autism centers around the country and in Canada. Theprevalence of clinical and subclinical anxiety as well as the correlatesof anxiety were examined in three age groups of children: preschool,school age and adolescents. Findings showed that the prevalence ofanxiety in each age group exceeded the prevalence of anxiety in thegeneral population. Adolescents and school age children had the highestprevalence of clinical (40\%) and subclinical anxiety (26\%),respectively. Higher IQ and less ASD severity were each weaklycorrelated with more anxiety in preschool and school age children.Affective symptoms were strongly associated with anxiety in each agegroup. Age specific psychiatric comorbidities were also present. Anxietywas associated with attention deficit hyperactivity disorder (ADHD) andoppositional defiant disorder (ODD) symptoms in the preschool group, ODDand somatic symptoms in the school age children, and ADHD symptoms inadolescents. These data underscore the need for prevention and treatmentof anxiety as well as research examining the characteristics of anxietyin children with ASD using a developmental framework. (C) 2013 ElsevierLtd. All rights reserved.",2019,https://scholar.google.com.br/,no
2876,Looking Forward: The Promise of Widespread Implementation of ParentTraining Programs,"Over the past quarter century, researchers have developed a body ofparent training programs that have proven effective in reducing childbehavior problems, but few of these have made their way into routinepractice. This article describes the long and winding road ofimplementation as applied to children's mental health. Adopting Rogers'(1995) diffusion framework and Fixsen and colleagues' implementationframework (Fixsen, Naoom, Blase, Friedman, \& Wallace, 2005), we reviewmore than a decade of research on the implementation of ParentManagement TrainingOregon Model (PMTO). Data from U.S. and internationalPMTO implementations are used to illustrate the payoffs and thechallenges of making empirically supported interventions routinepractice in the community. Technological advances that break downbarriers to communication across distances, the availability ofefficacious programs suitable for implementation, and the urgent needfor high quality mental health care provide strong rationales forprioritizing implementation. Over the next quarter of a century, thechallenge is to reduce the prevalence of children's psychopathology bycreating science-based delivery systems to reach families in need,everywhere.",2019,https://scholar.google.com.br/,no
2877,Cognitive Endophenotypes of Dyslexia,"The study investigated cognitive deficits associated with dyslexia andfamilial risk of dyslexia (endophenotypes) by comparing children fromfamilies with and without a history of dyslexia. Eighty-eightschool-aged children were assessed on measures of phonology, languageand rapid automatized naming. A series of regression analyses withfamily risk and dyslexia status as predictors indicated that wordrecall, morphology, and rapid automatized naming were associated withthe deficit, whereas the two phonological measures (phoneme awarenessand nonword repetition) were associated with both literacy deficits andfamily risk, suggesting that the phonological deficit is anendophenotype of dyslexia. Whereas the association with familial riskwas similar for the two phonological measures, they differed in theirrelation to dyslexia status: Phoneme awareness showed a strongerassociation with dyslexia than risk status, whereas nonword repetitionwas more strongly related to the risk. The data are interpreted withinthe framework of multiple deficit models of dyslexia.",2019,https://scholar.google.com.br/,no
2878,CAPACITY BUILDING: EVIDENCE-BASED PRACTICE AND ADOLESCENTS ON THE AUTISMSPECTRUM,"Empirical research in the treatment of autism spectrum disorders (ASDs)has resulted in the identification of numerous evidence-basedinterventions (EBIs). Adolescents with an ASD are faced with uniqueacademic challenges, complex social environments, and physiologicalchanges. They often require interventions to aid in acclimating to theirevolving social environments and physical changes. One of the manychallenges for practitioners working with adolescents is turningresearch findings into practice. We provide a framework to buildcapacity within a middle or high-school setting to implement EBIs foradolescent students with an ASD. Key elements of implementing EBIs inthe school setting include: developing a team of professionals dedicatedto achieving a system change, a systematic plan, monitoring progress,and a plan for sustainability. Teacher training is an essential part ofimplementing EBIs in an educational setting. Empirical evidence suggeststhat teacher training consists of different strategies including in-vivotraining. Accessing resources outside of the school system, such asprofessionals at universities and teaching hospitals, can aid intraining and other aspects of implementing EBIs in the classroom. (C)2013 Wiley Periodicals, Inc.",2019,https://scholar.google.com.br/,no
2879,"Training Executive, Attention, and Motor Skills: A Proof-of-ConceptStudy in Preschool Children With ADHD","Objective: To examine whether cognitive enhancement can be deliveredthrough play to preschoolers with ADHD and whether it would affectseverity of ADHD symptoms. Method: Twenty-nine 4- and 5-year-oldchildren and their parents participated in separate group sessions (3-5children/group). Child groups were introduced games designed to enhanceinhibitory control, working memory, attention, visuospatial abilities,planning, and motor skills. Parent groups were encouraged playing thesegames with their children at least 30 to 45 min/day and taughtstrategies for scaffolding difficulty levels and dealing with obstaclesto daily playing. Results: Parent ratings and session attendanceindicated considerable satisfaction with the program. Parent (p < .001)and teacher (p = .003) ratings on the ADHD-Rating Scale-IV (ADHD-RS-IV)indicated significant improvement in ADHD severity from pre- topost-treatment, which persisted 3 months later. Conclusion: Thisplay-based intervention for preschoolers with ADHD is readilyimplemented at home. Preliminary evidence suggests efficacy beyond thetermination of active treatment.",2019,https://scholar.google.com.br/,no
2880,A Brief Group Intervention Using Video Games to Teach SportsmanshipSkills to Children With Autism Spectrum Disorders,"Impaired social skills represent a fundamental deficit for children withAutism Spectrum Disorders (ASD). Despite the potential importance ofgood sportsmanship, this social skill has received relatively littleattention in the literature. The current study utilized a BehavioralSkills Training (BST) approach to teach three sportsmanship skills(i.e., complimenting, turn taking, and being a good sport) during videogame play (Wii Sports). Six children with ASD completed this study.Findings suggest BST can be used effectively to teach sportsmanshipskills to children with ASD. The use of video-game technology as part ofsocial skills intervention programs is also discussed.",2019,https://scholar.google.com.br/,no
2881,Drug discovery for autism spectrum disorder: challenges andopportunities,"The rising rates of autism spectrum disorder (ASD) and the lack ofeffective medications to treat its core symptoms have led to anincreased sense of urgency to identify therapies for this group ofneurodevelopmental conditions. Developing drugs for ASD, however, hasbeen challenging because of a limited understanding of itspathophysiology, difficulties in modelling the disease in vitro and invivo, the heterogeneity of symptoms, and the dearth of prior experiencein clinical development. In the past few years these challenges havebeen mitigated by considerable advances in our understanding of forms ofASD caused by single-gene alterations, such as fragile X syndrome andtuberous sclerosis. In these cases we have gained insights into thepathophysiological mechanisms underlying these conditions. In addition,they have aided in the development of animal models and compounds withthe potential for disease modification in clinical development.Moreover, genetic studies are illuminating the molecular pathophysiologyof ASD, and new tools such as induced pluripotent stem cells offer novelpossibilities for drug screening and disease diagnostics. Finally,large-scale collaborations between academia and industry are starting toaddress some of the key barriers to developing drugs for ASD. Here, wepropose a conceptual framework for drug discovery in ASD encompassingtarget identification, drug profiling and considerations for clinicaltrials in this novel area.",2019,https://scholar.google.com.br/,no
2882,Using iPads to teach inquiry science to students with a moderate tosevere intellectual disability: A pilot study,"Multiple illustrative case studies were used to investigate guidedinquiry methods and the benefits of traditional science notebooks versuselectronic science notebooks for students with moderate to severeintellectual disabilities. Results indicated students successfullyacquired science content and increased motivation through scienceinquiry instruction using both methods. However, each studentdemonstrated higher motivation, engagement, and independence in inquiryinvestigation with the use of iPad (R) electronic notebooks. (c) 2013Wiley Periodicals, Inc. J Res Sci Teach 50: 887-911, 2013",2019,https://scholar.google.com.br/,no
2883,A Machine Learning-Based Analysis of Game Data for Attention DeficitHyperactivity Disorder Assessment,"Objective: Attention deficit hyperactivity disorder (ADHD) is found in9.5 percent of the U.S. population and poses lifelong challenges.Current diagnostic approaches rely on evaluation forms completed byteachers and/or parents, although they are not specifically trained torecognize cognitive disorders. The most accurate diagnosis is by apsychiatrist, often only available to children with severe symptoms.Development of a tool that is engaging and objective and aids medicalproviders is needed in the diagnosis of ADHD. The goal of this researchis to work toward the development of such a tool.Materials and Methods: The proposed approach takes advantage of twotrends: The rapid adoption of tangible user interface devices and thepopularity of interactive videogames. CogCubed Inc. (Minneapolis, MN)has created ``Groundskeeper,'' a game on the Sifteo Cubes (Sifteo, Inc.,San Francisco, CA) game system with elements that exercise skillsaffected by ADHD. ``Groundskeeper'' was evaluated for 52 patients, withand without ADHD. Gameplay data were mathematically transformed intoADHD-indicative feature variables and subjected to machine learningalgorithms to develop diagnostic models to aid psychiatric clinicalassessments of ADHD. The effectiveness of the developed model wasevaluated against the diagnostic impressions of two licensedchild/adolescent psychiatrists using semistructured interviews.Results: Our predictive algorithms were highly accurate in correctlypredicting diagnoses based on gameplay of ``Groundskeeper.'' TheF-measure, a measure of diagnosis accuracy, from the predictive modelsgave values as follows: ADHD, inattentive type, 78 percent (P > 0.05),ADHD, combined type, 75 percent (P < 0.05), anxiety disorders, 71\%, anddepressive disorders, 76\%.Conclusions: This represents a promising new approach to screening toolsfor ADHD.",2019,https://scholar.google.com.br/,no
2884,Prevalence of Attention Deficit Hyperactivity Disorder in primary schoolchildren,"Context: There is a lacuna of studies on Attention Deficit HyperactivityDisorder (ADHD) in the Indian context.Aims: (i) To identify the prevalence of ADHD in primary school children,(ii) To identify the gender difference in the prevalence of ADHD, (iii)To compare the distribution of ADHD among different socioeconomicstatus, (iv) To identify the presence of any co-morbid factorsassociated with ADHD.Settings and Design: This is a cross sectional study of school agedchildren selected from four different schools in Coimbatore district.Materials and Methods: Seven hundred seventy children aged between 6 and11 years were selected from four schools in Coimbatore district afterobtaining informed consent from their parents. The presence of ADHD wasassessed by using Conner's Abbreviated Rating Scale (CARS) given toparents and teachers. The children identified as having ADHD wereassessed for the presence of any co-morbid factors by administeringChildren's Behavioural Questionnaire (CBQ) to the teachers and PersonalInformation Questionnaire to the parents.Statistical Analysis: Statistical Product and Service Solutions (SPSS)10 software, Mean and Standard Deviation, and student's t test were usedfor statistical analysis.Results: The prevalence of ADHD among primary school children was foundto be 11.32\%. Prevalence was found to be higher among the males(66.7\%) as compared to that of females (33.3\%). The prevalence amonglower socio-economic group was found to be 16.33\% and that among middlesocio-economic group was 6.84\%. The prevalence was highest in the agegroup 9 and 10 years.Conclusion: The present study shows a high prevalence of ADHD amongprimary school children with a higher prevalence among the males thanthe females.",2019,https://scholar.google.com.br/,no
2885,"Phonetic Imitation from an Individual-Difference Perspective: SubjectiveAttitude, Personality and ``Autistic{''} Traits","Numerous studies have documented the phenomenon of phonetic imitation:the process by which the production patterns of an individual becomemore similar on some phonetic or acoustic dimension to those of herinterlocutor. Though social factors have been suggested as a motivatorfor imitation, few studies has established a tight connection betweenlanguage-external factors and a speaker's likelihood to imitate. Thepresent study investigated the phenomenon of phonetic imitation using awithin-subject design embedded in an individual-differences framework.Participants were administered a phonetic imitation task, which includedtwo speech production tasks separated by a perceptual learning task, anda battery of measures assessing traits associated with Autism-SpectrumCondition, working memory, and personality. To examine the effects ofsubjective attitude on phonetic imitation, participants were randomlyassigned to four experimental conditions, where the perceived sexualorientation of the narrator (homosexual vs. heterosexual) and theoutcome (positive vs. negative) of the story depicted in the exposurematerials differed. The extent of phonetic imitation by an individual issignificantly modulated by the story outcome, as well as by theparticipant's subjective attitude toward the model talker, theparticipant's personality trait of openness and the autistic-like traitassociated with attention switching.",2019,https://scholar.google.com.br/,no
2886,Quantitative and qualitative characteristics of the school and homelanguage environments of preschool-aged children with ASD,"The purpose of this research was to begin to characterize and comparethe school and home language environments of 10 preschool-aged childrenwith Autism Spectrum Disorders (ASD). Naturalistic language samples werecollected from each child, utilizing Language ENvironment Analysis(LENA) digital voice recorder technology, at 3-month intervals over thecourse of one year. LENA software was used to identify 15-min segmentsof each sample that represented the highest number of adult words usedduring interactions with each child for all school and home languagesamples. Selected segments were transcribed and analyzed usingSystematic Analysis of Language Transcripts (SALT). LENA data wasutilized to evaluate quantitative characteristics of the school and homelanguage environments and SALT data was utilized to evaluatequantitative and qualitative characteristics of language environment.Results revealed many similarities in home and school languageenvironments including the degree of semantic richness, and complexityof adult language, types of utterances, and pragmatic functions ofutterances used by adults during interactions with child participants.Study implications and recommendations for future research arediscussed.Learning outcomes: The reader will be able to, (1) describe how twolanguage sampling technologies can be utilized together to collect andanalyze language samples, (2) describe characteristics of the school andhome language environments of young children with ASD, and (3) identifyenvironmental factors that may lead to more positive expressive languageoutcomes of young children with ASD. (C) 2013 Elsevier Inc. All rightsreserved.",2019,https://scholar.google.com.br/,no
2887,Risky and at-risk subjects: The discursive positioning of the ADHD childin the Italian context,"Attention deficit hyperactivity disorder (ADHD) is the most commondiagnosis given to children. In recent decades, there has been anincrease in the diagnosis of ADHD and in methylphenidate use. Thisresearch analyses the discursive construction of ADHD in the Italiancontext, focusing on the positioning of the child. The study addressesthe discourses of the key adults who interact with the child, analysingprofessional, scholarly and parental discourses. Regarding thetheoretical and methodological framework, this study integrates adiscourse analysis approach with positioning theory. The discourse andpsychological framing of `risk' pervades the structuring ofparticipants' narratives, which position the child as at-risk, andrisky, in body and mind. The three groups of participants in this studyarticulated the notion of risk in different, but overlapping, ways. Formental health professionals, children are likely to develop seriouspsychiatric conditions, for teachers, children mainly represent apotential threat and danger to other children and the school's socialorder, for parents, the child is susceptible to becoming an`out-of-society' individual in the future. The notion of risk operatesas a regulatory device, leading from warning (picturing a possiblefuture) to action (preventing this future), and implies the moralobligation to intervene and govern children in the name of risk.",2019,https://scholar.google.com.br/,no
2888,Intervention Fidelity: An Essential Component for Understanding ASDParent Training Research and Practice,"Previous research has explored the efficacy and effectiveness of autismspectrum disorder (ASD) parent training interventions. Recent trials ofsuch programs have not replicated earlier compelling outcomes, yet thereasons for the failure of such programs to produce desired effects areunclear. The purpose of the current article is to discuss the role ofintervention fidelity in elucidating the relationships between a parenttraining program, the implementation and sustainability of anintervention, and important child outcomes. The article will discuss theimportance of assessing intervention fidelity for the identification andsuccessful use of effective treatment strategies and will propose anintegrative conceptual framework for approaching the study andevaluation of intervention fidelity with respect to ASD parent trainingprograms.",2019,https://scholar.google.com.br/,no
2889,CAN THE SOCIAL ROBOT PROBO HELP CHILDREN WITH AUTISM TO IDENTIFYSITUATION-BASED EMOTIONS? A SERIES OF SINGLE CASE EXPERIMENTS,"Children with autism spectrum disorders have difficulties in identifyingsituation-based emotions, which is a fundamental ability for mindreading. Social robots received increased attention as assisting toolsfor improving the social and emotional skills of children with autism.This study investigates whether the social robot Probo can help childrenwith autism spectrum disorders to enhance their performance inidentifying situation-based emotions. Three participants (age between 5and 6) diagnozed with autism spectrum disorders were included in asingle case AB experimental design, with intersubjects replications. Theresults show that children's performance improved with moderate to largeeffect sizes in identifying both sadness and happiness. Based on theseresults, we intend to perform more extensive investigations regardingthe effectiveness of robot assisted therapy in improvingsocial-emotional abilities for children with autism spectrum disorders.",2019,https://scholar.google.com.br/,no
2890,Implementation of a beam forming technique in real-timemagnetoencephalography,"Real-time magnetoencephalography (rtMEG) is an emerging neurofeedbacktechnology that could potentially benefit multiple areas of basic andclinical neuroscience. In the present study, we implemented voxel-basedreal-time coherence measurements in a rtMEG system in which we employeda beamformer to localize signal sources in the anatomical space prior tocomputing imaginary coherence. Our rtMEG experiment showed that ahealthy subject could increase coherence between the parietal cortex andvisual cortex when attending to a flickering visual stimulus. Thisfinding suggests that our system is suitable for neurofeedback trainingand can be useful for practical brain-machine interface applications orneurofeedback rehabilitation.",2019,https://scholar.google.com.br/,no
2891,Becoming multimodal authors: Pre-service teachers' interventions tosupport young children with autism,"THE PURPOSE OF THIS ARTICLE is to describe two case studies ofclassroom-based teaching interventions, conducted by final-yearpre-service teachers, which were successful in assisting young childrenwith autism engage in and learn literacy through the use of Informationand Communication Technologies (ICTs). The 10-day interventions werecarried out as part of a two-year Master of Teaching course at anAustralian university, and were designed to identify specific learningneeds in young children, and then implement targeted interventions. Thetwo cases described here show how ICTs were successfully used to createmultimodal texts to support the literacy learning and engagement ofyoung children with autism. The first case involved an intervention thatemployed two iPad apps-which were not intended specifically for childrenwith autism-to support the literacy learning and engagement of afive-year-old. The second case involved the use of Microsoft PowerPointon a laptop to develop multimodal non-fiction texts to improve aneight-year-old's attitude to, and engagement with, reading. Eachintervention was found to be effective in improving the participatingchild's literacy achievement and engagement. Each used multisensory andstudent-centred approaches that acknowledged the children's strengthsand interests, with ICTs being used to transform teaching and learningtasks. This article illustrates the successful drawing together ofpre-service teachers' technological, pedagogical and content knowledge(TPACK), as well as their knowledge of the children concerned, to deviseevidence-based interventions using ICTs to assist young children withautism to engage in, and learn, literacy.",2019,https://scholar.google.com.br/,yes
2892,A computational simulation tool for training autistic reasoning aboutmental attitudes,"It has been discovered more than a decade ago that autistic peoplecannot properly understand and reproduce mental states and emotions. Wehypothesize that people with autism suffer from difficulties in learningsocial rules from examples. Many remediation strategies have not takenthis into account. Therefore an appropriate remediation strategy is toteach not simply via examples but to teach the rule along with it. Inthis study we suggest a reasoning rehabilitation strategy, based onplaying with a computer based mental simulator that is capable ofmodeling mental and emotional states of the real world. A model of themental world is presented in 12 steps. We describe our implementation ofa natural language multiagent system that simulates this model. Inaddition we describe the system's user interface for autisticrehabilitation. This system is subject to short-term and long-termevaluation of rehabilitation of autistic reasoning. Case studies withchildren who used it extensively are presented. Implicationsspecifically in terms of autistic rehabilitation as well as generally interms of reasoning about mental states are discussed. (C) 2013 ElsevierB.V. All rights reserved.",2019,https://scholar.google.com.br/,no
2893,Increasing Social Interaction Using Prelinguistic Milieu Teaching WithNonverbal School-Age Children With Autism,"Purpose: Children with autism display marked deficits in initiating andmaintaining social interaction. Intervention using play routines cancreate a framework for developing and maintaining social interactionbetween these children and their communication partners.Method: Six nonverbal 5- to 8-year-olds with autism were taught toengage in social interaction within salient play routines. Prelinguisticmilieu teaching (PMT) techniques were used to teach the children tocommunicate intentionally during these routines. Intervention focused onthe children's social interaction with an adult. The effects ofintervention were evaluated using a multiple baseline design acrossparticipants.Results: At study onset, the participants demonstrated few consistentinteraction with others. With intervention, all of the children improvedtheir ability to sustain social interactions, as evidenced by anincrease in the number of communicative interactions during playroutines. Participants also increased their overall rate of initiatedintentional communication.Conclusion: Development of intentional prelinguistic communicationwithin salient social routines creates opportunities for an adult toteach social and communication skills to young school-age children withautism who function at a nonverbal level.",2019,https://scholar.google.com.br/,no
2894,fMRI: blood oxygen level-dependent activation during a workingmemory-selective attention task in children born extremely preterm,"BACKGROUND: Extremely preterm (EPT)/extremely low-birth-weight (ELBW)children attaining school age and adolescence often have problems withexecutive functions such as working memory and selective attention. Ouraim was to investigate a hypothesized difference in blood oxygenlevel-dependent (BOLD) activation during a selective attention-workingmemory task in EPT/ELBW children as compared with term-born controls.METHODS: A regional cohort of 28 EPT/ELBW children and 28 term-borncontrols underwent functional magnetic resonance imaging (fMRI) scanningat 11 y of age while performing a combined Stroop n-back task. Groupdifferences in BOLD activation were analyzed with Statistical ParametricMapping 8 analysis software package, and reaction times (RTs) andresponse accuracy (RA) were compared in a multifactorial ANOVA test.RESULTS: The BOLD activation pattern in the preterm group involved thesame areas (cingulate, prefrontal, and parietal cortexes), but all areasdisplayed significantly less activation than those in the control group,particularly when the cognitive load was increased. The RA resultscorresponded with the activation data in that the preterm group hadsignificantly fewer correct responses. No group difference was foundregarding RTs.CONCLUSION: Children born EPT/ELBW displayed reduced working memory andselective attention capacity as compared with term-born controls. Theseimpairments had neuronal correlates with reduced BOLD activation inareas responsible for online stimulus monitoring, working memory, andcognitive control.",2019,https://scholar.google.com.br/,no
2895,Navigation and exploration of an urban virtual environment by childrenwith autism spectrum disorder compared to children with typicaldevelopment,"Autism spectrum disorder (ASD) is a severe disorder therefore theimportance to implement targeted interventions in order to improve dailylife of children with ASD. For this purpose, virtual environments (VEs),i.e., simulations of the real world based on 3D computer graphics, canoffer a safe learning environment for them. This study analyzednavigation and exploration of an urban VE by children with ASD incomparison to children with a typical development. Sixteen children withASD and 16 matched control ones were involved. After an initial trainingphase, children carried out two tasks: the first one was navigating inan unfamiliar urban environment which they could freely explore, thesecond one was navigating in the same environment but with the goal offinding specific target objects, as in a treasure hunt. In the firsttask, children with ASD spent significantly less time in activeexploration and explored fewer zones than controls. No differences werefound between the two groups in the second task. Our data indicate that,when freely exploring an unfamiliar VE, children with ASD explore lessthe environment compared to the control ones. By repeating theexploration with a game-like goal, no differences were found. instead.Neuropsychological and motivational aspects should be considered inorder to explain these findings. (C) 2013 Elsevier Ltd. All rightsreserved.",2019,https://scholar.google.com.br/,yes
2896,Neurofeedback Training Aimed to Improve Focused Attention and Alertnessin Children With ADHD: A Study of Relative Power of EEG Rhythms UsingCustom-Made Software Application,"Neurofeedback is a nonpharmacological treatment for attention-deficithyperactivity disorder (ADHD). We propose that operant conditioning ofelectroencephalogram (EEG) in neurofeedback training aimed to mitigateinattention and low arousal in ADHD, will be accompanied by changes inEEG bands' relative power. Patients were 18 children diagnosed withADHD. The neurofeedback protocol ({''}Focus/Alertness{''} by PeakAchievement Trainer) has a focused attention and alertness trainingmode. The neurofeedback protocol provides one for Focus and one forAlertness. This does not allow for collecting information regardingchanges in specific EEG bands (delta, theta, alpha, low and high beta,and gamma) power within the 2 to 45Hz range. Quantitative EEG analysiswas completed on each of twelve 25-minute-long sessions using acustom-made MatLab application to determine the relative power of eachof the aforementioned EEG bands throughout each session, and from thefirst session to the last session. Additional statistical analysisdetermined significant changes in relative power within sessions (fromminute 1 to minute 25) and between sessions (fromsession 1 to session12). Analysis was of relative power of theta, alpha, low and high beta,theta/alpha, theta/beta, and theta/low beta and theta/high beta ratios.Additional secondary measures of patients' post-neurofeedback outcomeswere assessed, using an audiovisual selective attention test (IVA+Plus)and behavioral evaluation scores from the Aberrant Behavior Checklist.Analysis of data computed in the MatLab application, determined thattheta/low beta and theta/alpha ratios decreased significantlyfromsession 1 to session 12, and from minute 1 to minute 25 withinsessions. The findings regarding EEG changes resulting from brain waveself-regulation training, along with behavioral evaluations, will helpelucidate neural mechanisms of neurofeedback aimed to improve focusedattention and alertness in ADHD.",2019,https://scholar.google.com.br/,no
2897,The Role of Emotion Regulation in Autism Spectrum Disorder,"Objective: Autism spectrum disorder (ASD) is associated with amplifiedemotional responses and poor emotional control, but little is knownabout the underlying mechanisms. This article provides a conceptual andmethodologic framework for understanding compromised emotion regulation(ER) in ASD. Method: After defining ER and related constructs, methodsto study ER were reviewed with special consideration on how to applythese approaches to ASD. Against the backdrop of cognitivecharacteristics in ASD and existing ER theories, available research wasexamined to identify likely contributors to emotional dysregulation inASD. Results: Little is currently known about ER in youth with ASD. Somemechanisms that contribute to poor ER in ASD may be shared with otherclinical populations (e.g., physiologic arousal, degree of negative andpositive affect, alterations in the amygdala and prefrontal cortex),whereas other mechanisms may be more unique to ASD (e.g., differences ininformation processing/perception, cognitive factors {[}e.g., rigidity],less goal-directed behavior and more disorganized emotion in ASD).Conclusions: Although assignment of concomitant psychiatric diagnoses iswarranted in some cases, poor ER may be inherent in ASD and may providea more parsimonious conceptualization for the many associatedsocioemotional and behavioral problems in this population. Further studyof ER in youth with ASD may identify meaningful subgroups of patientsand lead to more effective individualized treatments.",2019,https://scholar.google.com.br/,no
2898,End-user programming architecture facilitates the uptake of robots insocial therapies,"This paper proposes an architecture that makes programming of robotbehavior of an arbitrary complexity possible for end-users and shows thetechnical solutions in a way that is easy to understand and generalizeto different situations. It aims to facilitate the uptake and actual useof robot technologies in therapies for training social skills toautistic children. However, the framework is easy to generalize for anarbitrary human robot interaction application, where users with notechnical background need to program robots, i.e. in various assistiverobotics applications. We identified the main needs of end-userprogramming of robots as a basic prerequisite for the uptake of robotsin assistive applications. These are reusability, modularity,affordances for natural interaction and the ease of use. After reviewingthe shortcomings of the existing architectures, we developed an initialarchitecture according to these principles and embedded it in a robotplatform. Further, we used a co-creation process to develop andconcretize the architecture to facilitate solutions and createaffordances for robot specialists and therapists. Several pilot testsshowed that different user groups, including therapists with generalcomputer skills and adolescents with autism could make simple trainingor general behavioral scenarios within 1 h, by connecting existingbehavioral blocks and by typing textual robot commands for fine-tuningthe behaviors. In addition, this paper explains the basic conceptsbehind the TiViPE based robot control platform, and gives guidelines forchoosing the robot programming tool and designing end-user platforms forrobots. (C) 2012 Elsevier B.V. All rights reserved.",2019,https://scholar.google.com.br/,no
2899,``Media Addiction{''} in a 10-Year-Old Boy,"CASE: Bryan is a 10-year-old boy who is brought to his pediatrician byhis parents with concerns about oppositional behaviors. Bryan's parentsreport that he has always been hyperactive and oppositional since a veryyoung age. He has been previously diagnosed with attention-deficithyperactivity disorder and has been treated with appropriate stimulantmedications for several years, however, despite this, his parents feelincreasingly unable to manage his difficult behaviors. He refuses to dochores or follow through with household routines. He refuses to go tobed at night. His family feels unable to take him to public placesbecause he ``climbs all over everything.{''} At school, he acts up inclass, is often disruptive, and requires close supervision by teachers.He was recently kicked off of the school bus. He has very few friends,and his parents state that other children do not enjoy to be around him.Bryan's parents also report that he is ``obsessed{''} with electronics.He spends most his free time watching TV and movies and playing computergames. He has a television in his bedroom because otherwise he``monopolizes{''} the family television. The family also owns severalportable electronic devices that he frequently uses. Bryan insists onwatching TV during meals and even that the TV stays on in an adjacentroom while showering. He gets up early each morning and turns on thetelevision. He refuses to leave the house unless he can take a portablescreen device with him. His parents admit to difficulty placing limitson this behavior because they feel it is the only way to keep his otherbehaviors under control. His mother explains ``it is our onlypacifier{''} and that attempts to place restrictions are met withexplosive tantrums and have thus been short lived. These efforts havealso been impeded due to the habits of his parents and older sibling,who also enjoy spending a significant amount of time watchingtelevision.",2019,https://scholar.google.com.br/,no
2900,"``Are You ok?{''} Self-Rated Health of Boys and Girls with ExternalisingBehavior Problems A secondary data analysis of the German Health Surveyfor Children and Adolescents KiGGS (Robert Koch-Institut, 2008)","Background: Externalising behavior problems involve a huge developmentalrisk potential as they can substantially interface with the parallelprocess of establishing and forming identity in peer groups duringadolescence while simultaneously coping with expectations regardingacademic achievement and behaviour. Therefore adolescents withexternalising behavior constitute a potential target audience for healthpromotion.Aim of the Study: The purpose of this paper is to clarify in what kindof social contexts externalising behavior problems are associated withdecreased subjective health in adolescence.Method: An analysis of secondary data from the KiGGS study (RobertKoch-Institute, 2009) was undertaken. Calculations of logisticregression models for boys and girls were performed on the basis ofpreceding stratifications using the indicator subjective health andincluding relevant social demographic factors.Outcome: Externalising adolescents face a higher risk of decreasedsubjective health than inconspicuous adolescents of the same age group,while there is a gender-specific difference (boys OR 2.76, girls OR1.48). The gender-specific differences in subjective health appraisalfound in inconspicuous adolescents cannot be verified in adolescentswith externalising behaviour. Related to social demographic predictors aclassic social gradient for girls is verified whereas externalisingbehaviour in boys is predominantly associated from high social class anddecreased subjective health. In multivariate procedures a higher oddsratio for decreased subjective health becomes apparent for adolescentswho ascend or descend in relation to their education level as well asfor adolescents from higher social classes who had to repeat a schoolyear.Conclusion: Adolescents with externalising behavior frequently ratetheir health situation as being bad. The fact that it is primarily boyswith behavior problems and boys who are inter-generational mobileeducationwise who exhibit decreased psychosocial well-being, indicatesthat an increased context related exclusion risk (ostracism) is anessential health risk factor. Micro-groups of adolescents facing risk ofbeing ostracised appear to be an essential target group for preventionand health promotion which so far is not being taken into considerationon the basis of school type related recommendations.",2019,https://scholar.google.com.br/,no
2901,Efficacy of Collaborative Virtual Environment Intervention Programs inEmotion Expression of Children with Autism,"Exploratory empirical studies on Collaborative Virtual Environments(CVEs) were conducted to determine if children with autism could makebasic emotional recognition effectively, with the use of CVEs asassistive technology. In this paper we report the results ofelectro-physiological study of two groups of autistic children after anintervention program with and without using Collaborative VirtualEnvironment. The group trained with CVE showed better results comparedto the group trained without Collaborative virtual Environment. There isan emphasized early emotion expression positivity component at around120 ms latency for CVE trained group which clearly distinguishes the CVEuntrained group. Also there are differences observed in Event RelatedPotential component at about 170 ms latency after the stimulus. Resultsindicate that the Collaborative Virtual Environments are effective intraining Autistic children.",2019,https://scholar.google.com.br/,no
2902,Effects of a Naturalistic Sign Intervention on Expressive Language ofToddlers With Down Syndrome,"Purpose: In this study, the authors evaluated the effects of EnhancedMilieu Teaching (EMT, Hancock \& Kaiser, 2006) blended with JointAttention, Symbolic Play, and Emotional Regulation (JASPER, Kasari,Freeman, \& Paparella, 2006) to teach spoken words and manual signs(Words + Signs) to young children with Down syndrome (DS).Method: Four toddlers (ages 23-29 months) with DS were enrolled in astudy with a multiple-baseline, across-participants design. Followingbaseline, 20 play-based treatment sessions (20-30 min each) occurredtwice weekly. Spoken words and manual signs were modeled and prompted bya therapist who used EMT/JASPER teaching strategies. The authorsassessed generalization to interactions with parents at home.Results: There was a functional relation between the therapist'simplementation of EMT/JASPER Words + Signs and all 4 children's use ofsigns during the intervention. Gradual increases in children's use ofspoken words occurred, but there was not a clear functional relation.All children generalized their use of signs to their parents at home.Conclusions: The infusion of manual signs with verbal models within aframework of play, joint attention, and naturalistic language teachingappears to facilitate development of expressive sign and wordcommunication in young children with DS.",2019,https://scholar.google.com.br/,no
2903,The use of the Solihull Approach with children with complexneurodevelopmental difficulties and sleep problems: a case study,"Accessible summary A lot of children have trouble sleeping, especiallychildren with disabilities. Sometimes sleeping does not get better withadvice about behaviour or medicine alone. We helped a mother, who has alittle girl with problems sleeping, to think about her worries and theirrelationship, before offering advice. People can use the same steps tohelp other children who are not sleeping well. We think it might evenwork for problems like not eating and not doing as you are told. SummaryThe following article introduces the Solihull Approach, a structuredframework for intervention work with families (Douglas, Solihullresource pack, the first five years. Cambridge: Jill Rogers Associates,2001) and aims to demonstrate the usefulness of this approach in workingwith school-age children with complex neurodevelopmental difficulties ina community Child and Adolescent Mental Health Service (CAMHS) setting.More specifically, it aims to show the efficacy of this approach inintervening with sleep problems, which are prevalent amongst childrenwith learning disabilities. The authors hope to achieve these aimsthrough the use of the qualitative case study method, which allows for arich account of the intervention and therefore facilitates a detailedunderstanding of the psychological phenomena and processes involved inthe approach (Dallos \& Smith, Clin Psychol Forum 2008, 182, 18). Thethree theoretical concepts central to the Solihull Approach containment,reciprocity and behaviour management are used to describe theintervention, which resulted in a positive outcome. Implications forclinical practice and future research directions are discussed.",2019,https://scholar.google.com.br/,no
2904,Video Self-Modeling on an iPad to Teach Functional Math Skills toAdolescents With Autism and Intellectual Disability,"Researchers suggest that video-based interventions can provide increasedopportunity for students with disabilities to acquire important academicand functional skills, however, little research exists regardingvideo-based interventions on the academic skills of students with autismand intellectual disability. We used amultiple-baseline-across-participants design to investigate the effectsof video self-modeling (VSM) on the mathematics skill acquisition ofadolescents with autism. Four adolescent male students viewed videos ofthemselves on an iPad solving mathematical problems to estimate theamount of money used to pay for a given item and the amount to receivein change. Findings support a functional relationship between VSM andperformance on math skills for each participant. Subsequently, the VSMwas systematically faded during maintenance sessions, with littledeterioration of skill. Follow-up data probes were interpreted toconclude that student characteristics may affect retention of skill.Implications for practice and research are discussed.",2019,https://scholar.google.com.br/,no
2905,"A Longitudinal Examination of Support, Self-Esteem, and Mexican-OriginAdolescent Mothers' Parenting Efficacy","Guided by a risk and resilience framework, this study used a prospectivelongitudinal, multiple-reporter design to examine how social supportfrom a mother figure during pregnancy interacted with Mexican-originadolescent mothers' self-esteem to inform their parenting efficacy whentheir children were 10 months old. Using reports of perceived socialsupport by adolescent mothers (Mage=16.24, SD=0.99) and their motherfigures (Mage=40.84, SD=7.04) in 205 dyads, and controlling fordemographic factors (i.e., adolescent age, adolescent nativity, familyincome, mothers' educational attainment, adolescent mother coresidence)and adolescents' social support from a significant other, the findingsindicated that social support during pregnancy was positively associatedwith adolescent mothers' future parenting efficacy when adolescentmothers had relatively lower self-esteem. The findings were consistentfor adolescents' and mothers' reports and emphasize the value of socialsupport from a mother figure among adolescent mothers with lowerself-esteem. Implications for interventions are presented.",2019,https://scholar.google.com.br/,no
2906,"Evaluation of Manual Spelling, Observational and incidental LearningUsing Computer-Based Instruction with a Tablet PC, Large ScreenProjection, and a Forward Chaining Procedure",The study employed a multiple probe design to investigate the effects ofcomputer-based instruction (CBI) and a forward chaining procedure toteach manual spelling of words to three young adults with moderateintellectual disability in a small group arrangement. The computer-basedprogram included a tablet PC whereby students wrote words directly ontoa multi-touch screen. Words were projected onto a large screen in orderto measure observational learning of other students' words. The studyfurther evaluated acquisition of incidental information (reading targetand observational spelling words) within the small group arrangement.Results indicated that students improved their spelling performanceusing the CBI package as well as their ability to read the grocery storewords. Findings are discussed in the context of providing instruction insmall group arrangements using commercially available technologies.,2019,https://scholar.google.com.br/,no
2907,Using Direct Instruction Flashcards and Reading Racetracks to ImproveSight Word Recognition of Two Elementary Students with Autism,"The purpose of this study was to implement and evaluate a DirectInstruction (DI) flashcard system as well as the reading racetrack, toteach sight word acquisition to two elementary students diagnosed withautism. A multiple baseline design was used across word sets with eachstudent to evaluate the effectiveness of the combined flashcard andreading racetrack procedures. Due to the limitations of one of ourparticipants, an ipad application called,{''} Proloquo2Go (TM) ``wasalso employed. A functional relationship was demonstrated between theuse of these strategies and the reading of sight words for bothparticipants. The study showed that DI flashcards and the readingracetrack can be an effective way to teach students with autism sightwords. Both staff and students enjoyed the interventions.",2019,https://scholar.google.com.br/,no
2908,The Role of Peer Rejection in the Link between Reactive Aggression andAcademic Performance,"There is substantial evidence to suggest that aggressive behavior isassociated with poor academic performance in school-aged children.However, less is known about how different subtypes of aggression arerelated to academic performance and what variables may account for thisassociation.The current study examined unique associations between reactive(aggression in response to provocation) and proactive (goal-orientedcalculated aggression) subtypes of aggression and academic performance.Further, the study evaluated whether peer rejection accounted for thelink between these aggression subtypes and academic problems.Study questions were examined using a sample of 147 school-age children(M = 8.22, SD = 1.99, 54.4 \% male) who attended a community-based afterschool program. Path models were used to estimate the proposedassociations using Mplus 6.12 statistical software.As expected, findings indicated that high levels of reactive, notproactive, aggression were uniquely associated with low levels ofacademic performance, and peer rejection accounted for this association.Results advance the literature linking aggression and academicdifficulties by indicating that reactive aggression, but not proactiveaggression, is associated with academic difficulties. Findings alsosupport previous literature suggesting that peer relationships are animportant target of prevention and intervention efforts aimed atimproving school performance, particularly for individuals who exhibitreactively aggressive behavior.",2019,https://scholar.google.com.br/,no
2909,Interventions for Preschool Children at High Risk for ADHD: AComparative Effectiveness Review,"OBJECTIVES: The US Agency for Healthcare Research and Quality sponsoreda comparative effectiveness review of interventions for preschoolers atrisk for attention-deficit/hyperactivity disorder (ADHD).METHODS: Medline, Cochrane CENTRAL, Embase, PsycInfo, and EducationResources Information Center were searched from 1980 to November 24,2011. Selected studies were comparative, and enrolled children <6 yearswith clinically significant disruptive behavior, including ADHD. Theinterventions evaluated were parent behavior training (PBT), combinedhome and school/day care interventions, and methylphenidate use. Datawere extracted by using customized software. Two independent ratersevaluated studies as good, fair, or poor by using the Effective PublicHealth Practice Project Quality Assessment Tool for Quantitative StudiesRisk of Bias. Overall strength of evidence (SOE) was rated for eachintervention's effectiveness, accounting for study design, systematicerror, consistency of results, directness of evidence, and certaintyregarding outcome.RESULTS: Fifty-five studies were examined. Only studies examining PBTinterventions could be pooled statistically using meta-analysis. Eight``good{''} studies examined PBT, total n = 424, SOE was high forimproved child behavior, standardized mean difference = -0.68 (95\%confidence interval: -0.88 to -0.47), with minimal heterogeneity amongstudies. Only 1 good study evaluated methylphenidate, total n = 114,therefore, SOE for methylphenidate was low. Combined home and school/daycare interventions showed inconsistent results. The literature reportedadverse effects for methylphenidate but not for PBT.CONCLUSIONS: With more studies consistently documenting effectiveness,PBT interventions have greater evidence of effectiveness thanmethylphenidate for treatment of preschoolers at risk for ADHD.",2019,https://scholar.google.com.br/,no
2910,Assisting people with disabilities in actively performing designatedoccupational activities with battery-free wireless mice to controlenvironmental stimulation,"The latest researches use software technology (OLDP, object locationdetection programs) to turn a commercial high-technology product, i.e. abattery-free wireless mouse, into a high performance/precise objectlocation detector to detect whether or not an object has been placed inthe designated location. The preferred environmental stimulation is alsoincorporated to assist those patients in need of occupational activitiesin performing simple occupational activities to acquire their preferredenvironmental stimulation. The result of the experiment shows that bothparticipants have been able to control their preferred environmentalstimulation by actively performing occupational activities. This studyis going to extend the aforementioned researches by using battery-freewireless mice to assist patients in performing more complicatedoccupational activities. The ABAB design has been adopted forexperiments, and the result shows that during intervention phrases, theoccupational activities of both participants are significantly improved.(C) 2013 Elsevier Ltd. All rights reserved.",2019,https://scholar.google.com.br/,no
2911,The Effects of Computer-Assisted Instruction using Kurzweil 3000 onSight Word Acquisition for Students with Mild Disabilities,"This study was designed to examine the effects of a computer-assistedinstruction program on the acquisition of sight words for four AfricanAmerican fourth graders with mild disabilities (i.e., learningdisabilities, mild intellectual disabilities, and ADHD).Computer-assisted instruction using the Kurzweil 3000 text to speechprogram included the following practice activities: typing target sightwords, highlighting spoken words on the computer screen, reading andsaying sight words into a microphone, and completing a doze passage. Amultiple baseline design across word sets demonstrated that computerpractice using Kurzweil 3000 was functionally related to increased sightword recognition. All four students mastered the target sight wordswithin two to seven 20 to 25-minute sessions. Additionally, threestudents demonstrated maintenance of the sight words they acquired up tofour weeks after the computer intervention was discontinued.",2019,https://scholar.google.com.br/,no
2912,Databased comparison of Sparse Bayesian Learning and Multiple LinearRegression for statistical downscaling of low flow indices,"This study attempts to compare the performance of two statisticaldownscaling frameworks in downscaling hydrological indices (descriptivestatistics) characterizing the low flow regimes of three rivers inEastern Canada - Moisie, Romaine and Ouelle. The statistical modelsselected are Relevance Vector Machine (RVM), an implementation of SparseBayesian Learning, and the Automated Statistical Downscaling tool (ASD),an implementation of Multiple Linear Regression. Inputs to bothframeworks involve climate variables significantly (alpha = 0.05)correlated with the indices. These variables were processed usingCanonical Correlation Analysis and the resulting canonical variatesscores were used as input to RVM to estimate the selected low flowindices. In ASD, the significantly correlated climate variables weresubjected to backward stepwise predictor selection and the selectedpredictors were subsequently used to estimate the selected low flowindices using Multiple Linear Regression. With respect to thecorrelation between climate variables and the selected low flow indices,it was observed that all indices are influenced, primarily, by windcomponents (Vertical, Zonal and Meridonal) and humidity variables(Specific and Relative Humidity). The downscaling performance of theframework involving RVM was found to be better than ASD in terms ofRelative Root Mean Square Error, Relative Mean Absolute Bias andCoefficient of Determination. In all cases, the former resulted in lessvariability of the performance indices between calibration andvalidation sets, implying better generalization ability than for thelatter. (C) 2013 Elsevier B.V. All rights reserved.",2019,https://scholar.google.com.br/,no
2913,Exploring the Meaning of Parental Involvement in Physical Education forStudents With Developmental Disabilities,"The purpose of this phenomenological inquiry was to explore theexperiences and meaning of parental involvement in physical educationfrom the perspectives of the parents of students with developmentaldisabilities. The stories of four mothers of elementary aged children (3boys, 1 girl), two mothers and one couple (mother and father) ofsecondary-aged youth (1 girl, 2 boys) with developmental disabilities,were gathered by using interviews, photographs, school documents, andthe. researcher's journal. Bronfenbrenner's (2005) ecological systemtheory provided a conceptual framework to interpret the findings of thisinquiry. Three themes emerged from thematic analysis: being an advocatefor my child, understanding the big picture, and collaborativepartnerships undeveloped in GPE. The findings lend additional support tothe need for establishing collaborative partnerships in physicaleducation between home and school environments (An \& Goodwin, 2007,Tekin, 2011).",2019,https://scholar.google.com.br/,no
2914,Inter-regional cortical thickness correlations are associated withautistic symptoms: A machine-learning approach,"The investigation of neural substrates of autism spectrum disorder usingneuroimaging has been the focus of recent literature. In addition,machine-learning approaches have also been used to extract relevantinformation from neuroimaging data. There are only few studies directlyexploring the inter-regional structural relationships to identify andcharacterize neuropsychiatric disorders. In this study, we concentrateon addressing two issues: (i) a novel approach to extract individualsubject features from inter-regional thickness correlations based onstructural magnetic resonance imaging (MRI), (ii) using these featuresin a machine-learning framework to obtain individual subject predictionof a severity scores based on neurobiological criteria rather thanbehavioral information. In a sample of 82 autistic patients, we haveshown that structural covariances among several brain regions areassociated with the presence of the autistic symptoms. In addition, wealso demonstrated that structural relationships from the left hemisphereare more relevant than the ones from the right. Finally, we identifiedseveral brain areas containing relevant information, such as frontal andtemporal regions. This study provides evidence for the usefulness ofthis new tool to characterize neuropsychiatric disorders. (C) 2012Elsevier Ltd. All rights reserved.",2019,https://scholar.google.com.br/,no
2915,Self-Control in Postsecondary Settings: Students' Perceptions of ADHDCollege Coaching,"Objective: The objective of this study was to identify undergraduates'perceptions of the impact of ADHD coaching on their academic success andbroader life functioning. Method: One-on-one interviews were conductedwith 19 students on 10 different U.S. campuses who comprised a purposivesample of gender, cumulative grade point average, and self-regulationskills variables as measured by the Learning and Study StrategiesInventory. Interview transcripts were coded using NVivo 8 software, andemergent themes were triangulated with students' descriptions ofpersonal artifacts that symbolized coaching's influence on their lives.Results: Students reported that ADHD coaching helped them become moreself-regulated, which led to positive academic experiences and outcomes.Students described ADHD coaching as a unique service that helped themdevelop more productive beliefs, experience more positive feelings, andengage in more self-regulated behaviors. Conclusion: ADHD coachinghelped participants enhance their self-control as they responded to themultifaceted demands of undergraduate life. (J. of Att. Dis. 2013,17(3)215-232)",2019,https://scholar.google.com.br/,no
2916,Incorporating Physical Activity Into the Schools Using a 3-TieredApproach,"BACKGROUND Public health models have been used to address a number ofschool-based concerns, notably in the identification and treatment ofstudents at-risk for academic or behavioral deficits. Significantbenefits are associated with this model as, compared to a traditionalapproach, the focus is shifted from remediation to prevention, and fromstudent pathology to student strengths. METHODS Although this model hasbeen applied to multiple populations and used across a variety ofsettings, it has yet to be conceptualized as a framework for theintegration of school-based physical activity (PA). RESULTS This articlefirst reviews the public health service delivery model as well as thebenefits of PA on children's physical health, mental health, andcognitive outcomes. Second, suggestions for incorporating PA into theschools using a 3-tiered system and as barriers to success arediscussed. CONCLUSION School-based PA is a promising tooland yet anoverlooked and undervalued interventionfor a number of concernsapplicable to children's academic achievement and overall mental health.",2019,https://scholar.google.com.br/,no
2917,Linking Changes in Couple Functioning and Parenting Among CoupleRelationship Education Participants,"The current study represents a novel test of parenting outcomes amongparticipants in couple and relationship education (CRE). Utilizing asystems theory framework and empirical linkages between couplefunctioning and parenting, this study examined the extent to whichseveral parenting dimensions (coparenting conflict, parentalinvolvement, and positive discipline practices) change after CREparticipation and, importantly, whether and how these changes arerelated to changes in dimensions of couple functioning. In a sample of623 adult parents, diverse in gender, race, and marital status, positivechanges were found in the parenting dimensions over time. In addition,levels of change in the couple domain were associated with levels ofchanges in the parenting domain over the same period of time, with apattern of stronger links between conceptually similar dimensions ofcouple functioning and parenting.",2019,https://scholar.google.com.br/,no
2918,Real-Time Mental Arithmetic Task Recognition From EEG Signals,"Electroencephalography (EEG)-based monitoring the state of the user'sbrain functioning and giving her/him the visual/audio/tactile feedbackis called neurofeedback technique, and it could allow the user to trainthe corresponding brain functions. It could provide an alternative wayof treatment for some psychological disorders such as attention deficithyperactivity disorder (ADHD), where concentration function deficitexists, autism spectrum disorder (ASD), or dyscalculia where thedifficulty in learning and comprehending the arithmetic exists. In thispaper, a novel method for multifractal analysis of EEG signals namedgeneralized Higuchi fractal dimension spectrum (GHFDS) was proposed andapplied in mental arithmetic task recognition from EEG signals. Otherfeatures such as power spectrum density (PSD), autoregressive model(AR), and statistical features were analyzed as well. The usage of theproposed fractal dimension spectrum of EEG signal in combination withother features improved the mental arithmetic task recognition accuracyin both multi-channel and one-channel subject-dependent algorithms up to97.87\% and 84.15\% correspondingly. Based on the channel ranking, fourchannels were chosen which gave the accuracy up to 97.11\%. Reliablereal-time neurofeedback system could be implemented based on thealgorithms proposed in this paper.",2019,https://scholar.google.com.br/,no
2919,Type IIB Thyroplasty for Phonic Tics in a Pediatric Patient With AutismSpectrum Disorder: A Case Report,"Objectives/Hypothesis. Autism spectrum disorders (ASDs) are commonlyassociated with Tourette syndrome (TS). TS is classically associatedwith tic production. A tic is defined as sudden, brief, involuntaryproduction of movement (motor tics) or sound (phonic tics).Study Design. Case report.Methods. We present a case report of a 14-year-old boy with ASD andvocal tics. Vocal tic frequency was nearly 2000 per day and 90 dB involume. He presented to our laryngology clinic after multiple failedattempts of pharmacologic management of vocal fold botulinum toxininjection. After evaluation in our clinic, we recommended alateralization (type IIB) thyroplasty. An autologous cartilage graftfrom the superior thyroid ala was used and held in place with abioresorbable mesh. Using 4-0 prolene sutures, the mesh was secured inplace. The operation was well tolerated with minimal signs ofaspiration, and he was discharged to his home within 48 hours.Results. Six months postoperatively, there was 90\% reduction in ticfrequency and 50\% reduction in intensity. Additionally, he has shownimproved ability to converse with his peers, participate in schoolactivities, and even has improved nutritional status.Conclusions. Alteration of laryngeal geometry could serve as aneffective site of intervention for intractable phonic tics. Reduction ofphonic tic frequency and intensity may also stimulate languagedevelopment in patients ASD. We also demonstrate additional use ofbioresorbable plates in pediatric laryngeal framework surgery.Additional neurophysiologic studies are needed to explore the mechanismby which midline lateralization thyroplasty influences phonic ticgeneration.",2019,https://scholar.google.com.br/,no
2920,Concurrent and Predictive Associations Between Early AdolescentPerceptions of Peer Affiliates and Mood States Collected in Real Timevia Ecological Momentary Assessment Methodology,"This study uses ecological momentary assessment (EMA) to simultaneouslycapture youths' perceptions of peer affiliates and social contexts todetermine their association with youths' current and future mood states.A sample of 82 seventh grade students (36 at risk for developing orescalating rule breaking and substance use and 46 randomly selected)from 4 schools participated. Using EMA methodology, we had studentsreport their peer affiliations, perceptions of peer affiliates, moods,activities, location, and behaviors during their free time. Data from 3assessment waves were collected, each wave consisted of 27 randomlyprompted assessments during a week. Youths spent a large portion oftheir free time watching television, on the computer, or playing videogames. Being ``out and about{''} increased over the school year, whereasadult supervision decreased, showing an increase in potentially riskysituations. Happiness was associated with affiliating with peers whowere perceived to be popular. Negative moods were associated withaffiliating with peers by whom they were teased or treated meanly.Multilevel models found that both levels and lability of negative moods(i.e., sadness, anxiety) were predicted by risk status and affiliationwith peers who tease them. Compared with boys, girls who affiliated morewith peers who teased them and were classified as at risk had moreextreme negative moods and negative mood lability. EMA methodology hasdemonstrated the ways in which salient intrapersonal and peer processesare associated over time, which can inform efforts to prevent thedevelopment and escalation of behavior problems, substance use, and mooddisorders in adolescence.",2019,https://scholar.google.com.br/,no
2921,Effects of Computer Simulation Training on In Vivo Discrete TrialTeaching,"Although Discrete-trial Teaching (DTT) is effective in teaching a manyskills to children with autism, its proper implementation requiresrigorous staff training. This study used an interactive computersimulation program ({''}DTkid{''}) to teach staff relevant DTT skills.Participants (N = 12) completed two sets of pre-tests either once (n =7) or twice (n = 5) before brief DTkid training. These evaluated (a)simulated interactive teaching using DTkid and (b) in vivo teaching ofthree basic skills (receptive and expressive labeling, verbal imitation)to children with autism. Post-tests showed that DTkid training, ratherthan repeated testing, was significantly associated with improvements instaff's ability to implement DTT both within the simulation and in vivo,and that the skills acquired showed both stimulus and responsegeneralization.",2019,https://scholar.google.com.br/,yes
2922,The Social Side of Imitation,"Children's imitation is a profoundly social process. Although previousdevelopmental accounts of imitation have focused on imitation as a wayto learn from others, the current article stresses that imitation goesfar beyond this: It is often intimately tied to children's need tobelong to the group and their drive to affiliate with those around them.Accordingly, imitation is chiefly determined by the social motivationsand pressures children experience within both interpersonal andintergroup settings. This perspective resolves an apparent paradox inthe empirical literature, explaining why children sometimes copyselectively and sometimes copy faithfully (so-called overimitation). Italso situates the developmental and comparative study of imitation andcultural transmission within a broader social-psychological framework,uniting it conceptually with research on mimicry, conformity,normativity, and group membership.",2019,https://scholar.google.com.br/,no
2923,Harnessing innovative technologies to advance children's mental health:Behavioral parent training as an example,"Disruptive behaviors of childhood are among the most common reasons forreferral of children to mental health professionals. Behavioral parenttraining (BPT) is the most efficacious intervention for these problembehaviors, yet BPT is substantially underutilized beyond universityresearch and clinic settings. With the aim of addressing thisresearch-to-practice gap, this article highlights the considerable, butlargely unrealized, potential for technology to overcome the two mostpressing challenges hindering the diffusion of BPT: (1). The dearth ofBPT training and supervision opportunities for therapists who work withfamilies of children with disruptive behaviors, and (2). The failure toengage and retain families in BPT services when services are available.To this end, this review presents a theoretical framework to guidetechnological innovations in BPT and highlights examples of howtechnology is currently being harnessed to overcome these challenges.This review also discusses recommendations for using technology as adelivery vehicle to further advance the field of BPT and the potentialimplications of technological innovations in BPT for other areas ofchildren's mental health are discussed. (C) 2012 Elsevier Ltd. Allrights reserved.",2019,https://scholar.google.com.br/,no
2924,THE USE OF MOBILE TECHNOLOGIES TO ASSIST WITH LIFE SKILLS/INDEPENDENCEOF STUDENTS WITH MODERATE/SEVERE INTELLECTUAL DISABILITY AND/OR AUTISMSPECTRUM DISORDERS: CONSIDERATIONS FOR THE FUTURE OF SCHOOL PSYCHOLOGY,"To successfully integrate technology into any educational program,practitioners need awareness of available technology, an understandingof how it can assist with instruction, knowledge of ways it can supportday-to-day activities and, finally, the ability to teach students aswell as educators to use the technology. The proliferation of advancedmobile technologies specifically targeting individuals with moderate tosevere intellectual disability and/or autism spectrum disorder meansincreased access to new tools and a greater need for educational serviceproviders to be trained and ready to identify, recommend and deployappropriate supports. The rapid rate of change in the technologyindustry is a formidable barrier to adequately preparing anyone except atechnology specialist to be current on the latest advances. This articlepresents recommendations for school psychologists in terms of becomingfamiliar with the generally available technologies and the underlyinginstructional techniques rather than any specific technology products.Complete familiarity with all emergent technologies is improbable butthrough understanding the general ways technology can be used and thebasic instructional practices, school psychologists will be betterequipped to recommend further exploration of technological solutions forstudents.",2019,https://scholar.google.com.br/,no
2925,On the Use of Strategies for Programming Generalization DuringFunctional Communication Training: A Review of the Literature,"We conducted a review of the literature pertaining to FunctionalCommunication Training (FCT) and the principles and tactics forprogramming generalization. Ten studies of FCT and generalization wereidentified, analyzed, and summarized using the framework provided byStokes and Osnes (Behavior Therapist 20:337-355, 1989) that detailedprinciples and tactics programming generalization. In addition to thetactic of recruiting natural consequences which is inherent to FCT,several studies evaluated additional strategies for programminggeneralization during FCT including modification of maladaptiveconsequences, reinforcement of occurrences of generalization, trainingsufficient stimulus exemplars, programming common physical stimuli, andprogramming common social stimuli. The results of these studies suggestthat a) FCT and the tactic of recruiting natural consequences issometimes sufficient to produce generalization but not in every case,and b) generalization of the treatment effects of FCT can be enhancedthrough the use of specific tactics for programming generalization.Overall, the results of this review suggest that a relatively smallnumber of studies of FCT have systematically evaluated generalization.Thus, future research should continue to evaluate specific strategiesfor programming generalization with FCT. This includes combiningprocedures such as recruiting natural consequences with other strategiesoutlined by Stokes and Osnes.",2019,https://scholar.google.com.br/,no
2926,"Enhancing sibling relationships to prevent adolescent problem behaviors:Theory, design and feasibility of Siblings Are Special","Siblings play a significant but neglected role in family socializationdynamics, and focusing on the sibling relationship is a non-stigmatizingpoint of entry into the family for prevention programming. Siblings areSpecial (SAS) was designed as a universal program that targets bothsibling relationship and parenting mediating processes in middlechildhood to prevent behavior problems in adolescence. We describe thetheoretical framework underlying SAS, the SAS curriculum, and thefeasibility of the program based on a study of 128 middle-childhood agedsibling dyads. Data on the quality of program implementation, programfidelity, siblings' engagement, and ratings of impact indicated the SASprogram was acceptable to families and schools, that the curriculumcould be implemented with high fidelity, that siblings and parentsparticipated at high levels and were highly engaged, and that, from theperspective of group leaders, school administrators and parents, theprogram had a positive impact on the siblings. (C) 2012 Elsevier Ltd.All rights reserved.",2019,https://scholar.google.com.br/,no
2927,Mind over chatter: Plastic up-regulation of the fMRI salience networkdirectly after EEG neurofeedback,"Neurofeedback (NFB) involves a brain-computer interface that allowsusers to learn to voluntarily control their cortical oscillations,reflected in the electroencephalogram (EEG). Although NFB is beingpioneered as a noninvasive tool for treating brain disorders, there isinsufficient evidence on the mechanism of its impact on brain function.Furthermore, the dominant rhythm of the human brain is the alphaoscillation (8-12 Hz), yet its behavioral significance remainsmultifaceted and largely correlative. In this study with 34 healthyparticipants, we examined whether during the performance of anattentional task, the functional connectivity of distinct fMRI networkswould be plastically altered after a 30-min session of voluntaryreduction of alpha rhythm (n = 17) versus a sham-feedback condition (n =17). We reveal that compared to sham-feedback, NFB induced an increaseof connectivity within regions of the salience network involved inintrinsic alertness (dorsal anterior cingulate), which was detectable 30min after termination of training. The increase in salience network(default-mode network) connectivity was negatively (positively)correlated with changes in `on task' mind-wandering as well as restingstate alpha rhythm. Crucially, we observed a causal dependence betweenalpha rhythm synchronization during NFB and its subsequent change atresting state, not exhibited by the SHAM group. Our findings provideneurobehavioral evidence for the brain's exquisite functionalplasticity, and for a temporally direct impact of NFB on a key cognitivecontrol network, suggesting a promising basis for its use to treatcognitive disorders under physiological conditions. (C) 2012 ElsevierInc. All rights reserved.",2019,https://scholar.google.com.br/,no
2928,Seeking a unified framework for cerebellar function and dysfunction:from circuit operations to cognition,"Following the fundamental recognition of its involvement insensory-motor coordination and learning, the cerebellum is now alsobelieved to take part in the processing of cognition and emotion. Thishypothesis is recurrent in numerous papers reporting anatomical andfunctional observations, and it requires an explanation. We argue that asimilar circuit structure in all cerebellar areas may carry out variousoperations using a common computational scheme. On the basis of a broadreview of anatomical data, it is conceivable that the different roles ofthe cerebellum lie in the specific connectivity of the cerebellarmodules, with motor, cognitive, and emotional functions (at leastpartially) segregated into different cerebro-cerebellar loops. We heredevelop a conceptual and operational framework based on multipleinterconnected levels (a meta-levels hypothesis): fromcellular/molecular to network mechanisms leading to generation ofcomputational primitives, thence to high-level cognitive/emotionalprocessing, and finally to the sphere of mental function anddysfunction. The main concept explored is that of intimate interplaybetween timing and learning (reminiscent of the ``timing and learningmachine{''} capabilities long attributed to the cerebellum), whichreverberates from cellular to circuit mechanisms. Subsequently,integration within large-scale brain loops could generate the disparatecognitive/emotional and mental functions in which the cerebellum hasbeen implicated. We propose, therefore, that the cerebellum operates asa general-purpose co-processor, whose effects depend on the specificbrain centers to which individual modules are connected. Abnormalfunctioning in these loops could eventually contribute to thepathogenesis of major brain pathologies including not just ataxia butalso dyslexia, autism, schizophrenia, and depression.",2019,https://scholar.google.com.br/,no
2929,A Proposal Software for Multidisciplinary Treatment of Autistic Children,"The study of treatments for children with autism and interventionsthrough educational games have been the subject of this research withthe aim of developing a technological solution that promotes a betteradaptation of children with treatment and consequently, with moresignificant results in shorter intervals. Thus multi developed softwarefor the treatment of autism through interventions in the form ofentertainment and gaming activities, based on the axes of PEC'streatment, and ABA TEACCH. To this end the use of these technologiesrequired a thorough study the characteristics of autistic children inorder that the software customization and adaptation to occur, in orderto encourage its use. To this end the use of technologies and KinectMobile (wp7), had great importance, being the same party responsible forenhancing the cognitive development, etiological and most importantlyreduce agitation, aggression and irritability.",2019,https://scholar.google.com.br/,no
2930,Implementing Computer-Aided Language Learning Tool Using Hybrid AgileMethod: A Case Study,"The advent of Agile Software Development Methods has taken softwaredevelopment processes to a different dimension and Agile SoftwareDevelopment (ASD) practices have brought standards and effective ways ofadapting the ever changing requirements in every agile softwaredevelopment project. This paper presents agile scholarship on ASDpractices. A hybrid method of ``Extreme Programming{''} and ``ThrowawayPrototyping{''} is presented and quantitatively evaluated uponimplementing a medium scale software system. The researchers adhered tocertain ASD practices while following the hybrid method to develop acomputer aided language learning Software for the English LanguageCenter of Linton University College, Malaysia. The findings suggestedthat the provided hybrid method can be suitable for small and mediumscale software projects.",2019,https://scholar.google.com.br/,no
2931,StepByStep: Design of an Interactive Pictorial Activity Game forTeaching Generalization Skills to Children with Autism,"Translating acquired behavioral skills from training environments todaily-life situations is difficult for children with autism. This studyintroduces the StepByStep platform, in which pictorial activityschedules are implemented. Design decisions that increase the samenessin the environment and the comfort of the children were implemented toisolate the learning task and promote the training of generalizationskills. Differently from existing visual scheduling systems, we usephotographs of the child that is trained instead of general activitypictures. The design promotes the features of easy individualization ofthe training and of playfulness while learning. StepByStep was used byone participant in a pilot study, who showed behavior acquisition andtranslation to real life situations.",2019,https://scholar.google.com.br/,no
2932,Robots for Real: Developing a Participatory Design Framework forImplementing Educational Robots in Real-World Learning Environments,"As educational service robots become increasingly accessible, the demandfor methodologies that generate knowledge on r-learning applicable toreal world learning environments equally increases. This paper proposesa participatory design framework for involving users in the developmentof robot-supported didactic designs and discusses its applicability toexisting educational contexts on the basis of a case study on theimplementation and use of the therapeutic robot seal Paro at a schoolfor children with an autism diagnosis.",2019,https://scholar.google.com.br/,no
2933,CaptureMyEmotion: a Mobile App to Improve Emotion Learning for AutisticChildren Using Sensors,"Autism Spectrum Disorder (ASD) is estimated to affect one ineighty-eight children and many mobile apps are available from GooglePlay or Apple store to help these children and their carer. Our researchinto apps for autistic children identified that none of the apps use thefull potential offered by mobile technology and sensors to overcome oneof autistic children's main difficulty: the identification andexpression of emotions. This paper describes a mobile app calledCaptureMyEmotion that enables autistic children to take photos, videosor sounds, and at the same time senses their arousal level using awireless sensor. It also allows the child to comment on their emotion atthe time of capture. The app has the potential to help autistic childrenimprove their emotions learning based on their own pictures, videos orsounds. It gives the carer a means to discuss the identification andexpression of emotions.",2019,https://scholar.google.com.br/,no
2934,Intellectual Disability and Mental Ill Health: A View of AustralianResearch,"This general review situates Australian research within a framework thatquantifies and describes mental health needs of the population withintellectual disabilities across the life span, surveys serviceprovision, and develops the evidence base to inform clinicians regardingassessment and management of psychopathology and psychiatric disorder inpeople with intellectual disabilities. In particular, Australianresearch has examined the prevalence, nature, associated factors, andtrajectory of clinically significant psychopathology from childhood toadulthood. The Developmental Behavior Checklist and a suite of versions,including an adult version, have proven to be robust instruments inidentifying and describing psychopathology in people with intellectualdisabilities. Australian researchers have also examined aspects ofpsychiatric assessment in a population with cognitive and communicationimpairments, which has direct relevance to clinical practice. Surveysand audits of policy, real-life practice, and service structure andprovision have identified serious deficiencies in the training of healthprofessionals and the provision of mental health care to people of allages with intellectual disabilities and mental ill health. In light ofthe weight of the evidence, state and federal governments are developingnew service models and there are increasing opportunities forprofessional education and training.",2019,https://scholar.google.com.br/,no
2935,SOCIAL ASPECTS OF EVERYDAY LIFE OF CHILDREN AND YOUTH WITH ADHD,"Recognizing and understanding different causes and manifestations ofchildren's behaviour tarries importance for all professionals who workwith children, regardless of whether their field of work is within thewelfare system, health or education. It is especially so if thedevelopment of social competences of a child goes beyond the socialexpectations and norms. This paper focusses on social aspects ofchildren's self-control developmental difficulties and difficulties insocial functioning called attention deficit/hyperactivity disorder(ADHD), which have been investigated based on recent literature andresearch. The challenges faced by those children and their parents weredescribed taking into consideration two aspects of the issue:developmental difficulties in a child's self-regulation and adaptationcausing social dysfunction, and facing the lack of social understanding.The paper gives a brief overview of studies that describe the attitudesof the social environment of a child with ADHD, as well as the stigmaattributed to children and indirectly to their parents (the so-calledcourtesy stigma). Moreover, the paper describes the experience ofparenting and challenges in upbringing in terms of coping with parentingstress, as well as several risks of social functioning of children andadolescents with ADHD found prominently in the literature. Finally,potentials of those children and possible factors of success in everydaylife are highlighted, as well as a critical review of researchmethodology. The paper is aimed at professionals, who in theirprofessional lives meet with children and young people who havedifficulties with social adjustment, in order to understand thedifficulties faced by these children and their parents better. Inaddition, a review of the international literature offers a frameworkfor planning research which will be contextually appropriate fordomestic researchers.",2019,https://scholar.google.com.br/,no
2936,Mobile Applications BIUTIS: Let's Study Vocabulary Learning as a Mediafor Children with Autism,"Autism is a neurodevelopmental disorder that usually appears during thefirst three years. Autism cannot be cured, but can be reduced by earlyidentification and treatment. This research involves the design andimplementation of vocabulary learning application for children withautism on mobile devices based on Android operating system. This is aclient server application on the client side where there are learningmaterials for children to manipulate menu items by using a companionstudy. The server functions to store the content that can be downloadedat any time as additional learning material. The results on theevaluation of the application showed the majority of the respondents(60\%) strongly agreed and 40\% agreed that the application can berecommended as a medium of learning for children with autism. (C) 2013The Authors. Published by Elsevier Ltd.",2019,https://scholar.google.com.br/,yes
2937,SPATIO TEMPORAL MEDIA COMPONENTS FOR NEUROFEEDBACK,"A class of Brain Computer Interfaces (BCI) involves interfaces forneurofeedback training, where a user can learn to self-regulate brainactivity based on real-time feedback. These particular interfaces areconstructed from audio-visual components and temporal settings, whichappear to have a strong influence on the ability to control brainactivity. Therefore, identifying the different interface components andexploring their individual effects might be key for constructing newinterfaces that support more efficient neurofeedback training. Wediscuss experiments involving two different designs of neurofeedbackinterfaces and suggest further research to clarify the influence ofdifferent audiovisual components and temporal settings on neurofeedbackeffect.",2019,https://scholar.google.com.br/,no
2938,SOCIAL ROBOTS VS. COMPUTER DISPLAY: DOES THE WAY SOCIAL STORIES AREDELIVERED MAKE A DIFFERENCE FOR THEIR EFFECTIVENESS ON ASD CHILDREN?,"Background and Objectives: The aim of this exploratory study is to testwhether social stories presented by a social robot have a greater effectthan ones presented on a computer display in increasing the independencyin expressing social abilities of children with autism spectrumdisorders (ASD). Although much progress has been made in developinginterventions to improve social skills of children with ASD, a number ofunresolved problems still remain. Social robots received increasedattention as assisting tools for improving social skills on childrenwith ASD. Methods: Twenty children with ASD (age between 4 and 9 yearsold) were randomly allocated to three groups: control group (n = 7),computer-presented social stories (n = 6), and robot assisted therapy (n= 7). Results: Overall, our data indicate that using the social robot toimplement social story intervention was more effective for improving theindependency of expressing social abilities for the participants, thanthe computer screen. Limitations: Future studies should include a biggersample size, more intervention sessions, and a follow-up session inorder to see if the effect persists in time. Conclusions: Thepreliminary outcomes of this exploratory research provide empiricalbases for further investigations regarding the effectiveness of robotassisted therapy in improving social skills for children with autismthrough future randomized clinical trials.",2019,https://scholar.google.com.br/,no
2939,A VISUALIZED SCENARIO LEARNING SYSTEM FOR CHILDREN WITH HIGH-FUNCTIONINGAUTISM,"In this paper, a visualized scenario learning system is developed forchildren with high-functioning autism. The system differs from thetraditional communication aids available for autistic children in that,as well as assisting communication, this system assists autisticchildren in learning how to use objects or context-appropriate physicalconduct in specific scenarios. Furthermore, this system employs a cloudserver that enables parents of autistic children to upload and sharetheir self-produced communication picture cards with other parents whohave similar needs. Additionally, users of this software are notrequired to possess a specific level of computer knowledge, instead,they can simply select the download function in the software to obtainthe learning scenarios shared by other parents.",2019,https://scholar.google.com.br/,no
2940,Connectivity Subnetwork Learning for Pathology and DevelopmentalVariations,"Network representation of brain connectivity has provided a novel meansof investigating brain changes arising from pathology, development oraging. The high dimensionality of these networks demands methods thatare not only able to extract the patterns that highlight these sourcesof variation, but describe them individually. In this paper, we presenta unified framework for learning subnetwork patterns of connectivity bytheir projective non-negative decomposition into a reconstructive basisset, as well as, additional basis sets representing development andgroup discrimination. In order to obtain these components, we exploitthe geometrical distribution of the population in the connectivity spaceby using a graph-theoretical scheme that imposes locality-preservingproperties. In addition, the projection of the subject networks into thebasis set provides a low dimensional representation of it, that teasesapart the different sources of variation in the sample, facilitatingvariation-specific statistical analysis. The proposed framework isapplied to a study of diffusion-based connectivity in subjects withautism.",2019,https://scholar.google.com.br/,no
2941,Enhancement of Attention and Cognitive Skills using EEG basedNeurofeedback Game,"Neurofeedback, the self-regulation of brain signals recorded usingElectroencephalogram (EEG), allows Brain-Computer Interface (BCI) usersto enhance cognitive as well as motor functions using specific trainingstrategies. Therapeutic effects of neurofeedback (by the induction ofneuroplasticity) on treatment of people with neurological disorders suchas Attention-Deficit Hyperactive Disorder (ADHD), dementia and strokehave been reported in literature. In this paper, we investigate theimpact of a neurofeedback based BCI game on the enhancement of attentionand cognitive skills of healthy subjects. The BCI game is controlled byplayer's attention-related EEG signal. In the proposed trainingparadigm, subjects play the neurofeedback game regularly for a period of5 days. The experimental analysis of player's attention level (measuredby entropy values of EEG) and the comparison of cognitive test resultsdemonstrate the benefits of practicing BCI based neurofeedback game inthe enhancement of attention! cognitive skills.",2019,https://scholar.google.com.br/,no
2942,An IoT-based System for Supporting Children with Autism SpectrumDisorder,"In this paper, we implement and evaluate the performance of a new systembased on Internet of Things (IoT) and P2P technology for supportinglearning and improving the quality of life for children with AutismSpectrum Disorder (ASD). Many children with autism are highly interestedand motivated by smart devices such as computers and touch screentablets. These types of assistive technology devices get children withautism to interact, make choices, respond, and tell parents what theyare interested, need, think, and maybe even feel. Our proposed systemuses JXTA-Overlay platform and SmartBox device to monitor the childrenand create P2P communication between children, caregivers andtherapists. Various visual systems, such as objects, photographs,realistic drawings, line drawings, and written words, can be used withassorted modes of technology, as long as the child can readilycomprehend the visual representation. Vocabulary skills, mathematicsskills and other life skills can be taught through our proposed system.We evaluated the effect of our system during study sessions of childrendiagnosed with ASD. The experimental results show that our systemteaches new skills to children with ASD and the SmartBox increases theconcentration of children during studying.",2019,https://scholar.google.com.br/,no
2943,Feasibility of using a humanoid robot to elicit communicational responsein children with mild autism,"Research evidences are accumulating with regards to the potential use ofrobots for the rehabilitation of children with autism. The purpose ofthis paper is to elaborate on the results of communicational response intwo children with autism during interaction with the humanoid robot NAO.Both autistic subjects in this study have been diagnosed with mildautism. Following the outcome from our first pilot study, the aim ofthis current experiment is to explore the application of NAO robot toengage with a child and further teach about emotions through agame-centered and song-based approach. The experiment procedure involvedinteraction between humanoid robot NAO with each child through a seriesof four different modules. The observation items are based on ten itemsselected and referenced to GARS-2 (Gilliam Autism Rating Scale-secondedition) and also input from clinicians and therapists. The resultsclearly indicated that both of the children showed optimistic responsethrough the interaction. Negative responses such as feeling scared orshying away from the robot were not detected. Two-way communicationbetween the child and robot in real time significantly gives positiveimpact in the responses towards the robot. To conclude, it is feasibleto include robot-based interaction specifically to elicitcommunicational response as a part of the rehabilitation intervention ofchildren with autism.",2019,https://scholar.google.com.br/,no
2944,Teaching Human-Computer Interaction through developing Applications inCollaboration between Academy and Autism Organizations,"Human-Computer Interaction is a discipline that is getting more interestnowadays, not only because the proliferation of computer science butalso due the proliferation of new technological devices that requireuser-friendly interfaces. Furthermore, new technology is enabling us toattend needs of special groups with specific impairments, such asautistic users. Most efforts have been made in order to integratecurricula for this discipline, also most efforts have been made in theteaching context of these themes. However, it is necessary to continueimproving teaching practices, integrating research and good practicesfrom real environments. In this paper we present some experiences inteaching Human-Computer Interaction and Usability Engineering inconjunction with Software Development. Our teaching experiences involvereal projects in collaboration with a specialized organization inautism. This teaching environment allows students to interact with endusers, making sense of how useful is applying user interface designprinciples in order to facilitate the life of users with specialcapabilities.",2019,https://scholar.google.com.br/,no
2945,Lesson Authoring System For Creating Interactive Activities InvolvingVirtual Humans,"Educators continually strive to provide learning materials that arespecifically adapted to their students' unique learning preferences andneeds. Software use continues to grow in classrooms however typicaleducational programs cannot be modified to suit individual learners. TheThinking Head Whiteboard is a lesson authoring tool that provides such acapability, allowing educators without a computer programming backgroundto create their own interactive lessons. The Thinking Head Whiteboardalso supports the use of virtual human `tutors' and `peers' within theselessons, making it uniquely suited to assist in areas such as socialskills education. Further, the software currently being developedincorporates a basic level of automated assessment, allowing it to adapton the fly to learner needs, providing repetition of content forstruggling learners and fast-tracking those who are proficient.Ultimately, it is hoped that the Thinking Head Whiteboard will become anengaging and useful tool for educators and learners alike.",2019,https://scholar.google.com.br/,no
2946,Conceptual Framework Study of Basic Counting Skills Based Dynamic VisualArchitecture towards Autistic Children's Development,"For individual with autism, the opportunity to achieveself-determination may be critical to enhance their quality of life. Toachieve self-determination and independence, autism patience need tocomprehend the learning basic skill system. Since calculation is used ineveryday living, understanding the basic calculation skills is one wayindividual with autism can help achieve independence. The important ofcalculation especially mathematics in everyday living should not beoverlooked for children's with autism. The opportunities to be paid andpurchase goods are ways individuals with disabilities can achieveautonomy and independence. For students with autism, learning basiccounting skills are important not only for their academic careers butalso for their future independence. Our study plans to investigate thecounting basic skills based dynamic visual for students with autism thatwill potentially assist educators, facilitators and curriculumdevelopers to create appropriate instrument and instructional programsto meet students' academic needs. A theoretical model for basic countingskills for autism children's development is to be proposed from theoutcome of this study. The next step will be to validate the integratedmodel proposed which will be conducted through a series of hypothesistesting which includes improved enthusiasm, augmented sense of worth andenhanced analytical. Perhaps more importantly, this research may helpstudents acquire the essential skills they will need for futureindependence.",2019,https://scholar.google.com.br/,no
2947,Comparative Observations of Learning Engagement by Students WithDevelopmental Disabilities Using an iPad and Computer: A Pilot Study,"This study examined the use of the Apple iPad for learning by childrenwith developmental disabilities (DD), including those on the autismspectrum. A single case design was used to record the participation offour students with DD when taught with their standard computer atbaseline, followed by the introduction of the iPad. A six-componentparticipation scale was developed to quantify observations of thesestudents during the learning sessions. Visual analysis of data indicatedno differences in participation with the iPad as compared to thecomputer for three of the four subjects. One subject appeared to havenotably higher participation with the iPad. Individual variations wereidentified in each student along with some common concerns withattention, task persistence, and goal directed behavior with use of theiPad. Student academic scores improved during the course of iPad use.Nevertheless, the findings drawn from this pilot study do not justifythe use of the iPad over the computer (and vice versa) for achievingacademic goals in students with DD. The need to document best practicesand barriers in use of emerging touch-tablet devices to supportindividualized education was clearly evident.",2019,https://scholar.google.com.br/,no
2948,Gesture Recognition for Humanoid Assisted Interactive Sign LanguageTutoring,"This work is part of an ongoing work for sign language tutoring withimitation based turn-taking and interaction games (iSign) with humanoidrobots and children with communication impairments. The paper focuses onthe extension of the game, mainly for children with autism. AutismSpektrum Disorder (ASD) involves communication impairments, limitedsocial interaction, and limited imagination. Many such children showinterest in robots and find them engaging. Robots can facilitate socialinteraction between the child and teacher. In this work, a Nao H25Humanoid robot assisted the human teacher to teach some signs and basicupper torso actions which were observed and imitated by theparticipants. Kinect camera based system was used to recognize the signsand other actions, and the robot gave visual and audial feedback to theparticipants based on the performance.",2019,https://scholar.google.com.br/,no
2949,Parent-mediated early intervention for young children with autismspectrum disorders (ASD),"BackgroundYoung children with autism spectrum disorders (ASD) have impairments inthe areas of communication and social interaction and often displayrepetitive or non-compliant behaviour. This early pattern ofdifficulties is a challenge for parents. Therefore, approaches that helpparents develop strategies for interaction and management of behaviourare an obvious route for early intervention in ASD. This review updatesa Cochrane review first published in 2002 but is based on a newprotocol.ObjectivesTo assess the effectiveness of parent-mediated early interventions interms of the benefits for both children with ASD and their parents andto explore some potential moderators of treatment effect.Search methodsWe searched a range of psychological, educational and biomedicaldatabases including CENTRAL, MEDLINE, Embase, PsycINFO and ERIC inAugust 2012. As this is an update of a previous review, we limited thesearch to the period following the original searches in 2002.Bibliographies and reference lists of key articles were searched, fieldexperts were contacted and key journals were handsearched.Selection criteriaWe included only randomised controlled trials of early intervention forchildren with ASD. The interventions in the experimental condition weremediated by parents, the control conditions included no treatment,treatment as usual, waiting list, alternative child-centred interventionnot mediated by parents, or alternative parent-mediated intervention ofhypothesised lesser effect than the experimental condition.Data collection and analysisTwo review authors (HM and IPO) independently screened articlesidentified in the search and decided which articles should be retrievedin full. For each included study, two review authors (IPO and EH)extracted and recorded data, using a piloted data collection form. Tworeview authors (IPO and HM) assessed the risk of bias in each study. Weperformed data synthesis and analysis using The Cochrane Collaboration'sReview Manager 5.1 software.Main resultsThe review includes 17 studies from six countries (USA, UK, Australia,Canada, Thailand and China), which recruited 919 children with ASD. Notall 17 studies could be compared directly or combined in meta-analysesdue to differences in the theoretical basis underpinning interventions,the duration and intensity of interventions, and the outcome measurementtools used. Data from subsets of 10 studies that evaluated interventionsto enhance parent interaction style and thereby facilitate children'scommunication were included in meta-analyses. The largest meta-analysiscombined data from 316 participants in six studies and the smallestcombined data from 55 participants in two studies. Findings from theremaining seven studies were reported narratively.High risk of bias was evident in the studies in relation to allocationconcealment and incomplete outcome data, blinding of participants wasnot possible.Overall, we did not find statistical evidence of gains fromparent-mediated approaches in most of the primary outcomes assessed(most aspects of language and communication -whether directly assessedor reported, frequency of child initiations in observed parent-childinteraction, child adaptive behaviour, parents' stress), with findingslargely inconclusive and inconsistent across studies. However, theevidence for positive change in patterns of parent-child interaction wasstrong and statistically significant (shared attention: standardisedmean difference (SMD) 0.41, 95\% confidence interval (CI) 0.14 to 0.68,P value < 0.05, parent synchrony: SMD 0.90, 95\% CI 0.56 to 1.23, Pvalue < 0.05). Furthermore, there is some evidence suggestive ofimprovement in child language comprehension, reported by parents(vocabulary comprehension: mean difference (MD 36.26, 95\% CI 1.31 to71.20, P value < 0.05). In addition, there was evidence suggesting areduction in the severity of children's autism characteristics (SMD-0.30, 95\% CI -0.52 to -0.08, P value < 0.05). However, this evidenceof change in children's skills and difficulties as a consequence ofparent-mediated intervention is uncertain, with small effect sizes andwide CIs, and the conclusions are likely to change with futurepublication of high-quality RCTs.Authors' conclusionsThe review finds some evidence for the effectiveness of parent-mediatedinterventions, most particularly in proximal indicators withinparent-child interaction, but also in more distal indicators of childlanguage comprehension and reduction in autism severity. Evidence ofwhether such interventions may reduce parent stress is inconclusive. Thereview reinforces the need for attention to be given to earlyintervention service models that enable parents to contribute skilfullyto the treatment of their child with autism. However, practitionerssupporting parent-mediated intervention require to monitor levels ofparent stress. The ability to draw conclusions from studies would beimproved by researchers adopting a common set of outcome measures as thequality of the current evidence is low.",2019,https://scholar.google.com.br/,no
2950,Robotica-Autismo Project: Technology for autistic children,"This article presents the Robotica-Autismo research project whichstarted in 2009 from a partnership with APPACDM (portuguese Associationof Parents and Friends of Mentally Retarded Citizens). The mainobjective of the study is to promote the interaction and communicationwith children with Autism Spectrum Disorder (ASD) by using robots.Different approaches have been followed by the researchers enrolled inthis project. Some studies are focused on using Lego robots to teachsocial and academic skills to children with ASD, other studies arededicated to the detection of stereotyped movements in children with ASDusing two different methods: the Kinect sensor and accelerometers.Recent work is related to the use of a humanoid robot that allows facialexpressions to facilitate the emotion recognition and teaching facialexpressions.",2019,https://scholar.google.com.br/,no
2951,Influence Of Information And Communication Technology On BehaviorProblems Of Nigerian Youths,"The study investigates the influence of information and CommunicationTechnology on behavior problems of Nigerian youths. A self administeredsurvey was conducted with 550 convenience samples of universityundergraduates in three universities in Benue State, Nigeria. Fourresearch questions and four hypotheses guided the study. Descriptivestatistics, mean, standard deviation and multiple regression statisticswere used to analyze the data. The empirical results indicate that thereis a joint significant influence of ICT, school, sex and age oncybercrime, aggressive behavior, truancy and sex crimes among youths.However while ICT remained constant and significant, none of the othervariables contributed significantly independently. The study recommendsthat guidance counselors and clinical psychologists at both post primaryand tertiary institutions should use appropriate skills and techniquesto assist in curbing the identified behavior problems. (C) 2013 TheAuthors. Published by Elsevier Ltd.",2019,https://scholar.google.com.br/,no
2952,iCAN: A Tablet-based Pedagogical System for Improving the UserExperience of Children with Autism in the Learning Process,"A paper-made Picture Exchange Communication System is the conventionalpedagogical approach used to develop the communication skills ofchildren with autism. Unfortunately, its disadvantages greatly increasethe burden on caregivers and damage the experience of users. To overcomethese problems, our multidisciplinary team produced iCAN, a tablet-basedAPP system that involves adopting the successful aspects of thepaper-made PECS approach and incorporating advantages of an electronicdevice into several features to make the learning process easier. 11children with autism participated in the experiments to experience iCAN.The changes in their user experience demonstrate the benefits of iCan asan orange technology.",2019,https://scholar.google.com.br/,yes
2953,"Family-, Media-, and School-Related Risk Factors of Video Game AddictionA 5-Year Longitudinal Study","In recent years, a variety of epidemiological studies have providedempirical data on the prevalence of video game addiction (GA) indifferent age groups. However, few studies investigated the causes of GAand could explain why video game playing as a widespread phenomenonleads to a comparatively small percentage of addicted players.Additionally, the existing longitudinal studies mainly considerpsychological trait variables and neglect the possible explanatory valueof predictors in socialization regarding media availability, media use,and family and everyday school life. In this paper, the results of atwo-wave longitudinal study comprising a sample of students from Grades4 to 9 (N = 406) are presented. The data show that 15-year-old videogame addicts had already exhibited a number of specific risk factors atthe age of 10. Students from single-parent families seem to beparticularly at risk, as are students with low experienced schoolwell-being and with a weaker social integration in class. The data alsoindicate that problematic use of video games in childhood increases therisk of GA in adolescence. Male students are especially vulnerable fordeveloping GA. The results of this study are an important contributionto understanding risk factors for GA in adolescents, thereby laying thegroundwork for effective prevention measures.",2019,https://scholar.google.com.br/,no
2954,Video Games for Children and Adolescents With Special Educational Needs,"Almost all children play video games at some point and many playregularly. Not only are games ubiquitous in children's leisureenvironments but the motivational and skill-enhancing potentialities ofthis technology are being exploited increasingly in education. Goodquality games, which are challenging, instructive, and absorbing, canmake learning enjoyable and effective. But is this the case for childrenwho struggle in school? This paper reviews the emerging literature onvideo game uses by children with special educational needs. Withreference to both entertainment games and ``serious{''} games, weconsider (i) the implications of developmental and learning disabilitiesfor game play, (ii) the potential of games to address special cognitiveand educational needs, and (iii) the social potential of game play. Gapsin current knowledge are identified and directions for future researchare outlined.",2019,https://scholar.google.com.br/,no
2955,Video Self-Modeling in Children with Autism: A Pilot Study ValidatingPrerequisite Skills and Extending the Utilization of VSM across SkillSets,"Given the recent interest in the use of video self-modeling (VSM) toprovide instruction within iPod apps and other pieces of handheld mobileassistive technologies, investigating appropriate prerequisite skillsfor effective use of this intervention is particularly timely andrelevant. To provide additional information regarding the efficacy ofVSM for students with autism and to provide insights into any possibleprerequisite skills students may require for such efficacy, the authorsinvestigated the use of VSM in increasing the instances of effectiveinitiations of interpersonal greetings for three students with autismthat exhibited different pre-intervention abilities. Results showed thatonly one of the three participants showed an increase in self-initiatedgreetings following the viewing of videos edited to show eachparticipant self-modeling a greeting when entering his or her classroom.Due to the differences in initial skill sets between the three children,this finding supports anecdotally observed student prerequisiteabilities mentioned in previous studies that may be required toeffectively utilize video based teaching methods.",2019,https://scholar.google.com.br/,no
2956,Theory of Mind Training Method Applied to Autism,"This research refers to improve the theory of mind of autism and thanpromote their recovery by training. The study applies Mind ReadingSoftware to train two autisms for case training. It lasts three weeks.Analyzing the pre- and post- results of <The Scale of BehaviorObservation For Mind Reading Training>, combining <The Record of MindReading Training>,and the assess of teachers' as well as parents'. Theresults show that the fist subject's ability of theory of mind improvesa lot and another subject is not obviously improved except the part ofopinion. It indicates the training of the theory of mind can improve theability of theory of mind in a certain degree.",2019,https://scholar.google.com.br/,no
2957,Case Study on Training of Theory of Mind of Autistic Children,"Theory of mind is a kind of ability that to know oneself and other'smental state, such as will, belief and intention, and infer other'sability based on it. Mind-reading is a rehabitation method for autismchildren which stem from the theory of mind The research usemind-reading software to do the rehabitation work on children. Togetherwith interview of teacher, we know that mind-reading training can boostchildren's ability of theory of mind and enhance the social skills atthe same time. However, it is also important for the teacher or trainingtutor to choose the appropriate method.",2019,https://scholar.google.com.br/,no
2958,"ADHD in Educational Counselling - Perspectives of Discourse Theory andEmpowerment at the Interface Between Youth Welfare, Health Care Systemand School System","ADHD in Educational Counselling - Perspectives of Discourse Theory andEmpowerment at the Interface Between Youth Welfare, Health Care Systemand School System ADHD is a controversial concept, which provokeseducational counselling to position in an explosive stress field ofschool system, health care system and youth welfare. This positioningcould be sharpened by a discourse theoretical perspective and used forcounselling in the sense of empowerment. Based on the clinicalcontroversy of ADHD the institutional coherence of school system, youthwelfare and health care system gets reconstructed as the societal basisof this clinical discourse, this for showing how the clinification ofinfantine experience and behaviour, connected with the ADHD-diagnosis,on the one hand is following the constriction of normality and on theother hand is aiming to assure equal opportunities. Prax. Kinderpsychol.Kinderpsychiat. 62/2013, 61-76",2019,https://scholar.google.com.br/,no
2959,American Medical Society for Sports Medicine position statement:concussion in sport,"Purpose of the statementTo provide an evidence-based, best practises summary to assistphysicians with the evaluation and management of sports concussion.To establish the level of evidence, knowledge gaps and areas requiringadditional research.Importance of an AMSSM statementSports medicine physicians are frequently involved in the care ofpatients with sports concussion.Sports medicine physicians are specifically trained to provide carealong the continuum of sports concussion from the acute injury toreturn-to-play (RTP) decisions.The care of athletes with sports concussion is ideally performed byhealthcare professionals with specific training and experience in theassessment and management of concussion. Competence should be determinedby training and experience, not dictated by specialty.While this statement is directed towards sports medicine physicians, itmay also assist other physicians and healthcare professionals in thecare of patients with sports concussion.DefinitionConcussion is defined as a traumatically induced transient disturbanceof brain function and involves a complex pathophysiological process.Concussion is a subset of mild traumatic brain injury (MTBI) which isgenerally self-limited and at the less-severe end of the brain injuryspectrum.PathophysiologyAnimal and human studies support the concept of postconcussivevulnerability, showing that a second blow before the brain has recoveredresults in worsening metabolic changes within the cell.Experimental evidence suggests the concussed brain is less responsive tousual neural activation and when premature cognitive or physicalactivity occurs before complete recovery the brain may be vulnerable toprolonged dysfunction.IncidenceIt is estimated that as many as 3.8 million concussions occur in the USAper year during competitive sports and recreational activities, however,as many as 50\% of the concussions may go unreported.Concussions occur in all sports with the highest incidence in football,hockey, rugby, soccer and basketball.Risk factors for sport-related concussionA history of concussion is associated with a higher risk of sustaininganother concussion.A greater number, severity and duration of symptoms after a concussionare predictors of a prolonged recovery.D In sports with similar playing rules, the reported incidence ofconcussion is higher in female athletes than in male athletes.Certain sports, positions and individual playing styles have a greaterrisk of concussion.Youth athletes may have a more prolonged recovery and are moresusceptible to a concussion accompanied by a catastrophic injury.Preinjury mood disorders, learning disorders, attention-deficitdisorders (ADD/ADHD) and migraine headaches complicate diagnosis andmanagement of a concussion. Diagnosis of concussionConcussion remains a clinical diagnosis ideally made by a healthcareprovider familiar with the athlete and knowledgeable in the recognitionand evaluation of concussion.Graded symptom checklists provide an objective tool for assessing avariety of symptoms related to concussions, while also tracking theseverity of those symptoms over serial evaluations.Standardised assessment tools provide a helpful structure for theevaluation of concussion, although limited validation of theseassessment tools is available.`Sideline' evaluation and managementAny athlete suspected of having a concussion should be stopped fromplaying and assessed by a licenced healthcare provider trained in theevaluation and management of concussions.Recognition and initial assessment of a concussion should be guided by asymptoms checklist, cognitive evaluation (including orientation, pastand immediate memory, new learning and concentration), balance tests andfurther neurological physical examination.While standardised sideline tests are a useful framework forexamination, the sensitivity, specificity, validity and reliability ofthese tests among different age groups, cultural groups and settings islargely undefined. Their practical usefulness with or without anindividual baseline test is also largely unknown.Balance disturbance is a specific indicator of a concussion, but notvery sensitive. Balance testing on the sideline may be substantiallydifferent than baseline tests because of differences in shoe/cleat-typeor surface, use of ankle tape or braces, or the presence of other lowerextremity injury.Imaging is reserved for athletes where intracerebral bleeding issuspected.There is no same day RTP for an athlete diagnosed with a concussion.Athletes suspected or diagnosed with a concussion should be monitoredfor deteriorating physical or mental status.Neuropsychological testingNeuropsychological (NP) tests are an objective measure of brainbehaviour relationships and are more sensitive for subtle cognitiveimpairment than clinical exam.Most concussions can be managed appropriately without the use of NPtesting. D. Computerised neuropsychological (CNP) testing should beinterpreted by healthcare professionals trained and familiar with thetype of test and the individual test limitations, including aknowledgeable assessment of the reliable change index, baselinevariability and false-positive and false-negative rates.Paper and pencil NP tests can be more comprehensive, test differentdomains and assess for other conditions which may masquerade as orcomplicate assessment of concussion.NP testing should be used only as part of a comprehensive concussionmanagement strategy and should not be used in isolation.The ideal timing, frequency and type of NP testing have not beendetermined.In some cases, properly administered and interpreted NP testing providesan added value to assess cognitive function and recovery in themanagement of sports concussions.It is unknown if use of NP testing in the management of sportsconcussion helps prevent recurrent concussion, catastrophic injury orlong-term complications.Comprehensive NP evaluation is helpful in the post-concussion managementof athletes with persistent symptoms or complicated courses.Return to classStudents will require cognitive rest and may require academicaccommodations such as reduced workload and extended time for testswhile recovering from a concussion.Return to playConcussion symptoms should be resolved before returning to exercise.A RTP progression involves a gradual, step-wise increase in physicaldemands, sports-specific activities and the risk for contact.If symptoms occur with activity, the progression should be halted andrestarted at the preceding symptom-free step.RTP after concussion should occur only with medical clearance from alicenced healthcare provider trained in the evaluation and management ofconcussions.Short-term risks of premature RTPThe primary concern with early RTP is decreased reaction time leading toan increased risk of a repeat concussion or other injury andprolongation of symptoms.Long-term effectsThere is an increasing concern that head impact exposure and recurrentconcussions contribute to long-term neurological sequelae.Some studies have suggested an association between prior concussions andchronic cognitive dysfunction. Large-scale epidemiological studies areneeded to more clearly define risk factors and causation of anylong-term neurological impairment.Disqualification from sportThere are no evidence-based guidelines for disqualifying/retiring anathlete from a sport after a concussion. Each case should be carefullydeliberated and an individualised approach to determiningdisqualification taken.EducationGreater efforts are needed to educate involved parties, includingathletes, parents, coaches, officials, school administrators andhealthcare providers to improve concussion recognition, management andprevention.Physicians should be prepared to provide counselling regarding potentiallong-term consequences of a concussion and recurrent concussions.PreventionPrimary prevention of some injuries may be possible with modificationand enforcement of the rules and fair play.Helmets, both hard (football, lacrosse and hockey) and soft (soccer,rugby) are best suited to prevent impact injuries (fracture, bleeding,laceration, etc.) but have not been shown to reduce the incidence andseverity of concussions.There is no current evidence that mouth guards can reduce the severityof or prevent concussions.Secondary prevention may be possible by appropriate RTP management.LegislationLegislative efforts provide a uniform standard for scholastic andnon-scholastic sports organisations regarding concussion safety andmanagement.Future directionsAdditional research is needed to validate current assessment tools,delineate the role of NP testing and improve identification of those atrisk of prolonged post-concussive symptoms or other long-termcomplications.Evolving technologies for the diagnosis of concussion, such as newerneuroimaging techniques or biological markers, may provide new insightsinto the evaluation and management of sports concussion.",2019,https://scholar.google.com.br/,no
2960,Using iPods (R) and iPads (R) in teaching programs for individuals withdevelopmental disabilities: A systematic review,"We conducted a systematic review of studies that involved iPods (R),iPads (R), and related devices (e.g., iPhones (R)) in teaching programsfor individuals with developmental disabilities. The search yielded 15studies covering five domains: (a) academic, (b) communication, (c)employment, (d) leisure, and (e) transitioning across school settings.The 15 studies reported outcomes for 47 participants, who ranged from 4to 27 years of age and had a diagnosis of autism spectrum disorder (ASD)and/or intellectual disability. Most studies involved the use of iPods(R) or iPads (R) and aimed to either (a) deliver instructional promptsvia the iPod Touch (R) or iPad (R), or (b) teach the person to operatean iPod Touch (R) or iPad (R) to access preferred stimuli. The latteralso included operating an iPod Touch (R) or an iPad (R) as aspeech-generating device (SGD) to request preferred stimuli. The resultsof these 15 studies were largely positive, suggesting that iPods (R),iPod Touch (R), iPads (R), and related devices are viable technologicalaids for individuals with developmental disabilities. (C) 2012 ElsevierLtd. All rights reserved.",2019,https://scholar.google.com.br/,no
2961,Timing abilities among children with developmental coordinationdisorders (DCD) in comparison to children with typical development,"Timing ability is essential for common everyday performance. The aim ofthe study was to compare timing abilities and temporal aspects ofhandwriting performance and relationships between these two componentsamong children with Developmental Coordination Disorders (DCD) and acontrol group. Forty two children, 21 diagnosed as DCD and 21 withtypical development, aged 7-12, were matched for age, gender and schoolperformed 14 tasks of the interactive metronome (IM) and threefunctional handwriting tasks on an electronic tablet that was part of acomputerized system (ComPET - computerized penmanship evaluation tool).The IM supplies response time, while on-paper and in-air time perwritten stroke is received from the ComPET. Results indicatedsignificant differences between the groups for both IM and handwritingtasks (ComPET). Linear regression indicated that the mean IM responsetime explained 37\% of variance of the in-air time per stroke during aparagraph-copying task. Furthermore, based on one discriminate functionincluding two measures reflected timing ability, 81\% of allparticipants were correctly classified into groups. Study resultsstrongly recommend consideration of the IM as an evaluation andintervention tool for children with DCD who are faced with timingdeficits in their everyday functioning. (C) 2012 Elsevier Ltd. Allrights reserved.",2019,https://scholar.google.com.br/,no
2962,Gene-by-preschool interaction on the development of early externalizingproblems,"Background: Preschool involves an array of new social experiences thatmay impact the development of early externalizing behavior problems overthe transition to grade school. Methods: Using longitudinal data from anationally representative sample of over 600 pairs of US twins, wetested whether the genetic and environmental influences on externalizingproblems differed between children who did versus did not attendpreschool. Results: At age 4, the genetic and environmental etiology ofexternalizing did not differ by preschool attendance. In contrast, byage 5 years (kindergarten age), the genetic and environmental etiologyof externalizing significantly differed by preschool attendance. Amongchildren who did not attend preschool, externalizing at age 5 waspredominantly due to environmental influences (52\% shared environment,34\% non-shared environment) rather than genetic differences (13\%),whereas among children who had attended preschool, externalizing at age5 was primarily due to genes (67\%), and shared environmental influenceswere negligible (0\%). These interactions represented the differentiallongitudinal persistence of genes and environments that contributed toexternalizing at age 4. Sensitivity analyses ruled out confounding dueto early mental ability, socioeconomic status, minority status, childage, and prior history of childcare. Conclusions: These results indicatethat preschool enrollment is associated with increased genetic anddecreased shared environmental influences on the development of earlyexternalizing behavior problems.",2019,https://scholar.google.com.br/,no
2963,Impact of Video on Learning in Students with Autism in Malaysia: FutureProspects,"Use of video in Malaysia is seen as having a bright future becausetechnology development is expanding even more now. Thirty articlesrelated to use of video on students with autism have been investigated.Only 12 articles have been selected as appropriate for use as referencesfor this study. This article looks at the future prospects of impact ofvideo on learning of students with autism in Malaysia. The focus of thisstudy is the use of video by experts, identifying behavior of studentswith autism in their use of video and determining the limitations ofvideo and ways to overcome them. This study uses the Fuzzy Delphiapproach to achieve consensus of experts on the focus of study. Thefindings show that usage of video is extremely effective on studentswith autism besides shaping the behavior desired. Although video has itslimitations, these can be overcome in various ways as suggested by theexperts and researchers. (C) 2013 The Authors, Published by ElsevierLtd.",2019,https://scholar.google.com.br/,no
2964,Humanoid Robots Communication with Participants Using Sign Language: AnInteraction Based Sign Language Game,"This work presents the preliminary results of an ongoing project whichaims to use humanoid robots as sign language tutors. The study mainlyfocuses on children who have some problems when they are communicatingwith other individuals such as hearing-impaired or autistic children. Inthis paper, an interactive game, which is based on sign language,between a humanoid robot and a human participant is introduced. The gameconsists of an imitation based learning phase where the signs are taughtin the first step and they are tested in the second step within theframe of an interaction game. The goal of the interactive game is toreinforce the semantic meaning of the signs in a motivating and engagingway, as well as to test the learning performance of the participants. Weaim to design a comfortable learning environment by using the humanoidrobot as an educational medium. The game also improves the participants'imitation and turn-taking skills and teaches the semantic meanings ofthe signs.",2019,https://scholar.google.com.br/,no
2965,A Step towards a Robotic System With Smartphone Working As Its Brain :An Assistive Technology,"This paper describes a novel smartphone based navigation application.The smartphone based robotic system is sensitive to both the tactile andhead-movement input commands from a user. Here we present our designused for developing a prototype of the robotic system as aproof-of-concept of an assistive technology that could facilitatepartially disabled people to navigate effectively. Additionally wedesigned a usability study where our prototype was validated by sevenhealthy participants. Such an intelligent robotic system controlled by asmartphone can find a variety of applications based on navigationsystems for disabled persons, educational tools especially for childrenwith autism, surveillance and social telepresence. The hardwareprototype could then be further used for development purposes to build avariety of applications using Application Program Interfaces (APIs) thatcan program the robot to do a custom task.",2019,https://scholar.google.com.br/,no
2966,Autism Spectrum Disorder Detection Using Projection Based LearningMeta-cognitive RBF Network,"In this paper, we present an approach for the diagnosis of AutismSpectrum Disorder (ASD) from Magnetic Resonance Imaging (MRI) scans withVoxel-Based Morphometry (VBM) detected features using Projection BasedLearning (PBL) algorithm for a Meta-cognitive Radial Basis FunctionNetwork (McRBFN) classifier. McRBFN emulates human-like meta-cognitivelearning principles. As each sample is presented to the network, theMcRBFN uses the estimated class label, the maximum hinge error andclass-wise significance to address the self-regulating principles ofwhat-to-learn, when-to-learn and how-to-learn in a meta-cognitiveframework. Initially, McRBFN begins with zero hidden neurons and addsrequired number of neurons to approximate the decision surface. When aneuron is added, its parameters are initialized based on the sampleoverlapping conditions. The output weights are updated using a PBLalgorithm such that the network finds the minimum point of an energyfunction defined by the hinge-loss error. Moreover, as samples withsimilar information are deleted, over-training is avoided. The PBLalgorithm helps to reduce the computational effort used in training. Forsimulation studies, we have used MR images from the Autism Brain ImagingData Exchange (ABIDE) data set. The performance of the PBL-McRBFNclassifier is evaluated on complete morphometric features set obtainedfrom the VBM analysis. The performance evaluation study clearlyindicates the superior performance of PBL-McRBFN classifier over otherclassification algorithms.",2019,https://scholar.google.com.br/,no
2967,TAKING ADVANTAGE OF THE CONCEPT MAPPING SOFTWARE IN TEACHING DESCRIPTIVEWRITING TO STUDENTS WITH ATTENTION DEFICIT,"The purpose of this paper is to investigate the effects of theintegration of the New Learning Technologies and specifically of theConcept Mapping Software ( CM Tools) on the improvement of thedescriptive writing of students in the secondary level of educationidentified with Attention Deficit. Student selection was based on acombination of tools, namely a questionnaire for teachers following theGreek Evaluation Scale (ADHD), the Stroop Test and the Trail MakingTest. Students were then divided into two research groups consisting of32 and 34 students respectively and were taught the same educationalmaterial within two teaching hours. In the first group, the teachingprocedure took place with the implementation of the New LearningTechnologies whereas in the latter without its integration.Subsequently, both groups were asked to write a descriptive essay. Theresults confirmed that the use of New Learning Technologies andparticularly of the Concept Mapping Software, which has beenscientifically proved that it influences positively the assimilation ofknowledge and its maintenance in the long-term memory, renders theeducational material in a more understandable manner. Indeed, theoverall performance of those students who had been taught with thespecific software and the specific aspects of their performance, i.e.organization, language and content, were substantially improved.",2019,https://scholar.google.com.br/,no
2968,ATTENTION DEFICIT - HYPERACTIVITY DISORDER EDUCATIONAL APPROACHES TOSTUDENTS WITH ADHD WITHIN THE SCHOOL FRAMEWORK AS WELL AS PARENTS'COUNSELING THROUGH A CASE STUDY,"ADHD is considered to be one of the most common childhood disorders alsoapparent through adolescence and adulthood. Symptoms are related to thechild's difficulty in concentrating and focusing its attention onspecific stimuli as well as monitoring its behavior and mobility. TheADHD major symptoms are attention deficit, hyperactivity andimpulsiveness. Even though it is deemed normal for a child to besometimes inattentive, hyperactive or impulsive, yet children with ADHDappear with these behaviors more often and to a larger extent. Nowadays,the number of hyperactive students is continuously growing, year afteryear, and the need to find educational approaches and counseling toparents having children with ADHD is regarded more than imperative inorder to improve these students' learning level and self-image.",2019,https://scholar.google.com.br/,no
2969,Fast ForWord (R): The Birth of the Neurocognitive Training Revolution,"In 1996, I cofounded Scientific Learning Corporation (SLC) with DrsMichael Merzenich, William Jenkins, and Steve Miller. I coined the term``Cogniceutical{''} to describe the new type of company we envisioned.SLC was the first company cofounded by academic scientists with themission of building neurocognitive interventions. Fast ForWord (R) isthe registered trade name of the platform SLC built to translate basicneuroplasticity-based training research into clinical and educationalproducts. Fast ForWord (R) was the first cognitive neurotherapeuticintervention, the first to be individually adaptive in real time, thefirst ``brain fitness{''} program that collected data over the Internet,and the first to use computer gaming technologies to change brains andenhance human potential. We included lofty goals in our first businessplan for SLC. These included: using neuroplasticity-based training toimprove language, literacy, and other academic skills, helping seniorsmaintain and recover function, helping people learn English as a secondlanguage, helping patient populations with neurological or mentaldisorders. SLC's first focus became improving language and literacy.Mike, Bill, Steve, and I began this journey together in 1994 with alaboratory-based research study that included seven children. To date,over two million children in 46 countries have used Fast ForWord (R)products. On any given school day, approximately 60,000 children log into train on 1 of 10 Fast ForWord Language, Literacy, or Readingprograms. We did not know at the time that we were creating what becamea ``disruptive innovation.{''} This chapter chronicles thistransformational journey.",2019,https://scholar.google.com.br/,no
2970,A Cognitive Framework for Understanding and Improving InterferenceResolution in the Brain,"All of us are familiar with the negative impact of interference onachieving our task goals. We are referring to interference byinformation, which either impinges on our senses from an externalenvironmental source or is internally generated by our thoughts.Informed by more than a decade of research on the cognitive and neuralprocessing of interference, we have developed a framework forunderstanding how interference impacts our neural systems and especiallyhow it is regulated and suppressed during efficient on-task performance.Importantly, externally and internally generated interferences havedistinct neural signatures, and further, distinct neural processingemerges depending on whether individuals must ignore and suppress theinterference, as for distractions, or engage with them in a secondarytask, as during multitasking. Here, we elaborate on this cognitiveframework and how it changes throughout the human lifespan, focusingmostly on research evidence from younger adults and comparing thesefindings to data from older adults, children, and cognitively impairedpopulations. With insights gleaned from our growing understanding, wethen describe three novel translational efforts in our lab directed atimproving distinct aspects of interference resolution using cognitivetraining. Critically, these training approaches were specificallydeveloped to target improved interference resolution based onneuroplasticity principles and have shown much success in randomizedcontrolled first version evaluations in healthy aging. Our results shownot only on-task training improvements but also robust generalization ofbenefit to other cognitive control abilities. This research showcaseshow an in-depth understanding of neural mechanisms can then inform thedevelopment of effective deficit-targeted interventions, which can inturn benefit both healthy and cognitively impaired populations.",2019,https://scholar.google.com.br/,no
2971,PARENTS' PERSPECTIVES ON TOUCH TABLET TECHNOLOGY FOR STUDENTS WITHAUTISM SPECTRUM DISORDER,"With the rapid pace of emerging and changing technology, many optionsare now available for students with autism spectrum disorder (ASD) andtheir families to support communication needs. The purpose of this studywas to examine the attitudes, perceptions, expectations, and beliefsthat parents of children with ASD have about touch tablet technology(TTT) and related software applications, or ``apps{''} as they havebecome known, in their child's educational programming in the Vancouver,West Vancouver, North Vancouver and Coquitlam school districts inBritish Columbia, Canada. Although Apple has coined the phrase ``Thereis an App for that,{''} the current increase in competing platforms andoperating systems has led us to base our study on TTT in order toencompass both iPad and Android platforms. Devices have become readilyavailable, relatively inexpensive and unobtrusive, and, with theincreasing number of apps, multi-functional.Our study was conducted in two parts. First, a survey was sent toparents of students with ASD via special education consultants andprincipals in the Vancouver, West Vancouver, North Vancouver, andCoquitlam School Districts. The goal of the survey was to collectparents' basic demographic information and determine whether or nottheir children with ASD were using TTT for their learning. Second, basedon the survey results, interviews were conducted with selectedrespondents to examine in further depth their perspectives on theirchildren's learning with TTT. Responses in our study have both confirmedand extended what we learned from our literature review about theirperceptions and experiences of technology use with their children withASD. Recommendations were made which have important implications for:fair access to funding for TTT, inclusion of children with ASD in theregular classroom setting using TTT as a tool in order to meetindividual education goals and, consideration of meaningfulcollaboration with parents of children with ASD.",2019,https://scholar.google.com.br/,no
2972,"THE ``PARENT GROUP{''} IN THE SPECIAL PRIMARY SCHOOL OF KALAMATA: ITSFRAMEWORK, RATIONALE, AND AIMS","Counselling as a science relies mostly on personality theories,therefore, it is essentially the domain for research and applications ofmajor Psychology trends. Counselling is a reciprocal communicationprocess, which typically involves providing help to individuals facingpsychological problems. These problems are often related to a certaindysfunction in the individual's interpersonal relationships or inhis/her relationship to himself or herself. Group and individualcounselling share the same principles and methods. Compared toindividual counselling, outcomes are often more remarkable in GroupCounselling. Within this framework, a ``Parent Group{''} was establishedin the Special Primary School of Kalamata, initiated by the school'spsychologist and social worker. Sessions with parents did not solelyaddress their children's problems, such as autism, mental retardation,hyperactivity, and emotional issues, in fact, they focused to a greaterextent on parents' personal stories and emotions about situations theywere experiencing.",2019,https://scholar.google.com.br/,no
2973,Computational analysis of LDDMM for brain mapping,"One goal of computational anatomy (CA) is to develop tools to accuratelysegment brain structures in healthy and diseased subjects. In thispaper, we examine the performance and complexity of such segmentation inthe framework of the large deformation diffeomorphic metric mapping(LDDMM) registration method with reference to atlases and parameters.First we report the application of a multi-atlas segmentation approachto define basal ganglia structures in healthy and diseased kids' brains.The segmentation accuracy of the multi-atlas approach is compared withthe single atlas LDDMM implementation and two state-of-the-artsegmentation algorithms-Freesurfer and FSL-by computing the overlaperrors between automatic and manual segmentations of the six basalganglia nuclei in healthy subjects as well as subjects with diseasesincluding ADHD and Autism. The high accuracy of multi-atlas segmentationis obtained at the cost of increasing the computational complexitybecause of the calculations necessary between the atlases and a subject.Second, we examine the effect of parameters on total LDDMM computationtime and segmentation accuracy for basal ganglia structures. Singleatlas LDDMM method is used to automatically segment the structures in apopulation of 16 subjects using different sets of parameters. Theresults show that a cascade approach and using fewer time steps canreduce computational complexity as much as five times while maintainingreliable segmentations.",2019,https://scholar.google.com.br/,no
2974,Co-StiCap: System based on Distributed and Tangible User Interfaces toImprove Skills in Children with ADHD,"The attention deficit disorder with hyperactivity (ADHD) has increasedconsiderably in recent years. People who have it experience behavioralproblems, learning and self-control in their lives. The therapiesperformed are based on activities to improve cognitive abilities.Nowadays technology is becoming a tool to facilitate the cognitivestimulation and work of therapists, family, etc. In this paper wepresent Co-StiCap (Stimulating Collaborative Cognitive Capabilities) isa multi-device system based on Distributed User Interfaces and gamesaimed at improving the communication and cognitive capabilities inchildren with ADHD. The system consists of a projector running the maingame interface, tangible interfaces based on common objects that we useto interact through a mobile device (which integrates NFC reader) withthe main interface. Moreover it has another mobile device applicationfor therapists, which aims to control the process of children and assistin the collaboration and cooperation among them. It has carried out anassessment in order to check the effect of the system and the newtechnique of interaction among children and families and therapists.",2019,https://scholar.google.com.br/,no
2975,Mentalizing and motivation neural function during social interactions inautism spectrum disorders,"Autism Spectrum Disorders (ASDs) are characterized by core deficits insocial functions. Two theories have been suggested to explain thesedeficits: mind-blindness theory posits impaired mentalizing processes(i.e. decreased ability for establishing a representation of others'state of mind), while social motivation theory proposes that diminishedreward value for social information leads to reduced social attention,social interactions, and social learning. Mentalizing andmotivation areintegral to typical social interactions, and neuroimaging evidencepoints to independent brain networks that support these processes inhealthy individuals. However, the simultaneous function of thesenetworks has not been explored in individuals with ASDs. We used asocial, interactive fMRI task, the Domino game, to explore mentalizing-and motivation-related brain activation during a well-defined intervalwhere participants respond to rewards or punishments (i.e. motivation)and concurrently process information about their opponent's potentialnext actions (i.e. mentalizing). Thirteen individuals withhigh-functioning ASDs, ages 12-24, and 14 healthy controls played fMRIDomino games against a computer-opponent and separately, what they wereled to believe was a human-opponent. Results showed that whileindividuals with ASDs understood the game rules and played similarly tocontrols, they showed diminished neural activity during thehuman-opponent runs only (i.e. in a social context) in bilateral middletemporal gyrus (MTG) during mentalizing and right Nucleus Accumbens(NAcc) during reward-related motivation (P-cluster < 0.05 FWE).Importantly, deficits were not observed in these areas when playingagainst a computer-opponent or in areas related to motor and visualprocesses. These results demonstrate that while MTG and NAcc, which arecritical structures in the mentalizing and motivation networks,respectively, activate normally in a non-social context, they fail torespond in an otherwise identical social context in ASD compared tocontrols. We discuss implications to both the mind-blindness and socialmotivation theories of ASD and the importance of social context inresearch and treatment protocols. (C) 2013 The Authors. Published byElsevier Inc. Open access under CC BY license.",2019,https://scholar.google.com.br/,no
2976,Educating and Creating Social Awareness for Sensitive Topics UsingMobile Applications,"Considering the Massive increase in the usage of Mobile phones andhandheld devices such as Tablets, iPads, there is an exponential growthin usage of Mobile apps. Mobile applications are widely used forentertainment, education, for social networks and for increasingproductivity. We propose use of mobile applications to teach and tocreate social awareness for sensitive topics. In developing countries,topics like HIV/AIDS, sexually transmitted diseases, breast cancer,autism etc. are not taken seriously due to social awkwardness, culturaltaboos, education system, social barriers and gender inequality. Thispaper we proposes a solution to this problem. As these applications canbe used personally, there will not be any hesitation compared todiscussion with a real person. Interactive application that is createdwill be explanatory enough for users to get appropriate and correctknowledge with its validation hence, reducing misconceptions.Development of such applications will lead to better awareness andbetter health for individuals. As a proof of concept, Androidapplication is developed for awareness of HIV/AIDS. After use of mobileapp it brings 53.2 percent increase in average marks of knowledge testabout HIV/AIDS.",2019,https://scholar.google.com.br/,no
2977,Functional analysis of a novel positive allosteric modulator of AMPAreceptors derived from a structure-based drug design strategy,"Positive allosteric modulators ofalpha-amino-3-hydroxy-5-methyl-isoxazole-propionic acid (AMPA) receptorsfacilitate synaptic plasticity and can improve various forms of learningand memory. These modulators show promise as therapeutic agents for thetreatment of neurological disorders such as schizophrenia, ADHD, andmental depression. Three classes of positive modulator, the benzamides,the thiadiazides, and the biarylsulfonamides differentially occupy asolvent accessible binding pocket at the interface between the twosubunits that form the AMPA receptor ligand-binding pocket. Here, wedescribe the electrophysiological properties of a new chemotype derivedfrom a structure-based drug design strategy (SBDD), which makes similarreceptor interactions compared to previously reported classes ofmodulator. This pyrazole amide derivative, JAMI1001A, with a promisingdevelopability profile, efficaciously modulates AMPA receptordeactivation and desensitization of both flip and flop receptorisoforms.This article is part of a Special Issue entitled `Cognitive Enhancers'.(C) 2012 Elsevier Ltd. All rights reserved.",2019,https://scholar.google.com.br/,no
2978,Deficits in Morphofunctional Maturation of Hippocampal Mossy FiberSynapses in a Mouse Model of Intellectual Disability,"The grik2 gene, coding for the kainate receptor subunit GluK2 (formerlyGluR6), is associated with autism spectrum disorders and intellectualdisability. Here, we tested the hypothesis that GluK2 could play a rolein the appropriate maturation of synaptic circuits involved in learningand memory. We show that both the functional and morphologicalmaturation of hippocampal mossy fiber to CA3 pyramidal cell (mf-CA3)synapses is delayed in mice deficient for the GluK2 subunit(GluK2(-/-)). In GluK2(-/-) mice this deficit is manifested by atransient reduction in the amplitude of AMPA-EPSCs at a critical timepoint of postnatal development, whereas the NMDA component is spared. Bycombining multiple probability peak fluctuation analysis andimmunohistochemistry, we have provided evidence that the decreasedamplitude reflects a decrease in the quantal size per mf-CA3 synapse andin the number of active synaptic sites. Furthermore, we analyzed thetime course of structural maturation of CA3 synapses by confocal imagingof YFP-expressing cells followed by tridimensional (3D) anatomicalreconstruction of thorny excrescences and presynaptic boutons. We showthat major changes in synaptic structures occur subsequently to thesharp increase in synaptic transmission, and more importantly that thecourse of structural maturation of synaptic elements is impaired inGluK2(-/-) mice. This study highlights how a mutation in a gene linkedto intellectual disability in the human may lead to a transientreduction of synaptic strength during postnatal development, impactingon the proper formation of neural circuits linked to memory.",2019,https://scholar.google.com.br/,no
2979,Evaluation of a Multicomponent Online Communication ProfessionalDevelopment Program for Early Interventionists,"Collaborative early intervention (EI) service delivery is enhanced byprofessional development focused on knowledge and skills in the contentand process of delivering services. This article describes amulticomponent online professional development course designed to buildinfant toddler specialists' capacity to support children withcommunication needs and their families. A preliminary program evaluationapproach was used to examine the impact, feasibility, and providersatisfaction of the initial implementation of the course. Findingsindicated that providers enhanced their knowledge and skills incommunication development and intervention and applied those skillswithin family-centered services in natural environments. Specifically,they demonstrated course competencies in identifying communication acts,developing intervention targets, and planning communication-promotingstrategies within the context of coaching caregivers in activities androutines. Implications of professional development designed within theframework of adult learning principles, evidence-based content, andempirically supported instructional methods are presented in relation tothe effectiveness of EI.",2019,https://scholar.google.com.br/,no
2980,A Practical Strategy for Teaching a Child With Autism to Attend to andImitate a Portable Video Model,"Video modeling is an effective and efficient methodology for teachingnew skills to individuals with autism. New technology may enhance videomodeling as smartphones or tablet computers allow for portable videodisplays. However, the reduced screen size may decrease the likelihoodof attending to the video model for some children. The presentinvestigation used a changing criterion design to examine the effects ofprompting and reinforcement on the attending to smartphone behavior of a4-year-old child with autism. The participant demonstrated a rapidincrease in the duration of attending to a portable video screen, videomodeling was then used to teach the participant to request preferredevents using picture exchange. Explicit instruction in attending tovideo can be an important skill to teach children with autism as it canlead to the acquisition of new skills via video modeling.",2019,https://scholar.google.com.br/,no
2981,Electronic Media Use and Addiction Among Youth in Psychiatric ClinicVersus School Populations,"Objective: Electronic media use is highly prevalent among today's youth,and its overuse in the general population has been consistentlyassociated with the presence of psychiatric symptoms. In contrast,little information exists about electronic media use among youth withpsychiatric disorders. Our study aims to compare patterns of televisionand computer and gaming station use among youth in psychiatric clinicand community-based school populations.Method: Surveys were completed by 210 youth and parents, from school (n= 110) and psychiatric clinic (n = 100) populations. Duration andfrequency of television, video gaming, and nongaming computer activitieswere ascertained, along with addictive features of use. Descriptive andcomparative analyses were conducted, with a statistical threshold of P <0.05.Results: Quantitative and qualitative differences were identifiedbetween the patterns of use reported by the 2 groups. The mean reporteddaily duration of exposure to electronic media use was 6.6 hours (SD4.1) for the clinic sample and 4.6 hours (SD 2.6) for the school sample(P < 0.01). Self-reported rates of addictive patterns related tocomputer and gaming station use were similar between the 2 populations.However, the clinically based sample favoured more violent games, with29\% reporting playing mature-rated games, compared with 13\% reportedby the school-based sample (P = 0.02). Youth with externalizingdisorders expended greater time video gaming, compared with youth withinternalizing disorders (P = 0.01).Conclusions: Clinically based samples of youth with mental illnessesspend more time engaged in electronic media activities and are morelikely to play violent video games, compared with youth in the generalpopulation. Further research is needed to determine the long-termimplications of these differences.",2019,https://scholar.google.com.br/,no
2982,Automatic brain caudate nuclei segmentation and classification indiagnostic of Attention-Deficit/Hyperactivity Disorder,"We present a fully automatic diagnostic imaging test forAttention-Deficit/Hyperactivity Disorder diagnosis assistance based onpreviously found evidences of caudate nucleus volumetric abnormalities.The proposed method consists of different steps: a new automatic methodfor external and internal segmentation of caudate based on MachineLearning methodologies, the definition of a set of new volume relationfeatures, 3D Dissociated Dipoles, used for caudate representation andclassification. We separately validate the contributions using real datafrom a pediatric population and show precise internal caudatesegmentation and discrimination power of the diagnostic test, showingsignificant performance improvements in comparison to otherstate-of-the-art methods. (C) 2012 Elsevier Ltd. All rights reserved.",2019,https://scholar.google.com.br/,no
2983,Using Video Self-Modeling Via iPads to Increase Academic Responding ofan Adolescent with Autism Spectrum Disorder and Intellectual Disability,"Recent investigations on effective interventions for students withautism spectrum disorder (ASD) have focused on video modeling (VM) andvideo self-modeling (VSM) to teach a variety of skills. While aconsiderable literature base exists on VM/VSM to address the socialcommunication, functional, vocational, and behavioral needs of thisstudent population, studies targeting academic skills are only recentlyemerging. Using an ABAB reversal design, this study examined the impactof VSM, delivered using a video iPad, on the academic responding of asecondary student with ASD and intellectual disability during scienceinstruction. Results indicated positive treatment effects, with theparticipant increasing correct, unprompted academic responding duringthe VSM intervention, decreasing such responses when VSM was withdrawn,and increasing response rate when the intervention was re-introduced.Recommendations for teacher preparation in ASD and future researchdirections are discussed.",2019,https://scholar.google.com.br/,yes
2984,Preparing Transition-Age Students with High-Functioning Autism SpectrumDisorders for Meaningful Work,"This article provides an overview of promising essential elements forfostering vocational success among students with high-functioning autismspectrum disorders (HFASDs) by drawing literature from the fields ofschool-to-work transition for post-secondary students and vocationalrehabilitation for individuals with disabilities. We highlight sevenimportant elements of high-quality transition services, including (a)individualized, strengths-based transition services and supports, (b)positive career development and early work experiences, (c) meaningfulcollaboration and interagency involvement, (d) family supports andexpectations, (e) fostering self-determination and independence, (f)social and employment-related skill instruction, and (g) establishingjob-related supports. These elements provide a comprehensive,collaborative, and longitudinal framework for clinical and researchinterventions aimed at fostering successful employment for students withHFASDs. Clinical and research implications are discussed.",2019,https://scholar.google.com.br/,no
2985,Biological impact of music and software-based auditory training,"Auditory-based communication skills are developed at a young age and aremaintained throughout our lives. However, some individuals - both youngand old - encounter difficulties in achieving or maintainingcommunication proficiency. Biological signals arising from hearingsounds relate to real-life communication skills such as listening tospeech in noisy environments and reading, pointing to an intersectionbetween hearing and cognition. Musical experience, amplification, andsoftware-based training can improve these biological signals. Thesefindings of biological plasticity, in a variety of subject populations,relate to attention and auditory memory, and represent an integratedauditory system influenced by both sensation and cognition.Learning outcomes: The reader will (1) explain that the auditory systemis malleable to experience and training, (2) identify the ingredientsnecessary for auditory learning to successfully be applied tocommunication, (3) recognize that the auditory brainstem response tocomplex sounds (cABR) is a window into the integrated auditory system,and (4) identify examples of how cABR can be used to track the outcomeof experience and training. (C) 2012 Elsevier Inc. All rights reserved.",2019,https://scholar.google.com.br/,no
2986,Effects of School-Wide Positive Behavioral Interventions and Supports onChild Behavior Problems,"OBJECTIVE: School-Wide Positive Behavioral Interventions and Supports(SWPBIS) is a universal prevention strategy currently implemented in >16000 schools across the United States. SWPBIS intends to reduce students'behavior problems by altering staff behaviors and developing systems andsupports to meet children's behavioral needs. The current study reportsintervention effects on child behaviors and adjustment from aneffectiveness trial of SWPBIS.METHODS: The sample of 12 344 elementary school children was 52.9\%male, 45.1\% African American, and 46.1\% Caucasian. Approximately 49\%received free or reduced-priced meals, and 12.9\% received specialeducation services at baseline. The trial used a group randomizedcontrolled effectiveness design implemented in 37 elementary schools.Multilevel analyses were conducted on teachers' ratings of children'sbehavior problems, concentration problems, social-emotional functioning,prosocial behavior, office discipline referrals, and suspensions at 5time points over the course of 4 school years.RESULTS: The multilevel results indicated significant effects of SWPBISon children's behavior problems, concentration problems,social-emotional functioning, and prosocial behavior. Children in SWPBISschools also were 33\% less likely to receive an office disciplinereferral than those in the comparison schools. The effects tended to bestrongest among children who were first exposed to SWPBIS inkindergarten.CONCLUSIONS: These findings provide support for the hypothesizedreduction in behavior problems and improvements in prosocial behaviorand effective emotion regulation after training in SWPBIS. The SWPBISframework appears to be a promising approach for reducing problems andpromoting adjustment among elementary school children. Pediatrics2012,130:e1136-e1145",2019,https://scholar.google.com.br/,no
2987,Theory of Mind in a child with autism: How to train her?,"Theory of Mind in a child with autism: How to train her? Theory of Mindis a metacognitive skill that, in many cases, is deficient in autism. Inthis paper, we present a clinical study conducted with a child diagnosedwith autism, which verifies the effectiveness of a training protocoltesting false beliefs, which has been considered to measure the Theoryof Mind. Basically, the protocol incorporates a number of verbal prompts(such as emphasizing the elements of the narratives that indicatesituational or temporary changes), trains many examples, extending thetests incorporating some games with more familiar objects from thechild's daily life, applies differential contingencies to discriminateright from wrong in each child's responses and provides descriptivefeedback. The results show that the training protocol achieved thehighest level of correct trials and the child generalizes the ability totake the perspective of her natural context.",2019,https://scholar.google.com.br/,no
2988,Rethinking the Mental Health Treatment Skills of Primary Care Staff: AFramework for Training and Research,"Health care reforms may offer several opportunities to build the mentalhealth treatment capacity of primary care. Capitalizing on theseopportunities requires identifying the types of clinical skills that theprimary care team requires to deliver mental health care. This paperproposes a framework that describes mental health skills for primarycare receptionists, medical assistants, nurses, nurse practitioners, andphysicians. These skills are organized on three levels: cross-cuttingskills to build therapeutic alliance, broad-based, brief interventionsfor major clusters of mental health symptoms, and evidence-basedinterventions for diagnosis specific disorders. This framework isintended to help inform future mental health training in primary careand catalyze research that examines the impact of such training.",2019,https://scholar.google.com.br/,no
2989,Using virtual reality environment to improve joint attention associatedwith pervasive developmental disorder,"The focus of this study is using data glove to practice Joint attentionskill in virtual reality environment for people with pervasivedevelopmental disorder (PDD). The virtual reality environment provides asafe environment for PDD people. Especially, when they made errorsduring practice in virtual reality environment, there is no suffering ordangerous consequences to deal with. Joint attention is a critical skillin the disorder characteristics of children with PDD. The absence ofjoint attention is a deficit frequently affects their socialrelationship in daily life. Therefore, this study designed the JointAttention Skills Learning (JASL) systems with data glove tool to helpchildren with PDD to practice joint attention behavior skills. The JASLspecifically focus the skills of pointing, showing, sharing things andbehavior interaction with other children with PDD. The system isdesigned in playroom-scene and presented in the first-personperspectives for users. The functions contain pointing and showing,moving virtual objects, 3D animation, text, speaking sounds, andfeedback. The method was employed single subject multiple-probe designacross subjects' designs, and analysis of visual inspection in thisstudy. It took 3 months to finish the experimental section.Surprisingly, the experiment results reveal that the participants havefurther extension in improving the joint attention skills in their dailylife after using the JASL system. The significant potential in thisparticular treatment of joint attention for each participant will bediscussed in details in this paper. (C) 2012 Elsevier Ltd. All rightsreserved.",2019,https://scholar.google.com.br/,no
2990,Assisting patients with disabilities to actively perform occupationalactivities using battery-free wireless mice to control environmentalstimulation,The latest studies have adopted software technology to turn thebattery-free wireless mouse into a high performance object locationdetector using a newly developed object location detection program(OLDP). This study extended OLDP functionality to assess whether twopatients recovering from cerebral vascular accidents would be able toactively perform occupational activities by controlling their favoriteenvironmental stimulation using battery-free wireless mice and OLDPsoftware.Using an ABAB design we found substantial increases in bothparticipants' target responses (i.e. the performance of occupationalactivities) to activate the control system to produce environmentalstimulation during intervention phrases. The practical and developmentalimplications of the findings are discussed. (C) 2012 Elsevier Ltd. Allrights reserved.,2019,https://scholar.google.com.br/,no
2991,Clinical Practice Pathways for Evaluation and Medication Choice forAttention-Deficit/Hyperactivity Disorder Symptoms in Autism SpectrumDisorders,"BACKGROUND AND OBJECTIVE: Hyperactivity, impulsivity, and inattention(referred to as ``ADHD {[}attention-deficit/hyperactivity disorder]symptoms{''}) occur in 41\% to 78\% of children with autism spectrumdisorders ASDs). These symptoms often affect quality of life,interfering with learning or interventions that target primary ASDsymptoms. This practice pathway describes the guidelines for evaluationand treatment of children and adolescents with ASD and comorbid ADHDsymptoms.METHODS: Current research in this area is limited, and, therefore, theserecommendations are based on a systematic literature review and expertconsensus in the Autism Speaks Autism Treatment NetworkPsychopharmacology Committee.RESULTS: The recommended practice pathway includes the SymptomEvaluation Pathway for systematic assessment of ADHD symptoms acrosssettings, examination for comorbid sleep, medical, or psychiatriccomorbidities that may contribute to symptoms, and evaluation ofbehavioral interventions that may ameliorate these symptoms. Forchildren for whom medication is being considered to target the ADHDsymptoms, the medication choice pathway provides guidance on theselection of the appropriate agent based on a review of availableresearch, assessment of specific advantages and disadvantages of eachagent, and dosing considerations.CONCLUSIONS: These recommendations provide a framework for primary careproviders treating children who have ASD and ADHD symptoms. Oursystematic review of the current evidence indicates the need for morerandomized controlled trials of the medications for ADHD symptoms inASD. There will also be a need for studies of the effectiveness of thesepractice pathways in the future.",2019,https://scholar.google.com.br/,no
2992,"A Practice Pathway for the Identification, Evaluation, and Management ofInsomnia in Children and Adolescents With Autism Spectrum Disorders","OBJECTIVE: This report describes the development of a practice pathwayfor the identification, evaluation, and management of insomnia inchildren and adolescents who have autism spectrum disorders (ASDs).METHODS: The Sleep Committee of the Autism Treatment Network (ATN)developed a practice pathway, based on expert consensus, to capture bestpractices for an overarching approach to insomnia by a generalpediatrician, primary care provider, or autism medical specialist,including identification, evaluation, and management. A field test at 4ATN sites was used to evaluate the pathway. In addition, a systematicliterature review and grading of evidence provided data regardingtreatments of insomnia in children who have neurodevelopmentaldisabilities.RESULTS: The literature review revealed that current treatments forinsomnia in children who have ASD show promise forbehavioral/educational interventions and melatonin trials. However,there is a paucity of evidence, supporting the need for additionalresearch. Consensus among the ATN sleep medicine committee expertsincluded: (1) all children who have ASD should be screened for insomnia,(2) screening should be done for potential contributing factors,including other medical problems, (3) the need for therapeuticintervention should be determined, (4) therapeutic interventions shouldbegin with parent education in the use of behavioral approaches as afirst-line approach, (5) pharmacologic therapy may be indicated incertain situations, and (6) there should be follow-up after anyintervention to evaluate effectiveness and tolerance of the therapy.Field testing of the practice pathway by autism medical specialistsallowed for refinement of the practice pathway.CONCLUSIONS: The insomnia practice pathway may help health careproviders to identify and manage insomnia symptoms in children andadolescents who have ASD. It may also provide a framework to evaluatethe impact of contributing factors on insomnia and to test theeffectiveness of nonpharmacologic and pharmacologic treatment strategiesfor the nighttime symptoms and daytime functioning and quality of lifein ASD.",2019,https://scholar.google.com.br/,no
2993,A Brain-Computer Interface Based Attention Training Program for TreatingAttention Deficit Hyperactivity Disorder,"Attention deficit hyperactivity disorder (ADHD) symptoms can bedifficult to treat. We previously reported that a 20-sessionbrain-computer interface (BCI) attention training programme improvedADHD symptoms. Here, we investigated a new more intensive BCI-basedattention training game system on 20 unmedicated ADHD children (16males, 4 females) with significant inattentive symptoms (combined andinattentive ADHD subtypes). This new system monitored attention througha head band with dry EEG sensors, which was used to drive a feed forwardgame. The system was calibrated for each user by measuring the EEGparameters during a Stroop task. Treatment consisted of an 8-weektraining comprising 24 sessions followed by 3 once-monthly boostertraining sessions. Following intervention, both parent-rated inattentiveand hyperactive-impulsive symptoms on the ADHD Rating Scale showedsignificant improvement. At week 8, the mean improvement was 24.6 (5.9)and 24.7 (5.6) respectively for inattentive symptoms andhyperactive-impulsive symptoms (both p<0.01). Cohen's d effect size forinattentive symptoms was large at 0.78 at week 8 and 0.84 at week 24(post-boosters). Further analysis showed that the change in the EEGbased BCI ADHD severity measure correlated with the change ADHD RatingScale scores. The BCI-based attention training game system is apotential new treatment for ADHD.",2019,https://scholar.google.com.br/,no
2994,An Enriched Writers' Workshop for Beginning Writers with DevelopmentalDisabilities,"This article describes comprehensive, high-quality writing instructionfor students with developmental disabilities. The Enriched Writers'Workshop combines differentiated writing process instruction with socialcommunication instruction and cognitive strategy instruction forstudents with complex writing needs across a wide range of ages. Itdraws on research-based writing practices for all students, withreference to the U.S. Common Core State Standards for writing but withmodifications for students with developmental disabilities. Appropriatepopulations include students with autism spectrum disorders,intellectual developmental disabilities, and complex communicationneeds, requiring augmentative and alternative communication supports.This article describes the Enriched Writers' Workshop framework ofinstruction, its tools, and the skills and strategies it targets.Illustrations are drawn from pilot implementation in special educationclassrooms team taught by special education teachers and speech-languagepathologists. Case examples for 3 students show how the framework can beapplied for beginning writers with varying profiles of abilities andneeds, leading to measurable social communication and writing outcomesand other educational benefits for students with diverse developmentaldisabilities.",2019,https://scholar.google.com.br/,no
2995,THE EFFECTS OF APPLYING GAME-BASED LEARNING TO WEBCAM MOTION SENSORGAMES FOR AUTISTIC STUDENTS' SENSORY INTEGRATION TRAINING,"This study aims to explore the effects of applying game-based learningto webcam motion sensor games for autistic students' sensory integrationtraining for autistic students. The research participants were threeautistic students aged from six to ten. Webcam camera as the researchtool wad connected internet games to engage in motion sensor games.Through the motion sensor games, the researchers were able to collectdata from physiological monitoring, observation (including sensoryintegration observation and process observation), and interviews. Thefindings of the study reveal that: (1) the teacher and the participantspossess positive attitude toward applying webcam motion sensor games tosensory integration training, (2) Webcam motion sensor games can enhanceautistic students' learning interest, and (3) applying the game-basedlearning to webcam motion sensor games can improve the effect ofautistic students' muscle training and endurance.",2019,https://scholar.google.com.br/,no
2996,Teaching caregivers to implement video modeling imitation training viaiPad for their children with autism,"Children with autism fail to imitate from an early age and this lack ofimitation is a salient diagnostic marker for the disorder. For childrenwith Autism Spectrum Disorder (ASD), increased imitation skills appearto be related to increased skill development in a variety of areas.Video modeling was recently validated as a technique to supportimitation acquisition in young children with autism. The purpose of thisresearch was to determine if there is a functional relation betweencaregiver implemented Video Modeling Imitation Training (VMIT) via iPadand increased imitation skills in young children with autism. Inaddition, a secondary analysis of language development after exposure toVMIT was also conducted. A multiple baseline design across fourcaregivers and their children with autism was implemented. Resultsindicated that all four caregivers were able to successfully createvideo models on an iPad when provided with minimal training andimplement VMIT with fidelity for their children. All four children madesubstantial gains in their imitation skills during caregiver implementedtreatment. Imitation skills maintained post treatment and, to varyingdegrees, generalized to imitation of live models. Expressive languageskills increased to varying degrees for all participants. (C) 2012Elsevier Ltd. All rights reserved.",2019,https://scholar.google.com.br/,yes
2997,First clinical trial of tomographic neurofeedback inattention-deficit/hyperactivity disorder: Evaluation of voluntarycortical control,"Objective: Tomographic neurofeedback (tNF) training was evaluated as atreatment for attention-deficit/hyperactivity disorder (ADHD). Toinvestigate the specificity of the treatment, outcomes were related tolearning during tNF.Methods: Thirteen children with ADHD trained over 36 lessons to regulatetheir brain activity in the anterior cingulate cortex (ACC) using boththeta-beta frequency and slow cortical potential (SCP) protocols.Thirty-channel electroencephalogram (EEG) was used to calculatelow-resolution electromagnetic tNF and to assess the course of thetraining. Pre- and post-assessments included questionnaires, tests ofattention, EEG recordings, and cognitive event-related potentials.Results: Despite behavioural improvement and EEG artefact reduction,only partial learning was found for ACC parameters. Successfulregulation was observed only for a simple feedback variant of SCPtraining, but with ACC-specific effects. Over training, resting EEGanalysis indicated individual frequency normalisation rather thanunidirectional changes across subjects.Conclusions: These results indicate that clinical improvement afterACC-tNF training can parallel artefact reduction without substantiallearning of improved cortical control. However, individual normalisationof resting EEG activity and partial SCP control proved possible in thisspecific brain region affected in ADHD using tNF. Further studies areneeded to clarify which critical aspects mediate region-specificlearning in neurofeedback.Significance: This study is the first to systematically investigate tNFin children suffering from a psychiatric disorder. (C) 2012International Federation of Clinical Neurophysiology. Published byElsevier Ireland Ltd. All rights reserved.",2019,https://scholar.google.com.br/,no
2998,Clinical evaluation of adults with autism and associated with anintellectual deficiency: The need for a personalised accompaniment,"The recognition of specific needs for adults with autism and otherpervasive developmental disorders regarding diagnostics and functionalevaluations have allowed the High Authority on Health care (HAS), inJuly 2011, to establish recommendations on good professional practices.These recommendations legitimise the importance of regular evaluations.Consequently, patient's accompaniment and life projects can be thoughtout realistically according to their actual resources in terms ofautonomy, communication, participation in social and community life.However, when autism is associated to an intellectual deficiency,particularly in severe cases, these patients need pluridisciplinaryteams to adjust the evaluation framework. Thus, it also implies newthoughts on which tools and tests should be used to significantly linkevaluation conclusions with the use of coordinated interventions withthese patients. To obtain a rigorous framework in which to passpsychological tests, the diagnostic approach must be completed by theevaluation of a patient's functioning's. These tested patients must beable to put into perspective their strengths and specificities. In thisendeavour, the recourse to adapted tools that help a situational orfunctional evaluation is necessary for pragmatic reasons as well as forthe individualization of a educational and therapeutical support intheir every day life. Several specific tools, adapted for adults withautism and covering different expertise's can be used during anevaluation. At the same time, tests concerning behavioural problems,when present and with pervasive components, can be conducted by usingtwo descriptive and functional approaches. These approaches have acomplementarity that is useful for a subtle exploration of problemsencountered. It can also be an important element to help define anddevelop a support program for behaviours. (C) 2012 Elsevier Masson SAS.All rights reserved.",2019,https://scholar.google.com.br/,no
2999,Effectiveness of a low-cost virtual reality system for children withdevelopmental delay: a preliminary randomised single-blind controlledtrial,"Objectives Physical and occupational therapists have started to use theNintendo Wii (TM) gaming system with adults and children as part oftheir regular treatment. Despite the growing use of the Wii and trendtowards evidence-based practice, limited evidence is available on theeffectiveness of virtual reality using the Wii for children withdevelopmental delay. The purpose of this study was to determine thefeasibility and preliminary effectiveness of a low-cost gaming systemfor young children with developmental delay.Study design Single-blind, randomised controlled trial.Participants and setting Forty children with developmental delay (age 39to 58 months) who attended a segregated or integrated preschoolparticipated in this study. All children's parents read and signed aninformed consent form approved by the institutional review board.Children were assigned at random to an experimental (Wii) group (n = 20)or a control group (n = 20).Intervention Two weekly sessions for 10 weeks using Nintendo Wii Sports(TM) and Nintendo Wii Fit (TM), including balance, strength training andaerobics games.Main outcome measures Participants were evaluated 1 week before and 1week after the programme by a blinded investigator. Primary outcomeswere gait speed, timed up and go test, single leg stance test,five-times-sit-to-stand test, timed up and down stairs test, 2-minutewalk test and grip strength. The Gross Motor Function Measure (GMFM) wasused to assess gross motor skills.Results The two groups were homogenous regarding all parameters atbaseline. The Wii training was feasible and enjoyable for those in theexperimental group. There were no adverse effects or injuries reportedover 267 training sessions. Comparison of groups following theintervention indicated that the experimental group showed significantimprovements compared with the control group in single leg stance test\{mean difference 1.03 {[}standard deviation (SD) 1.7], 95\% confidenceinterval (CI) 0.2 to 1.9, P = 0.017\}, right grip strength {[}meandifference 1.11 (SD 1.84), 95\% CI 0.15 to 2.06, P = 0.024] and leftgrip strength {[}mean difference 0.90 (SD 1.67), 95\% CI 0.03 to 1.77, P= 0.043]. Although changes in other outcome measures were notsignificant between the study groups, there were trends towards greaterimprovements in the experimental group compared with the control group.Conclusion This study supports use of the Wii as a feasible, safe andpotentially effective therapeutic tool to augment the rehabilitation ofyoung children with developmental delay. The potential application ofthe Wii to increase the intensity of therapy or as a rehabilitation toolin children's homes and rural settings is an area worthy ofinvestigation. The promising results of this study suggest that furtherstudies are warranted to validate the potential benefits of a low-costcommercially available gaming system as a treatment strategy tosupplement rehabilitation of children with disabilities. (C) 2012Chartered Society of Physiotherapy. Published by Elsevier Ltd. Allrights reserved.",2019,https://scholar.google.com.br/,no
3000,Physical Activity During School Recess A Systematic Review,"Context: Interest has increased in examining the physical activitylevels of young people during school recess. Identifying correlates oftheir recess physical activity behaviors is timely, and would informschool-based physical activity programming and intervention development.The review examined the correlates of children's and adolescent'sphysical activity during school recess periods.Evidence acquisition: Asystematic search of six electronic databases,reference lists, and personal archives identified 53 studies (47 focusedon children) published between January 1990 and April 2011 that met theinclusion criteria. Data were analyzed in 2011. Correlates werecategorized using the social-ecological framework.Evidence synthesis: Forty-four variables were identified across the fourlevels of the social-ecological framework, although few correlates werestudied repeatedly at each level. Positive associations were found ofoverall facility provision, unfixed equipment, and perceivedencouragement with recess physical activity. Results revealed that boyswere more active than girls.Conclusions: Providing access to school facilities, providing unfixedequipment, and identifying ways to promote encouragement for physicalactivity have the potential to inform strategies to increase physicalactivity levels during recess periods. (Am J Prev Med2012,43(3):320-328) (C) 2012 American Journal of Preventive Medicine",2019,https://scholar.google.com.br/,no
3001,A finger-pressing position detector for assisting people withdevelopmental disabilities to control their environmental stimulationthrough fine motor activities with a standard keyboard,"This study used a standard keyboard with a newly developedfinger-pressing position detection program (FPPDP), i.e. a new softwareprogram, which turns a standard keyboard into a finger-pressing positiondetector, to evaluate whether two people with developmental disabilitieswould be able to actively perform fine motor activities to control theirpreferred environmental stimulation. An ABAB design was adopted in thisstudy. The data showed that both participants' target responses (i.e.fine motor activities) significantly increased (i.e. they performed morefine motor activities to activate the environmental stimulation) duringthe intervention phases. The practical and developmental implications ofthe findings are discussed. (C) 2012 Elsevier Ltd. All rights reserved.",2019,https://scholar.google.com.br/,no
3002,The latent classes of subclinical ADHD symptoms: Convergences ofmultiple informant reports,"The purpose of the present study was to conduct latent class analysis onthe Hyperactivity scale of the Strengths and Difficulties Questionnairein order to identify distinct subgroups of subclinical ADHD in amulti-informant framework. We hypothesized a similar structure betweenteachers and parents, and differences in symptom severity across latentclasses. Data was collected from a non-referred sample of children aged8-13 years. We performed latent class analyses on parent (n = 383) andteacher (n = 391) ratings of the Hyperactivity scale items from bothversions of the questionnaire. Those children who had ratings from bothinformants (n = 272) were included in the cross-informant analyses, inwhich the similar or equivalent classes across raters were determined. Athree-class solution for parent report and a five-class solution forteacher report emerged in the subsample of boys. For girls, athree-class structure for parents and a four-class structure forteachers were optimal. Besides non-symptomatic groups, mild and severecombined classes, mild inattentive-impulsive classes, and among boys, amild hyperactive-impulsive class was obtained. The cross-informantanalyses demonstrated that quite similar subgroups were detachedregardless of informant, however, the teacher classes were somewhat moreelaborated. The results are in line with the previous latent classanalytic studies, and support the combination of dimensional andcategorical approaches. The importance of milder symptoms andsub-threshold ADHD categories are emphasized for the fields ofneuropsychology, neuroscience, and education, as well as for diagnosisand personalized treatment. (C) 2012 Elsevier Ltd. All rights reserved.",2019,https://scholar.google.com.br/,no
3003,"Evidence-based practice in occupational therapy services for childrenwith autism spectrum disorders in Victoria, Australia","Background The current practice of occupational therapy servicesprovided for children with autism spectrum disorders in Victoria,Australia was investigated specifically, practice in terms of thetheories, assessments and intervention strategies utilised.Identification of professional development needs was also explored. Thepurpose was to identify how occupational therapy practice may havechanged over the last decade and to explore what additional developmentsare required in the field. Method A self-administered survey was mailedto 322 registered members of Occupational Therapy Australia Limited,Victoria Branch. Results A valid response rate of 20.5\% was obtained.The majority of the participants worked in private practice, and hadbetween one and five years of work experience. Theories, assessments andinterventions that are associated with or based on, sensory integrationand/or processing approaches are highly utilised by the participants intheir service delivery with children with autism spectrum disorders.Participants indicated that they felt they needed training and coursesaround sensory integration. Conclusions We concluded that there were fewchanges in occupational therapy practice related to the selection oftheoretical models, assessments and interventions by the participants inthis study over the last decade. It is essential for occupationaltherapists not to neglect the goals of providing occupation-basedinterventions to children with autism spectrum disorders by focusingonly on sensory-based approaches. An urgent need for occupation-basedapproaches to working with children with autism spectrum disorders andtheir families is required.",2019,https://scholar.google.com.br/,no
3004,Prevalence and Correlates of Screen-Based Media Use Among Youths withAutism Spectrum Disorders,"Anecdotal reports indicate that individuals with autism spectrumdisorders (ASD) are often preoccupied with television, computers, andvideo games (screen-based media). However, few studies have examinedthis issue. The current study examined screen-based media use among alarge, nationally representative sample of youths participating in theNational Longitudinal Transition Study-2 (NLTS2). The majority of youthswith ASD (64.2\%) spent most of their free time using non-social media(television, video games), while only 13.2\% spent time on social media(email, internet chatting). Compared with other disability groups(speech/language impairments, learning disabilities, intellectualdisabilities), rates of non-social media use were higher among the ASDgroup, and rates of social media use were lower. Demographic andsymptom-specific correlates were also examined.",2019,https://scholar.google.com.br/,no
3005,Contentment in ``Songs of the Gorilla Nation: My Journey throughAutism{''} A Humanbecoming Hermeneutic Study,"This article is an example of the use of narrative in the form of amemoir to explore the humanly lived experience of contentment. Thehumanbecoming school of thought provided a philosophical foundation andtheoretical framework for this hermeneutic interpretation of DawnPrince-Hughes' published memoir, ``Songs of the Gorilla Nation: MyJourney through Autism.{''} The findings-contentment is enduringserenity unfolding with inspiring unburdening as cherished convictionsarise amid disharmony answer the research question: what is contentmentas humanly lived? This study enhances knowledge about contentment asquality of life.",2019,https://scholar.google.com.br/,no
3006,Epidemiologic Feature of Attention Deficit and Hyperactivity Disorder(ADHD) in Elementary School Children,"Attention Deficit Hyperactivity Disorder (ADHD) is a prevalentpsychiatric disorders starting from childhood that has afflicted 3-5\%of school children. ADHD has destructive effects on people's social,educational, personality, and behaviuoral relationships in childhood andadulthood. This cross-sectional school based study included all thestudents studying in grades one to five at elementary schools inKhorramabad (N=945), Iran. Eight girls and 8 boys schools were selectedusing a cluster, multi-stage sampling method. The Child SymptomInventories-4 (CSI4) standardised questionnaire was used to collect thedata. The questionnaires were completed by teachers and parents inseparate meetings. The cases that showed ADHD underwent clinicalexaminations by psychiatrists. The results were analysed via descriptivestatistics and X-2 tests using the SPSS software. Out of 945 children,50.7\% and 49.3\% were girls and boys respectively. Among the peoplestudied, 3.17\% suffered from ADHD including 40\% from attentiondeficit, 33.3\% from hyperactivity, and 26.6\% from the combined type.ADHD was more prevalent in boys than in girls (4.9\% vs. 1.5\%). Therewas a significant relationship between children's gender and ADHD(p<0.005). The students in grade 5 showed the lowest, and those ingrades 2 and 3 showed the highest ADHD rates. However, no significantrelationships were found between parents age, educational level,occupation, income, grade, and psychiatric problems in family.Identifying behavioral disorders including ADHD in school children andadolescents, due to their high prevalence, seems to be necessary.Therefore, this study was conducted to investigate ADHD prevalence inelementary school students of Khorramabad.",2019,https://scholar.google.com.br/,no
3007,"Pharmacophore modeling, virtual screening and docking studies toidentify novel HNMT inhibitors","Histamine N-methyltransferase (HNMT) is the key enzyme responsible forinactivating histamine in bronchus, kidney, and the central nervoussystem of mammals. The inhibition of HNMT has therapeutically potentialroles in neurodegenerative disease, memory and learning deficits andattention-deficit hyperactivity disorder. For better understanding theessential chemical features for HNMT inhibition and identifying novelinhibitors, a three-dimensional (3D) chemical-feature-based QSARpharmacophore model for HNMT inhibitors was first time developed usingDiscovery Studio 2.5. The best model (Hypo1), which has the highestcorrelation coefficient (0.96), the highest cost difference (74.51) andthe lowest RMS (0.73 angstrom), consists two hydrophobic, onehydrophobic aromatic, one hydrogen bond acceptor and one hydrogen bondacceptor lipid. The reliability of Hypo1 was further validated usingexternal test set, cost analysis, Fischer's randomization method anddecoy data set. The validated Hypo1 was then used as a 3D search queryfor virtual screening to retrieve potential inhibitors from NO database.Subsequently, the hit compounds were subjected to molecular dockingstudies with the crystal structure of HNMT. Finally, 10 hits weresuggested as potential leads, which exhibited good estimated activities,favorable binding interactions, and high consensus scores. The obtainednovel chemotype from this study may facilitate to discover a newscaffold for developing novel HNMT inhibitors. (C) 2012 Taiwan Instituteof Chemical Engineers. Published by Elsevier B.V. All rights reserved.",2019,https://scholar.google.com.br/,no
3008,Enhancing the Application and Evaluation of a Discrete TrialIntervention Package for Eliciting First Words in Preverbal Preschoolerswith ASD,"This study evaluates the effectiveness of an intervention packageincluding a discrete trial program (Rapid Motor Imitation AntecedentTraining (Tsiouri and Greer, J Behav Educat 12:185-206, 2003) combinedwith parent education for eliciting first words in children with ASD whohad little or no spoken language. Evaluation of the approach includesspecific intervention targets and functional spoken language outcomes(Tager-Flusberg et al., J Speech Lang Hear Res 52:643-652, 2009).Results suggest that RMIA, with parent training, catalyzes developmentof verbal imitation and production for some children. Three of fiveparticipants acquired word production within the DTT framework andachieved milestones of early functional spoken language use(Tager-Flusberg et al., J Speech Lang Hear Res 52:643-652, 2009). Theimplications of these findings for understanding the role of discretetrial approaches to language intervention are discussed.",2019,https://scholar.google.com.br/,no
3009,Teaching picture naming to two adolescents with autism spectrumdisorders using systematic instruction and speech-generating devices,"We evaluated an intervention aimed at teaching two adolescents withautism spectrum disorders (ASDs) to name pictures usingspeech-generating devices (SGDs). The effects of intervention wereevaluated in two studies using multiple-probe across participantsdesigns. Intervention-consisting of time delay, least-to-most prompting,and differential reinforcement-was implemented to teach the participantsto select icons from the SGD that corresponded to images they were shownand asked to name. Intervention was associated with an increase incorrect picture naming for both students. Students learned to name 12pictures in response to both open-ended (What do you see?) andclosed-ended (What is this?) questions in Study 1 and learned to nameanother set of 18 pictures in Study 2. These results suggest that use ofsystematic instructional procedures and SGD technology may enablestudents with limited speech to participate in, and benefit from, thiscommon educational activity. (C) 2012 Elsevier Ltd. All rights reserved.",2019,https://scholar.google.com.br/,yes
3010,Enabling people with developmental disabilities to actively performdesignated occupational activities according to simple instructions witha Nintendo Wii Remote Controller by controlling environmentalstimulation,"The latest researches have adopted software technology, turning theNintendo Wit Remote Controller into a high performance three-dimensionalobject orientation detector. This study extended Wii Remote Controllerfunctionality to-assess whether two people with developmentaldisabilities would be able to actively perform designated simpleoccupational activities according to simple instructions by controllingtheir favorite environmental stimulation using a Nintendo Wii RemoteController. This study was conducted using ABAB designs. The data showedthat both participants significantly increased their target response(performing a designated occupational activity) by activating thecontrol system to produce their preferred environmental stimulationduring the intervention phases. (C) 2012 Elsevier Ltd. All rightsreserved.",2019,https://scholar.google.com.br/,no
3011,Treatment of Maladaptive Aggression in Youth: CERT Guidelines II.Treatments and Ongoing Management,"OBJECTIVE: To develop guidelines for management and treatment ofmaladaptive aggression in youth in the areas of psychosocialinterventions, medication treatments, and side-effect management.METHODS: Evidence was assembled and evaluated in a multistep process,including systematic reviews of published literature, an expert surveyof recommended practices, a consensus conference of researchers,policymakers, clinicians, and family advocates, and review by thesteering committee of successive drafts of the recommendations. TheCenter for Education and Research on Mental Health TherapeuticsTreatment of Maladaptive Aggression in Youth guidelines reflect asynthesis of the available evidence, based on this multistep process.RESULTS: This article describes the content, rationale, and evidence for11 recommendations. Key treatment principles include consideringpsychosocial interventions, such as evidence-based parent and childskills training as the first line of treatment, targeting the underlyingdisorder first following evidence-based guidelines, consideringindividual psychosocial and medical factors, including cardiovascularrisk in the selection of agents if medication treatment (ideally withthe best evidence base) is initiated, avoiding the use of multiplepsychotropic medications simultaneously, and careful monitoring oftreatment response, by using structured rating scales, as well as closemedical monitoring for side effects, including metabolic changes.CONCLUSIONS: Treatment of children with maladaptive aggression is a``moving target{''} requiring ongoing assimilation of new evidence as itemerges. Based on the existing evidence, the Treatment of MaladaptiveAggression in Youth guidelines provide a framework for management ofmaladaptive aggression in youth, appropriate for use by primary careclinicians and mental health providers. Pediatrics 2012,129:e1577-e1586",2019,https://scholar.google.com.br/,no
3012,An autoethnographic approach to understanding Asperger's syndrome: apersonal exploration of self-identity through reflexive narratives,"Accessible Summary This article discusses how conceptual frameworks maybe used to cope with Asperger's syndrome from a personal point of view.The work encourages those with Asperger's syndrome to view the self insymbolic interactionism terms in which part of the self is projected asa thought out, projected self through reflective consideration of theOther. Symbolic interactionism describes the way we act in socialsituations based on our interpretations of how we think others see us.Understanding the self in symbolic interactionism terms can help usengage more effectively with the scenarios in which we find ourselves.The work makes use of autoethnography, described as usingautobiographical personal experiences to explore aspects of one's ownlife, to reflect on (i) personal journal narratives and (ii) experiencesof school communication classes to help understand the Asperger's selfin social situations. Summary This article makes use of autoethnographyin which I, as researcher, explore my own awareness of Asperger'ssyndrome and how this, in turn, has helped me deal with many day to daysituations I have encountered. The work illustrates how activelyengaging with one's own life story narratives can help the Asperger'slearner come to terms with his or her Asperger's self. The work makesuse of symbolic interactionism to construct an outward image of the selfand then use this projection to play out and engage with the socialsituations one encounters. The article begins with a brief biographicpicture of stages of my school and college journey. This places the workin context. It then discusses the autoethnography approach I use toexamine aspects of myself, and how symbolic interactionism provides aframework with which to explore social action in the learning context.Examples from personal journals are used to illustrate aspects of myquest to understand the nature and essence of my Asperger's self.",2019,https://scholar.google.com.br/,no
3013,Video Self-Prompting and Mobile Technology to Increase Daily Living andVocational Independence for Students with Autism Spectrum Disorders,"Three male high school students with autism spectrum disordersparticipated in this study. Vocational and daily living skills weretaught using video prompting via an iPhone. Specifically, using awashing machine, making noodles, and using a copy machine were taught. Amultiple probe design across behaviors replicated across participantswas used to evaluate the effectiveness of the intervention. Resultsindicate that the three participants increased performance across allbehaviors by increasing the percent of steps performed independently.This study introduces a novel approach to using instructional video, inthat two of the three students were able to learn how to self-promptwith the iPhone and ultimately teach themselves the target skills.Maintenance probes were also conducted and the iPhone had to be returnedto all three participants for two out of three behaviors for a return tocriterion levels. In addition to study limitations, implications forpractice for video self-prompting are discussed.",2019,https://scholar.google.com.br/,yes
3014,Social `wanting' dysfunction in autism: neurobiological underpinningsand treatment implications,"Most behavioral training regimens in autism spectrum disorders (ASD)rely on reward-based reinforcement strategies. Although proven tosignificantly increase both cognitive and social outcomes andsuccessfully reduce aberrant behaviors, this approach fails to benefit asubstantial number of affected individuals. Given the enormous amount ofclinical and financial resources devoted to behavioral interventions,there is a surprisingly large gap in our knowledge of the basic rewardmechanisms of learning in ASD. Understanding the mechanisms for rewardresponsiveness and reinforcement-based learning is urgently needed tobetter inform modifications that might improve current treatments. Thefundamental goal of this review is to present a fine-grained literatureanalysis of reward function in ASD with reference to a validatedneurobiological model of reward: the `wanting'/'liking' framework.Despite some inconsistencies within the available literature, theevaluation across three converging sets of neurobiological data(neuroimaging, electrophysiological recordings, and neurochemicalmeasures) reveals good evidence for disrupted reward-seeking tendenciesin ASD, particularly in social contexts. This is most likely caused bydysfunction of the dopaminergic-oxytocinergic `wanting' circuitry,including the ventral striatum, amygdala, and ventromedial prefrontalcortex. Such a conclusion is consistent with predictions derived fromdiagnostic criteria concerning the core social phenotype of ASD, whichemphasize difficulties with spontaneous self-initiated seeking of socialencounters (that is, social motivation). Existing studies suggest thatsocial `wanting' tendencies vary considerably between individuals withASD, and that the degree of social motivation is both malleable andpredictive of intervention response. Although the topic of rewardresponsiveness in ASD is very new, with much research still needed, thecurrent data clearly point towards problems with incentive-basedmotivation and learning, with clear and important implications fortreatment. Given the reliance of behavioral interventions onreinforcement-based learning principles, we believe that a systematicfocus on the integrity of the reward system in ASD promises to yieldmany important clues, both to the underlying mechanisms causing ASD andto enhancing the efficacy of existing and new interventions.",2019,https://scholar.google.com.br/,no
3015,Association of comorbid anxiety with social functioning in school-agechildren with and without attention-deficit/hyperactivity disorder(ADHD),"Although attention-deficit/hyperactivity disorder (ADHD) is frequentlycomorbid with disruptive behavior disorders, less is known about ADHDand comorbid anxiety. To improve understanding about the association ofanxiety and social functioning, we studied 223 6 to 9 year-oldethnically diverse boys and girls (M = 7.4 years) with and without ADHD.According to parents, children with ADHD and anxiety (n = 46) and ADHDonly (n = 71) were consistently less socially competent than comparisonchildren (i.e., no anxiety and ADHD: n = 80) and children with anxietyonly (n = 26), who did not differ from one another. A similar patternemerged for teacher ratings where youth with ADHD only and ADHD withanxiety exhibited the most social problems, but they did not differ fromeach other. These data suggest that comorbid anxiety does not exacerbatesocial dysfunction among 6 to 9 year-old children with ADHD. We considerfindings within a developmental psychopathology framework to furtherunderstand social development in children with ADHD and anxiety. (C)2012 Published by Elsevier Ireland Ltd.",2019,https://scholar.google.com.br/,no
3016,Teaching Emotions and Beliefs to Students with Autism Spectrum Disorder:Effects on Daily Social Skills,"Given the difficulties that people with autism spectrum disorders (ASD)have in understanding mental states and developing social skills, thisresearch reports an educational experiment aimed at assessing whether,through a process of teaching and learning, students with ASD canimprove their understanding of emotions and beliefs in a way that alsoinvolves positive changes in their daily social skills. To this end, twoprimary-school students and one secondary-school student with ASDparticipated in the design of a multiple case study. For informationcollection, printed teaching materials were designed and manufactured assuggested by Howlin, Baron-Cohen and Hadwin (1999), and, as a majorinnovation, software was designed for explicit instruction in emotionsand beliefs. The students were tested on their understanding of emotionsand beliefs before and after the educational procedure. We conducted asemi-structured interview with teachers and parents after theeducational procedure to assess possible changes in the participatingstudents' everyday social skills. Descriptive statistics were used toanalyze quantitative data on the students' performance in handling tasksassessing their understanding of emotions and beliefs, and contentanalysis was used to analyze the qualitative data drawn from teachers'and parents' comments and reflections. The results suggest that, afterthe educational procedure, the three participating students improvedtheir performance in tasks assessing their understanding of emotions andbeliefs and that this improvement is related with their teachers' andparents' perceptions of the participants' progress in basic socialskills after the experimental process.",2019,https://scholar.google.com.br/,no
3017,Effects of Presentation Mode on Veridical and False Memory inIndividuals with Intellectual Disability,"In the present study the effects of visual, auditory, and audio visualpresentation formats on memory for thematically constructed lists wereassessed in individuals with intellectual disability and mental agematched children. The auditory recognition test included target items,unrelated foils, and two types of semantic lures: critical related foilsand related foils. The audio visual format led to better recognition ofold items and lower false-alarm rates for all foil types. Those withintellectual disability had higher false-alarm rates for all foil typesand experienced particular difficulty discriminating presented itemsfrom those most strongly activated internally during acquisition (i.e.,critical foils). Results are consistent with the activation-monitoringframework and fuzzy-trace theory and inform best practices for designingvisual supports to maximize performance in educational and workenvironments.",2019,https://scholar.google.com.br/,no
3018,Child Sex Moderates the Association between Negative Parenting andChildhood Conduct Problems,"Although multiple dimensions of negative parenting behavior areassociated with childhood conduct problems (CP), there is relativelylittle research on whether the association is equally robust in boys andgirls. To improve the specificity of current models of negativeparenting and offspring CP, we explored the potential moderating role ofchild sex in a sample of 179 5- to 10-year-old ethnically diverse boysand girls with and without attention-deficit/hyperactivity disorder(ADHD) who were assessed using multiple methods (i.e., rating scales,semistructured interviews) and informants (i.e., parents, teachers).Controlling for children's age, race-ethnicity, and ADHD diagnosticstatus (i.e., ADHD vs. non-ADHD), inconsistent discipline was positivelyassociated with offspring aggression and rule-breaking behavior, whereasharsh punishment was positively associated with aggression,rule-breaking behavior, and oppositional defiant disorder symptoms.Furthermore, child sex significantly moderated the association ofinconsistent discipline and aggression and rule-breaking behavior, suchthat inconsistent discipline was positively associated with CP for boys,but not for girls. Given the centrality of negative parenting totheories of and efficacious interventions for aggression and CP, wediscuss these findings within a developmental psychopathology frameworkand consider their implications for intervention. Aggr. Behav.38:239251, 2012. (C) 2012 Wiley Periodicals, Inc.",2019,https://scholar.google.com.br/,no
3019,Use of machine learning to shorten observation-based screening anddiagnosis of autism,"The Autism Diagnostic Observation Schedule-Generic (ADOS) is one of themost widely used instruments for behavioral evaluation of autismspectrum disorders. It is composed of four modules, each tailored for aspecific group of individuals based on their language and developmentallevel. On average, a module takes between 30 and 60 min to deliver. Weused a series of machine-learning algorithms to study the complete setof scores from Module 1 of the ADOS available at the Autism GeneticResource Exchange (AGRE) for 612 individuals with a classification ofautism and 15 non-spectrum individuals from both AGRE and the BostonAutism Consortium (AC). Our analysis indicated that 8 of the 29 itemscontained in Module 1 of the ADOS were sufficient to classify autismwith 100\% accuracy. We further validated the accuracy of thiseight-item classifier against complete sets of scores from twoindependent sources, a collection of 110 individuals with autism from ACand a collection of 336 individuals with autism from the SimonsFoundation. In both cases, our classifier performed with nearly 100\%sensitivity, correctly classifying all but two of the individuals fromthese two resources with a diagnosis of autism, and with 94\%specificity on a collection of observed and simulated non-spectrumcontrols. The classifier contained several elements found in the ADOSalgorithm, demonstrating high test validity, and also resulted in aquantitative score that measures classification confidence andextremeness of the phenotype. With incidence rates rising, the abilityto classify autism effectively and quickly requires careful design ofassessment and diagnostic tools. Given the brevity, accuracy andquantitative nature of the classifier, results from this study may provevaluable in the development of mobile tools for preliminary evaluationand clinical prioritization-in particular those focused on assessment ofshort home videos of children-that speed the pace of initial evaluationand broaden the reach to a significantly larger percentage of thepopulation at risk. Translational Psychiatry (2012) 2, e100,doi:10.1038/tp.2012.10, published online 10 April 2012",2019,https://scholar.google.com.br/,no
3020,TRANSCRANIAL DIRECT CURRENT STIMULATION OF THE LEFT PREFRONTAL CORTEXIMPROVES ATTENTION IN PATIENTS WITH TRAUMATIC BRAIN INJURY: A PILOTSTUDY,"Objective: To determine whether a single session of anodal transcranialdirect current stimulation to the left dorsolateral prefrontal corteximproves attention in patients with traumatic brain injury.Design: Double-blinded, cross-over design.Patients: Nine patients with attention deficit after traumatic braininjury.Methods: Patients underwent a computerized contrast reaction time taskbefore and after the administration of real transcranial direct currentstimulation (2 mA for 20 min) or sham transcranial direct currentstimulation (2 mA for 1 min) to the left dorsolateral prefrontal cortexin a double-blind, crossover manner.Results: Immediately post-stimulation, the transcranial direct currentstimulation group showed a tendency of shortened reaction time relativeto baseline (87.3 +/- 7.8\%), whereas the sham stimulation group (122.4+/- 715.5\%) did not (p = 0.056). However, this difference was notsignificant 3 or 24 h after stimulation (p > 0.05). The numbers ofcorrect responses were not changed at any time after stimulation.Conclusion: Anodal transcranial direct current stimulation applied tothe left dorsolateral prefrontal cortex improves attention compared withsham stimulation in patients with traumatic brain injury, which suggestsa potential role for this intervention in improving attention duringcognitive training after traumatic brain injury. A further prospectiverandomized trial is required to confirm the benefits conferred bytranscranial direct current stimulation in this patient population.",2019,https://scholar.google.com.br/,no
3021,Teasing Out Specific Language Impairment From an Autism SpectrumDisorder,"CASE: Marcus is a handsome, sweet, 7 1/2-year-old boy with a significanthistory of delayed development, specifically in speech and languageskills, as well as difficulties with social interactions that have ledother specialists to be concerned about a diagnosis of an autismspectrum disorder.He has been seen in our primary care practice since birth. He was bornfull-term after vaginal delivery weighing 6 pounds, 6 ounces. There wereno pregnancy or delivery complications noted. Genetic testing revealednormal chromosomes, fragile X, and microarray testing. Marcus was apicky eater and good sleeper and had delays in toilet training.There is no family history of attention-deficit hyperactivity disorder(ADHD), autism, or substance abuse. Maternal grandmother and mother havea history of learning difficulties, and his father and a paternal unclehave a history of depression and anxiety. Marcus lives in a supportiveenvironment with his mother, father, and sister.Marcus was noted to have significantly delayed language, stuttering, andimmediate echolalia as a toddler. Gross and fine motor milestones weremet on time, but he did not talk or follow directions until 4 to 5 yearsold. As a younger child, he would pretend to talk on the phone or mowthe grass with a pretend lawn mower, but other household activities werenot of interest to Marcus.Currently, he enjoys puzzles, reading, and board games. He likes to playwith other children and can interact with familiar adults. Marcus isreported to initiate social interactions, although he has difficulty inunderstanding personal space. Imaginative play is preferred over othertypes. He seeks out adult attention and will bring objects over to anadult especially to share his perceived accomplishment. Marcus hasdifficulty in playing cooperatively with his sister.He is independent with activities of daily living. Marcus is noted tohave auditory defensiveness including covering his ears to loud noisesand becoming distressed. Parents feel he is immature and inattentive forhis age. Marcus responds well when a routine is followed.Previous testing about 2 years ago revealed significant languagedeficits on the Clinical Evaluation of Language Functioning with averagescores on the Woodcock Johnson Achievement Testing and Test of NonverbalIntelligence Version 3. Marcus was not referred for early interventionand he did not attend preschool. In a regular education Kindergarten, hereceived speech and occupational therapy along with reading and mathsupport.Comments from teachers or evaluator include the following: Marcus lookedto his peers for clues about what he should be doing. Marcus has greatdifficulty in understanding requests but seems to be interested inpleasing his teacher and others. Marcus' language difficulty makessocialization with his peers problematic, however, he is interested ininteracting with them and they seem to accept him willingly. Marcus hasintent to communicate with others but relies on visual support todecipher social situations. Marcus has difficulty in attending todetails and moves from activity to activity quickly. His short attentionspan is likely impacting not only learning but also his ability tosocially interact with peers.On the day you see him for his 7-year-old checkup, he brought many toysover to show his father and interrupted your conversation to get yourattention intermittently throughout the examination. He immediatelypointed out a lit ceiling tile with Nemo illuminated to show his father.Marcus does not have any notable or significant repetitive motormannerisms or stereotypies reported or observed. Marcus' gesture use wasappropriate for age and included both symbolic (directing eye gaze andpointing) and concrete (hands up to be picked up and touching an itemrather than pointing to it) gestures. Play observed today, althoughimmature for age, was novel, imaginative, and functional. Answers toquestions did not always match the question posed. He had a difficulttime waiting for his turn before interrupting a conversation. Visualcues were helpful in understanding what was expected of him and what wasgoing on socially.Marcus' speech is notable for persistent stuttering and difficulty inturn-taking in conversation. He gets frustrated easily and has a hardtime being understood. He continues to confuse pronouns and makes somegrammatical errors. He is able to follow simple directions but has ahard time following complex or multistep directions with accuracy.Nonverbal communication includes pointing to objects of interest inorder to share the experience ({''}Look mom!{''}). He will point toidentify an object and can follow a point across the room. He is able touse his eye contact to direct yours to moderate social interactions.Marcus has a special interest in Thomas the Tank Engine Train and Disneymovies but is able to move away from those topics to engage in otherplay interests. Repetitive behaviors are not noted. Toe walking, handflapping, or spinning, or unusual hand motions or observation of objectswere not observed.Difficulties noted today include delays in his receptive and expressivelanguage, poor intelligibility, dysfluency, and impaired motor planning.He recently underwent an audiogram which was normal. You decide to referto a specialist for further evaluation. (J Dev Behav Pediatr 33:272-274,2012)",2019,https://scholar.google.com.br/,no
3022,Developmental and Behavior Problems Predict Parenting Stress in YoungChildren With Global Delay,"To identify parent-reported symptoms that predict parenting stress inpreschoolers with global developmental delay, 201 parents/guardians of142 boys and 59 girls with global delay, mean age 39.1 months (range, 18to 63 months) were studied retrospectively. Parents completed thefollowing: (a) a semistructured interview, (b) the Child DevelopmentInventory, (c) Child Behavior Checklist 1 1/2-5, and the (d) ParentingStress Index-Short Form. Forty-two percent of parents describedclinically significant parenting stress (>= 85th percentile). TheParenting Stress Index-Short Form subscales Difficult Child andParent-Child Dysfunctional Interactions were elevated. Parental stressincreased with higher gross motor development and decreased as socialand fine-motor ratios increased. Furthermore, stress increased whenparents reported higher levels on the Emotionally Reactive and Withdrawnscale scores and when parents reported Pervasive Developmental andOppositional Defiant Problems. In mobile children with global delay,behavior problems predict parenting stress.",2019,https://scholar.google.com.br/,no
3023,Intrafamilial physical victimization and externalizing behaviorproblems: Who remain the `forgotten' children?,"Over the past few decades, researchers have documented positiveassociations between direct child maltreatment and exposure tointerpersonal violence (including intimate partner violence, communityviolence, school violence, and media violence) and children'sexternalizing behavior problems. However, current family violenceliterature largely ignores the effects of child abuse on other childrenin the family. A handful of studies have focused on exposure to childabuse and documented the behavioral effects on siblings, and thesestudies lend support for broadening scholarship focused on this type offamily violence. This article presents empirical research and theoriesthat focus on the relationships between child physical abuse andexposure to intimate partner violence and children's externalizingbehavior problems. Using this literature as a foundation, an argument ismade for the need to focus on children's exposure to child physicalabuse. This article presents information from the few studies that havefocused on children who were exposed to the physical abuse of a siblingand offers theoretical frameworks, including social learning theory andpsychological proximity, as a foundation for future research. Thearticle concludes with a discussion of services that may be necessaryfor children who have been exposed to the physical abuse of a sibling,including services focused on safety and mental health. (C) 2011Elsevier Ltd. All rights reserved.",2019,https://scholar.google.com.br/,no
3024,Self model theory: learning from the future,"This paper synthesizes findings and theoretical propositions acrossbehavioral, cognitive, and neuropsychological theories, with significantnew conceptualizations bearing upon processes of learning andperformance. There is a need to explain ultrarapid learning within theframework of cognitive science. In video self modeling and inchallenging circumstances, the speed of behavior change appears to bederived from feedforward, in which component behaviors (in therepertoire) are reconfigured to produce a new skill or level ofperformance. It is argued that self modeling is fundamental to learning,and peer/other modeling serves as an alternative. Learning in this wayproduces a cognitive self-simulation which can be accessed to trigger abehavioral response in a future context. Related neurological processesare indicated by mental time travel (MTT) and specific brain activityduring the imagination (simulation) of future personal events. There isevidence that some brain mechanisms (mirror neurons), involved inimmediate imitation, are differentially responsive to images of selfversus other. MTT (to future events) in cognitive neuroscience has sofar been discussed only in terms of prediction and planning not behaviorchange. These issues are brought together by self model theory.Conclusions drawn in this paper include discussions of the value inlearning from the future as a ubiquitous human ability. Overall, thepropositions of this theory should stimulate diverse future research,linking neurological and behavioral contributions to cognitive science.WIREs Cogn Sci 2012, 3:215230. doi: 10.1002/wcs.1156",2019,https://scholar.google.com.br/,no
3025,Distinguishing and Improving Mouse Behavior With Educational ComputerGames in Young Children With Autistic Spectrum Disorder or AttentionDeficit/Hyperactivity Disorder: An Executive Function-BasedInterpretation,"In this exploratory multiple case study, it is examined how a computergame focused on improving ineffective learning behavior can be used as atool to assess, improve, and study real-time mouse behavior (MB) indifferent types of children: 18 children (3.86.3 years) with AutisticSpectrum Disorder (ASD), Attention Deficit/Hyperactivity Disorder(ADHD), or comorbid ASD and ADHD, and 5 effectively learning (EL)children (3.53.8 years). The children's MB processes, for example Errorsand Reaction times, were interpreted in terms of executive functions(EFs). Trajectories of averaged MB were compared among the groups ofASD, ADHD, comorbid, and EL children. Clinical groups showed differencesin their MB, which were similar to the expected differences based on EFtests. In addition, a case study of a typical ASD, ADHD, and EL childwas included in order to demonstrate typical individual MB patternsacross time. MB processes might therefore provide a window into theprocesses of EF (dys)functioning.",2019,https://scholar.google.com.br/,no
3026,Developing methods for understanding social behavior in a 3D virtuallearning environment,"This paper presents a case study of developing and implementing methodsto capture, code and comprehend reciprocal social interactions in athree-dimensional virtual learning environment (3D VIE). Theenvironment, iSocial, is being developed to help youth with autismspectrum disorders (ASD) develop social competencies. The approach toidentifying, classifying and coding behavior in the 3D VIE uses anadaptation of reciprocal interaction coding methods traditionally usedin single-subject research with individuals with ASD. These adaptationsconsider the unique characteristics of the 3D VLE technology and thenature and context of learning in this type of environment. Adescription of the coding methods employed is provided. Selected resultsare presented to illustrate how this methodology can offer detaileddescriptions of learning and social interaction behavior in context.Such results demonstrate the potential of this approach for building newknowledge about how learning takes place and progresses in a 3D VIE andfor making data-driven design decisions for improving the learningexperience in the online social context. (C) 2011 Elsevier Ltd. Allrights reserved.",2019,https://scholar.google.com.br/,no
3027,A three-dimensional object orientation detector assisting people withdevelopmental disabilities to control their environmental stimulationthrough simple occupational activities with a Nintendo Wii RemoteController,"This study evaluated whether two people with developmental disabilitieswould be able to actively perform simple occupational activities tocontrol their preferred environmental stimulation using a Nintendo WiiRemote Controller with a newly developed three-dimensional objectorientation detection program (TDOODP, i.e. a new software program,which turns a Wii Remote Controller into a three-dimensional objectorientation detector). An ABAB design, in which A represented thebaseline and B represented intervention phases, was adopted in thisstudy. The data shows that the performance of both participants hassignificantly increased (i.e. they perform more simple occupationalactivities to activate the control system to produce environmentalstimulation) during the intervention phases. The practical anddevelopmental implications of the findings are discussed. (C) 2011Elsevier Ltd. All rights reserved.",2019,https://scholar.google.com.br/,no
3028,Detecting stereotypical motor movements in the classroom usingaccelerometry and pattern recognition algorithms,"Individuals with Autism Spectrum Disorders (ASD) frequently engage instereotyped and repetitive motor movements. Automatically detectingthese movements using comfortable, miniature wireless sensors couldadvance autism research and enable new intervention tools for theclassroom that help children and their caregivers monitor, understand,and cope with this potentially problematic class of behavior. We presentactivity recognition results for stereotypical hand flapping and bodyrocking using accelerometer data collected wirelessly from six childrenwith ASD repeatedly observed by experts in real classroom settings. Anoverall recognition accuracy of 88.6\% (TP: 0.85, FP: 0.08) was achievedusing three sensors. We also present pilot work in which non-experts usesoftware on mobile phones to annotate stereotypical motor movements forclassifier training. Preliminary results indicate that non-expertannotations for training can be as effective as expert annotations.Challenges encountered when applying machine learning to this domain, aswell as implications for the development of real-time classroominterventions and research tools are discussed. (C) 2011 Elsevier B.V.All rights reserved.",2019,https://scholar.google.com.br/,no
3029,Diagnosis in developmental-behavioural paediatrics: The art ofdiagnostic formulation,"This paper considers diagnostic frameworks in developmentalbehaviouralpaediatrics. The purpose of a diagnostic assessment is reviewed, and theuse of categorical diagnoses is explored. A multi-level process ofdiagnostic formulation is outlined, highlighting the importance of acomprehensive focus on presenting symptoms, neuropsychologicalconstructs, biological factors and environmental influences. The axis oftime, developmental benchmarks and the enhancement of resilience arediscussed as part of the diagnostic formulation framework. Limitationsimposed on diagnostic practice by systemic and personal factors arereviewed. Implications for training and practice are discussed.",2019,https://scholar.google.com.br/,no
3030,High-Functioning Autism and Asperger's Disorder: Utility and Meaning forFamilies,"We used framework analysis to investigate the utility of pervasivedevelopmental disorder diagnoses, interviewing young people (aged 9-16years) with high-functioning autistic disorder (AD) and Asperger'sdisorder (AsD), and their parents. Twenty two participants from tenfamilies described both gains and costs resulting from diagnosis.Perceived advantages of AD and AsD diagnosis were increasedunderstanding and practical support, and parental empowerment.Disadvantages included the effects of stigma and concerns aboutvalidity. Participants tended to consider AsD and AD as interchangeableterms. Findings suggest that the utility of AD and AsD depends upon boththeir validity and how these diagnoses are received in their cultural,economic and legislative context. Improvement of post-diagnosticservices will improve the utility of AD and AsD.",2019,https://scholar.google.com.br/,no
3031,Using tangible user interfaces in computer-based training systems forlow-functioning autistic children,"In this paper, the design of a computer-based training (CBT) system forlow-functioning autistic children is addressed. The emphasis is onease-of-use and learning efficiency of CBT systems with differentinteraction styles, namely the WIMP (Window Icon Menu Pointing Device)and TUI (Tangible User Interface) interaction styles. Two WIMP-based CBTsystems with different pointing devices were involved in the study. Thefirst system applied a standard computer mouse as a pointing device,while the second one employed a touch screen instead. For the TUI-basedCBT system, a tabletop setting was adopted. Based on the knowncharacteristics of TUI and children with autism, as well as relatedcognitive and learning theories, the benefits of TUI for low-functioningautistic children have been investigated. Elementary skill teaching waschosen as a case study for performance evaluation of these CBT systems.Empirical results show that the touch-based and TUI-based systemsoffered much better ease-of-use performance than that of the mouse-basedsystem. Regarding learning efficacy, experimental results show that theTUI-based system achieved higher skill improvement, as compared with theWIMP-based system and a non-computer training method. Some guidelinesand suggestions for the design of a TUI-based system for children withautism are summarized.",2019,https://scholar.google.com.br/,yes
3032,Improvement of Training Games of Physical Posture for People withDevelopmental Disorders,"This paper describes improvements for training game of physical postureadaptive for people with developmental disorders, which is developed andalready reported by the authors. The Game is a game for exercise user'sbody posture control. Though it is said that ASD people generally haveresistance against new, inexperienced items, all of the ASD subjects areinterested in the games without refusal. This fact is considered to bean effective utilization of attraction and diffusing potential thatgames have. Through this improvement, the Game has been improved to thelevel that it can be used in the classes of schools by teachers.",2019,https://scholar.google.com.br/,no
3033,"NEW TECHNOLOGIES, DYSLEXIA AND SCHOOL REALITY","Nowadays, a large percentage of students with learning difficulties,mainly dyslexia, exist both in primary and secondary education. Theteacher, therefore, should adjust his lesson in such a way to be easyfor the above groups to access as they are regarded as lesser andmarginalized entities within the classroom. Specialized software andinternet are necessary to carry out such a lesson since active learningenvironments reinforce student learning readiness allowing to every oneto participate, as a team, in the learning procedure to promote, at thesame time, life-long learning.Self-esteem is crucial to learning. A child can learn more effectivelyand will be motivated more if he has a high self-esteem. This is ofmajor importance to dyslexic students. At the very beginning of formaleducation, young dyslexic learners notice that some parts of school worksuch as reading, spelling and writing are difficult for them. This mayresult to feelings of failure and anxiety. It may downgrade student'smotivation and self-esteem in relation to learning. It must be securedthat a dyslexic child is given opportunities to experience successconsequently to increased self-esteem.At this point, new technologies play a crucial role since the teachercreates active learning environments and encourages students to activelyparticipate in the learning procedure constructing new knowledge throughknowledge for the self. The teacher can, through specialized softwareand internet, readjust his lesson providing dyslexic children incentivesto further participate by reinforcing both their contact with theclassroom in the framework of group collaboration teaching and theirsociability since they are incorporated into a team, undertake roles,take initiatives, avoid marginalization and adjust to classroomconditions. The teacher's role is guiding throughout this procedure andby counseling and motivating becomes the linkage of new knowledgebetween computer and children.",2019,https://scholar.google.com.br/,no
3034,THE USE OF THE LATEST TECHNOLOGICAL APPLICATIONS IN THE EDUCATION OFSTUDENTS WITH AUTISM SPECTRUM DISORDERS,"technological applications b) further our understanding on how thesetechnological applications may be adapted to serve the educational anddevelopmental needs of individuals with ASD, c) add to the existing bodyof empirical knowledge, and d) recommend future directions for practicalapplication research.The proposed presentation is comprised of two distinct parts: The firstpart aims to review the rapidly growing body of literature that focuseson technology-based interventions with individuals with Autism SpectrumDisorders (ASD). The advantages and deterrents of video-basedinstruction and feedback, virtual reality (VR) and computerizedelectronic screen media for learning, leisure and physical exercise willbe discussed. The second part will provide select examples of effectivetechnologies in the educational and therapeutic realm for individualswith ASD, based on existing published and clinical empirical evidence.Video technology applications have been extensively used in theeducational field with well documented outcomes across a wide area oflearning objectives: communication aspects and interpersonal skills,task fluency, play and social skills, daily living skills. Portabilityand user friendly features allow educators, clinicians, researchers andparents alike to utilize video modeling as a frequent tool in promotinglearning.Virtual Reality (VR) applications are progressively being used foreducation purposes, as well as leisure opportunities and modifiedphysical exercise. A very interesting variation on VR has been widelyused for entertainment purposes in the mainstream electronic gamingmarket. Broadly categorized as `immersive video' (IV) applications,these new technologies were initially explored with elderly populationsand individuals with motor limitations. IV users reported high degreesof engagement and motivation with positive physiological resultsmeasured. Within the ASD population the use of such technology has notyet been well documented. Nevertheless, use of IV technology can bebeneficial in several ways. For example, the process of exchanginginformation about rules and related constructs is diminished throughactive engagement and immediate online feedback of results, lifethreatening scenarios and safety issues can be practiced safely withoutthe risk of consequences from mistakes.In the last 5 years the expanded application of touch-screen technologyand the introduction of portable computer tablets have revolutionizedthe use of computer software, and computerized electronic screen mediain particular, as a teaching medium. The introduction of apps for Appledevices (I-phone, I-pad), have introduced innumerable opportunities foreducational instructions and leisurely occupation for individuals withASD. The relatively insignificant cost for most apps, Portability andmultimedia features, relatively insignificant cost for most apps andtheir mainstreamed wide use have propelled computer tablets into a `musthave' accessory for almost every child in the spectrum. At this pointthere is very limited empirical evidence on the extent of theirrespective instructional impact.",2019,https://scholar.google.com.br/,no
3035,AN INTEGRATED PLATFORM OF SOCIAL ABILITY FOR PERSON WITH AUTISM SPECTRUMDISORDERS,"The persons with Autism Spectrum Disorders (ASD) present disorders inverbal and non verbal communication and in social interactions. Thisarticle presents a work to investigate the role of the Internet tool inthe life of the adolescent and adults with autism. Through theirpresence and the use which they have of these environments on the Web,information on their living conditions can be brought to light, as wellas perspectives of education and accompaniment.This study bases itself on a confrontation of reports: (1) The personswith autism present difficulties particularly in communication andsocial interactions. (2) Now, ``Internet{''} became a universalcommunications tool very widely used by people.First, we present the context: the autism, and the Asperger syndrome.Next, we analyze their use on Web tools and their communication needsand specificities. To perform this study, the IT variety of toolsimposes a methodical approach to detect the presence of the persons withautism on the various platforms and what they do. This approach based onthe observation was made in four main stages: the inventory of theinteresting platforms, the analysis of the information found on each ofthese platforms, the structuralization of the information collected forthe storage in a database and the interpretation. Posts got back on theforums will be subjected to a content analysis thanks to the softwareTropes. The use of the Internet tools offers numerous positive aspectsto the persons with autism. The specificities of the communication onInternet can compensate for the disorders of the verbal and not verbalcommunication of the persons in exchange. Finally, we present anintegrated platform of social internet ability based on Webtechnologies. With this platform, persons with autism could learn andimprove their communication abilities coached by specialists.",2019,https://scholar.google.com.br/,no
3036,Multimodal Interaction Experience for Users with Autism in a 3DEnvironment,"This paper describes the multimodal 3D game-based learning environments,accessible to users with autism, which we designed, built, and tested.Our innovative interaction system proposes a combination of visual,voice, and textual modalities able to guide the user through the 3Denvironment and allowing her/him to access contents in a multimodal andpersonalised way. The design process had to consider the differentmodalities users could have used to access the contents, and thismultimodal user interface had implications on accessibility. By takingcare of the multimodality of the realised environment, and of therelational context, children and adults with autism can have the uniqueopportunity of bypassing some of the difficulties they encounter duringtheir social life, such as visual contact, unwieldy movements, andface-to-face interactions. From this point of view, shared 3D virtualenvironments with multimodal interaction interfaces represent animportant opportunity able to improve the social life of persons withautism. The entire structure of the work has been characterised by fivemain pillars and innovative aspects: multimodal strategies to explorethe environment and to access contents, user model, user profiles,personalisation of the contents, experimentation/validation. Theproposed user model (based on the ICF{*} specification, a customised,extended version of the WHO International Classification of Functioning,Disability and Health guidelines - ICF) allowed an extensible, detailedpersonalisation, as different attributes described users both from thestatic and the dynamic points of view. Users with different levels ofautism were profiled using our model, and involved in the experiment,permitting us to validate the effectiveness of the global approach. Theresults of such experiment showed us that indeed users appreciated thesystem and were able to take advantage of all educational opportunitiesthe system provided.",2019,https://scholar.google.com.br/,no
3037,Non-verbal Cognitive Skills and Autistic Conditions: An Analysis andTraining Tool,"The number of People who have trouble with social skills andcommunication is now greater than ever for a variety of reasons. Autismspectrum conditions are an extreme example of these traits. Ourobjective is to measure these autistic traits automatically, and enablepeople with social and communication difficulties to improve social andcommunication skills for use in the real world. This paper examines therelationship between non-verbal cognitive skills and position on theautism spectrum among members of the general population, and pre- andpost-learning results were examined to find the effects of the training.The results showed an improvement after a 20-minute learning session,indicating that training could help enhance non-verbal cognitive skillsfor members of general population.",2019,https://scholar.google.com.br/,no
3038,The language of literary texts - between artistic philosophy andcognitive-behavioral therapy,"The fundamental goal of this paper is to provide several therapeuticapproaches that are not exclusively imperative for the autisticpreschool and school children. The prevailing impercipience of a text,or of a sentence is a result of the deficient semantic comprehension ofa child with autism spectrum disorders. Children's literature contains awide range of possibilities to shape language and its attributes bymeans of an original communication system, open to variousinterpretations, therefore providing numerous educational messagesadapted accordingly to each environment, using a language that fostersthinking, reason. At the narrative level, the autistic child exhibitssevere language deficits, because the narration of an event, situation,and fiction, despite the use of a special kind of language limited toonly a few words, is almost non-existent. The encouragement of thecommunicative intention through an active literary language in which thepresent progressive verb is prevailing, the avoidance of staticlanguage, especially descriptions with no reasoning for the autisticstudent, the avoidance of narrative time and step-by-step story buildinggames by means of audio, visual (videos, drawings), tactile stimuli,continuously doubled by the customary language of literary texts forchildren, the transformation of a character towards whom the autisticchild exhibits an appropriate behavior, the transposition of thefictional reward into and as part of reality, irrespective of itssocial, verbal or physical nature, offered in the educational space bythe educator, are only some of the effective approaches to changing thebehavior of the autistic child. (C ) 2012 Published by Elsevier Ltd.Selection and/or peer review under responsibility of Prof. Dr. AyseCakir Ilhan",2019,https://scholar.google.com.br/,no
3039,HYPOHIDROTIC ECTODERMAL DYSPLASIA: A MULTIDISCIPLINARY APPROACH,"Hypohidrotic ectodermal dysplasia (HED, Christ-Siemens-Tourainesyndrome) is a genetic disorder characterized by sparse hair,oligodontia with peg-shaped teeth, reduced sweating, and defects in anumber of other ectodermal organs. A partial or complete absence ofeccrine glands can lead to recurrent severe overheating that may causeseizures and neurological deficits. This clinical report presents a14-year-old male patient with hypohidrotic ectodermal dysplasia,including the clinical and radiographic findings, and multidisciplinarytreatment. The Schedule for Affective Disorders and Schizophrenia forSchool Aged Children-Present and Lifetime Version (K-SADS-PL) wasadministered to patient along with mother to assess for any psychiatricdisorders. The screening and rating scales completed by mother and twoteachers to evaluate the severity of attention deficit hyperactivitydisorder (ADHD) symptoms, and other behavioral problems. Patient'sacademic performance, adaptive functioning, and problem behavior wasevaluated using The Teacher Report Form. Mental capacity was assessedwith the Wechsler Intelligence Scale for Children (WISC-R). IllnessPerception Questionnaire Revised was used to systematically assessillness representation attributes and emotional representations ofillness. On the psychiatric diagnosis assessment using K-SADS-PLsub-threshold attention deficits and anxiety symptoms were determined.In this case we established a multidisciplinary approach in histreatment with pediatric, dermatological, and dental examinations,beside his psychiatric evaluation. The prosthetic rehabilitationincluded restoring upper teeth with copings and fabrication of upper andlower complete dentures. Metal framework was not incorporated in thepartial denture design allowing modifications as the oral andmaxillofacial development continued. Removable complete or partialdentures without metal framework is a treatment of choice until thecompletion of facial growth at which definitive treatment is considered.(Int'l. J. Psychiatry in Medicine 2012,44:225-240)",2019,https://scholar.google.com.br/,no
3040,Neurofeedback training to improve neuronal regulation in ADD: A casereport,"This report details the use of Neurofeedback training (NFT) on a 15years old girl with Attention Deficit Disorder. The child's motherreported a history of hyperactivity, inability to self-regulate/focusattention, impulsivity, self injury and behaviorally disinhibition. Thegoal was to enable the child to achieve a better brain regulation,leading to improvements in attention, mood, and social behavior. Thesensors were placed on the scalp and connected to the computer softwarethat detects specific neuronal activity. The subject showed animprovement in emotional reaction, a reduction in self injuries andoppositional behavior, and a better social relationship. (C) 2011Published by Elsevier Ltd. Selection and/or peer-review underresponsibility of the 4th International Conference of Cognitive Science",2019,https://scholar.google.com.br/,no
3041,Multitouch Tabletop Technology for People with Autism Spectrum Disorder:A review of the Literature,"Autism Spectrum Disorder (ASD) is a set of developmental disordersinvolving impairments in languages, cognitive, and social functions.Computer technologies such as affective computing, virtual reality,robotics and multitouch interfaces have been developed to support peoplewith ASD. These innovative technologies, alone or in conjunction, can beused beneficially in a number of critical areas affecting individualswith autism, their families and professional who support them. Thispaper considers and reflects on existing researches on multitouchtabletop technology for ASD and identifies opportunities and challengeswith designing and applying multitouch tabletop applications for peoplewith ASD. (C) 2012 The Authors. Published by Elsevier B.V. Selectionand/or peer-review under responsibility of the Scientific ProgrammeCommittee of the 4th International Conference on Software Developmentfor Enhancing Accessibility and Fighting Info-exclusion (DSAI 2012)",2019,https://scholar.google.com.br/,no
3042,A Web-Based Application to Address Individual Interests of Children withAutism Spectrum Disorders,"Autism spectrum disorders (ASDs) are a triad of disturbances affectingthe areas of communication, social inter- action and behavior. Ineducational contexts, these limitations can be deeply disabling unlessappropriate intervention methodologies are promoted. Children with ASDsusually have very strict interests, which may cause a lack of interestin standard ICT tools overtime. Our paper presents a new way to overcomethese issues, by enabling children to have the opportunity to enjoy arich multimedia platform. This approach allows tutors and peers toprepare a unique setup for the child's needs, giving the possibility tofully customize the layout and contents. Special attention was given tothe promotion of communicative and social competences of children withASDs, enabling them to interact with one another through messages, shareopinions, and experiences. Preliminary results show that children feelmotivated using the tool, and number of interactions between peersincrease. In this paper we will describe the platform and how it can becustomized, and finally, introduce the evaluation methodology to beused. (C) 2012 The Authors. Published by Elsevier B.V. Selection and/orpeer-review under responsibility of the Scientific Programme Committeeof the 4th International Conference on Software Development forEnhancing Accessibility and Fighting Info-exclusion (DSAI 2012)",2019,https://scholar.google.com.br/,yes
3043,``LeFCA{''}: Learning framework for children with autism,"Teaching children with autism requires special set of tools and methods,due to decreased level of attention towards stimuli presented andlessened capability to learn in the ways typical children do, which ismanifested within this population. It has been previously shown thatcomputer-assisted intervention is not only an effective method fordeveloping various skills, allowing both learning with teachers andpracticing on their own time without the teacher's direct attention, butit nonetheless increases the motivation and results in fasteracquisition of these skills.In this paper we present the first step in developing the LeFCAframework, that will be used for teaching children with autism basicskills and concepts. Within the pilot project, we produced four gamesfor developing matching, pointing out (based on visual and auditorystimuli) and labeling skills, which are considered to be primary skillsneeded for learning. The results of our preliminary study showed thatthe created software in native language is completely clear and userfriendly for kids with Autism and other special needs, and that issystematically and developmentally appropriately sequenced for learning.Additionally, we found that children were able to generalize learnedskills, through a transfer to a new medium or environment without anyneeded training (i.e. computer). All four participants mastered allprograms without any instructional tactic needed. (c) 2012 The Authors.Published by Elsevier B.V. Selection and/or peer-review underresponsibility of the scientific programme committee of VS-Games 2012",2019,https://scholar.google.com.br/,yes
3044,Using the social robot Probo as a social story telling agent forchildren with ASD,"This paper aims to study the role of the social robot Probo in providingassistance to a therapist for robot assisted therapy (RAT) with autisticchildren. Children with autism have difficulties with social interactionand several studies indicate that they show preference towardinteraction with objects, such as computers and robots, rather than withhumans. In 1991, Carol Gray developed Social Stories, an interventiontool aimed to increase children's social skills. Social stories areshort scenarios written or tailored for autistic individuals to helpthem understand and behave appropriately in social situations. Thisstudy shows that, in specific situations, the social performance ofautistic children improves when using the robot Probo, as a medium forsocial story telling, than when a human reader tells the stories. Therobot tells Social Stories to teach ASD children how to react insituations like saying ``hello{''}, saying ``thank you{''} and ``sharingtoys{''}. The robot has the capability of expressing emotions andattention via its facial expressions and its gaze. The paper discussesthe use of Probo as an added-value therapeutic tool for social storytelling and presents the first experimental results.",2019,https://scholar.google.com.br/,no
3045,Violent Behavior in Adolescence: Individual and Familial Factors,"Objective: In this study, a group of violent male adolescents aged 12-15years old, who were students of a primary school located in a districtwhere families with low socioeconomic status (SES) live was comparedwith a non-violent peer group in terms of self and family variables, inan aim to understand the risk factors related to adolescent violentbehavior.Methods: Data were gathered about the family relations, presence ofdomestic violence, and other enviromental risk factors for a group ofadolescents who show violent behavior at school (n: 22) and compared totheir non-violent peers (n: 19) from the same school by gettinginformation both from the adolescents themselves and their mothers. TheSelf-Perception Profile for Adolescents, Rosenberg Self-Esteem Scale,Children's Depression Inventory and the Connors' Rating Scales were usedto measure the relevant variables. Family characteristics wereinvestigated by direct interviews with the mothers and by using theGeneral Health Questionnaire and the Family Assessment Device for bothmothers and fathers.Results: The results of this study showed that adolescents who wereviolent at school were similar to non-violent ones in terms of domesticviolence and self-perception and self-esteem. The violent groupperceived themselves as being worse in terms of academic performance andshowed higher levels of attention deficit hyperactivity symptoms.Conclusion: The results suggest that the violent behaviour at school forsome adolescents may be a way of proving themselves and being acceptedby their peers. (Archives of Neuropsychiatry 2012, 49: 260-265)",2019,https://scholar.google.com.br/,no
3046,A Serious Game for Android Devices to Help Educate Individuals withAutism on Basic First Aid,"Within the group of individuals with autism, we can find a certainnumber of people who interact well with mobile devices and other typesof technology. To improve their knowledge on first aid, the main aim wasto create an application composed of a set of Serious Games orientedtowards first aid education: i.e. how to handle specific situations,basic knowledge about healthcare or medical specialties... all employingthe use of current technologies such as Smartphones or Tablets,specifically running the Android operating system. Not onlytechnological results have been investigated, but also feedback wastaken from opinions and experiences by both users and specialists takingpart in the practical validation and testing of the application.",2019,https://scholar.google.com.br/,no
3047,A system for behavioral therapy support for autistic children,"The Applied Behavioral Analysis (ABA) is one of the very successfultherapies on autistic children. There are no software systems supportingsuch a complex therapy either in Polish or international ABArehabilitation centers. This article presents an idea of an integratedsystem to help managing the vast amount of data collected duringbehavioral therapy. There are four main modules in the system: adatabase containing therapy data, system for data analysis based onmachine learning techniques, an expert system to support therapist and asemantic based search.",2019,https://scholar.google.com.br/,no
3048,The 38th Sir Frederick Bartlett Lecture Why we need cognitiveexplanations of autism,"In the 70 years since autism was described and named there have beenhuge changes in the conceptualization of this enigmatic condition. Thisreview takes a personal perspective on the history of autism research.The origins of the first cognitive theories of autism, theory of mindand weak central coherence, are discussed and updated to inform futuredevelopments. Selected experimental findings are interpreted in thehistorical context of changes that have been brought about by advancesin methodology. A three-level framework graphically illustrates a causalchain between brain, mind, and behaviour to facilitate theidentification of phenotypes in neurodevelopmental disorders. Cognitionis placed at the centre of the diagram to reveal that it can linktogether brain and behaviour, when there are complex multiple mappingsbetween the different levels.",2019,https://scholar.google.com.br/,no
3049,Investigating the Efficacy of a Computerized Prompting Device to AssistChildren with Autism Spectrum Disorder with Activities of Daily Living,"Learning to perform self-care skills can pose a major challenge forchildren with Autism Spectrum Disorder (ASD) as well as the parents andcaregivers who support them. The computerized device described in thispaper has been used by children with ASD and their carers toautonomously assist with self-care activities. The device uses computervision and artificial intelligence to track a child with ASD through anactivity and issues audio and visual prompts as required. A pilot studyinvolving five children with ASD was conducted to evaluate the efficacyof the device as it assisted with hand washing. Results showed that thedevice responded correctly to approximately 74\% of the situations itencountered. While there are areas requiring improvement, acceptance ofthe device by children and their parents was encouraging. Efforts areunderway to refine the device before evaluation through futurelong-term, in-home trials.",2019,https://scholar.google.com.br/,no
3050,A Latent Variable Approach to Determining the Structure of ExecutiveFunction in Preschool Children,"The composition of executive function (EF) in preschool children wasexamined using confirmatory factor analysis (CFA). A sample of 129children between 3 and 5 years of age completed a battery of EF tasks.Using performance indicators of working memory and inhibition similar toprevious CFA studies with preschoolers, we replicated a unitary EFfactor structure. Next, additional performance indicators were includedto distinctly measure working memory, set shifting, and inhibitionfactors. A two-factor model consisting of working memory and inhibitionfit the data better than both a single-factor model and a three-factormodel. Findings suggest that the structure of EF in preschoolers thatemerges from CFA is influenced by task and performance indicatorselection.",2019,https://scholar.google.com.br/,no
3051,Using an iPad-based video modelling package to teach numeracy skills toa child with an autism spectrum disorder,"Purpose: To evaluate the effectiveness of a video modelling package toteach a 5 year-old boy diagnosed with an autism spectrum disorder (ASD)basic numeracy skills. The treatment package consisted of iPad-basedvideo modelling, gradual fading of video prompts, reinforcement, in vivoprompting and forward chaining.Methods: A single subject multiple baseline across numerals design withgeneralization and maintenance observational measures.Results: Clear gains were evident in the participant's ability toidentify and write the Arabic numerals 1-7 and comprehend the quantityeach numeral represents in association with the lagged intervention.Generalization and maintenance data demonstrated the robustness of thetreatment effects.Conclusions: IPad-based video modelling, when used in a package, can bean effective technique for teaching numeracy skills to children with anASD. Systematic replication of this study with different participants iswarranted.",2019,https://scholar.google.com.br/,no
3052,Scenarios of robot-assisted play for children with cognitive andphysical disabilities,"This article presents a novel set of ten play scenarios forrobot-assisted play for children with special needs. This set ofscenarios is one of the key outcomes of the IROMEC project thatinvestigated how robotic toys can become social mediators, encouragingchildren with special needs to discover a range of play styles, fromsolitary to collaborative play (with peers, carers/teachers, parentsetc.). The target user groups in the project were children with MildMental Retardation,(1) children with Severe Motor Impairment andchildren with Autism. The play scenarios were developed against specificeducational and therapeutic objectives that were discussed with panelsof experts (teachers, therapists, parents) in various countries, duringseveral user panel meetings for each of the above mentioned target usergroups. These objectives were classified with reference to the ICF-CY,the International Classification of Functioning - version for Childrenand Youth. The article presents a detailed description of the playscenarios, each with its relevant educational and therapeutic objectivesin five key developmental areas (i.e. sensory development, communicationand interaction, cognitive development, motor development and social andemotional development). While the play scenarios described in this paperoriginally were developed for and tested with the above user groups andwith the IROMEC robot, the play scenarios can potentially be applied toother user groups and to a wide range of other applications involvinghuman-robot interaction using different robotic toys.",2019,https://scholar.google.com.br/,no
3053,Computer-based interventions to improve social and emotional skills inindividuals with autism spectrum disorders: A systematic review,"Objective: To review studies involving the use of computer-basedinterventions (CBI) to improve the social and emotional skills (e. g.emotional recognition) of individuals with autism spectrum disorders(ASD).Methods: The use of computer-based intervention (CBI) in the treatmentof autism spectrum disorders (ASD) may offer some advantages totraditional one-to-one or group instruction including easierdifferentiation of instruction, decreased distractions and theincorporation of an individual's relative visual learning strengths.However, the results of past research suggest varying outcomes for CBIwith individuals with ASD. This review provides a systematic analysis ofstudies investigating CBI to improve social and emotional skills (e.g.emotion recognition) of individuals with ASD. Electronic databasesearches and ancestral searches were used to identify studies that metpre-determined inclusion criteria. The included studies were thensummarized in terms of: (a) participant characteristics, (b) social andemotional skills targeted, (c) details of the CBI, (d) results, and (e)certainty of evidence.Results: The results of these studies indicated that CBI's effect onsocial and emotional skills was mixed, with the majority of studiesreporting unacceptable outcomes following intervention.Conclusions: Overall, this review suggests that the use of CBI toimprove the social and emotional skills of individuals with ASD is apromising practice. A comparison of CBI plus tutoring and face-to-facesocial skills training suggests that CBI can be as effective asface-to-face instruction. Practitioners should carefully consider thepreferences and existing abilities of individuals with ASD and thecustomizability of the software when deciding to use CBI and selecting asoftware program.",2019,https://scholar.google.com.br/,no
3054,The 37th Sir Frederick Bartlett Lecture Collaboration in young children,"Humans accomplish much of what they do in collaboration with others. Inontogeny, children's earliest abilities to collaborate develop in twobasic steps. First, 1- and 2-year-olds learn to form with others jointgoals and joint attention-which include an understanding of theindividual roles and perspectives involved. Second, as they approachtheir third birthdays, children's collaborative interactions with otherstake on a more normative dimension involving obligations to the partner.In addition, their cognitive abilities to conceptualize simultaneouslyboth their own role and perspective along with those of the otherdevelop considerably as well. This form of collaborative interaction isunderlain by species-unique skills and motivations for sharedintentionality that make possible, ultimately, such things as complexcultural institutions.",2019,https://scholar.google.com.br/,no
3055,Cognitive correlates of math skills in third-grade students,"Math achievement is not a unidimensional construct but includesdifferent skills that require different cognitive abilities. The focusof this study was to examine associations between a number of cognitiveabilities and three domains of math skills (knowing, applying andproblem solving) simultaneously in a multivariate framework.Participants were 723 third-grade children (mean age = 9.07) from 28elementary schools. Confirmatory factor analyses with binary indicatorsshowed that a four-factor model of math skills (Knowing-Recalling,Knowing-Computing, Applying and Problem Solving) and a nine-factor modelof cognitive abilities (Nonverbal and Verbal Reasoning, Verbal Concepts,Planning, Visuo-Spatial Working Memory (WM), two types of Verbal WM,Phonological Awareness and Phonological WM) fit the data well. Resultsfrom structural equation modelling showed that verbal reasoning andverbal concepts were most consistently associated with math Knowing andProblem Solving domains. Verbal concepts contributed also to the mathapplying domain. In addition, simultaneous processing of verbal WMpredicted problem solving skills in math. The results can be used insupporting the learning process of students with difficulties in math.",2019,https://scholar.google.com.br/,no
3056,Parenting practices and behavior problems in preschool children withinan intercultural framework,"One issue of concern today is the social adjustment of children to theirfamily and school environment. During the last decades, research oneducational practices of parents and their influence on the developmentof children, have increased. This study was designed to examine theeffects of migrant origin on parenting and analyse their relationshipwith behaviour problems amongst preschool children. The sample included176 preschool children aged between 4 and 5 years, and their parents,divided into two groups according to their origin (Spanish andimmigrants). The results showed differences in parenting practices and agreater presence of emotional problems and difficulties in peers'relationships in preschoolers from immigrant families. It has alsohighlighted the influence of coercive parenting practices and lowerexpectations on the presence of children problems, and the role ofsociodemographic factors, such as age or educational level, in thisrelationship.",2019,https://scholar.google.com.br/,no
3057,Smart 3D collaborative virtual learning environments: A preliminaryframework,"With increases in access to powerful computing and high-speed networks,3D virtual learning environments are being envisioned and developed asplaces for collaborative learning. These new environments forcollaborative learning have promise for great authenticity inexperience, great presence with others, and the monitoring/sensing ofbroad ranges of human cognition and behavior inferred from the actionsof avatars. In the process of designing and building such anenvironment, iSocial, to develop social competency for youth with AutismSpectrum Disorder the authors have explored the potential for developinga smart system. The paper provides a framework for conceptualizing andimplementing a smart 3D collaborative virtual learning environmentsbased on 3 key constructs: environmental scaffolds, social affordancesand coaching. The framework and constructs are illustrated usingexperiences and functionality developed for the iSocial system.",2019,https://scholar.google.com.br/,no
3058,Associations Between Syntax and the Lexicon Among Children With orWithout ASD and Language Impairment,"Five groups of children defined by presence or absence of syntacticdeficits and autism spectrum disorders (ASD) took vocabulary tests andprovided sentences, definitions, and word associations. Children withASD who were free of syntactic deficits demonstrated age-appropriateword knowledge. Children with ASD plus concomitant syntactic languageimpairments (ASDLI) performed similarly to peers with specific languageimpairment (SLI) and both demonstrated sparse lexicons characterized bypartial word knowledge and immature knowledge of word-to-wordrelationships. This behavioral overlap speaks to the robustness of thesyntax-lexicon interface and points to a similarity in the ASDLI and SLIphenotypes.",2019,https://scholar.google.com.br/,no
3059,"Language against the odds, or rather not: The weak central coherencehypothesis and language","EV is a child with a talent for learning language combined with Aspergersyndrome. EV's talent is evident in the unusual circumstances of heracquisition of both her first (Bulgarian) and second (German) languagesand the unique patterns of both receptive and expressive language (inboth the L1 and L2), in which she shows subtle dissociations incompetence and performance consistent with an uneven cognitive profileof skills and abilities. We argue that this case provides support fortheories of language learning and usage that require more generalunderlying cognitive mechanisms and skills. One such account, the WeakCentral Coherence (WCC) hypothesis of autism, provides a plausibleframework for the interpretation of the simultaneous co-occurrence ofEV's particular pattern of cognitive strengths and weaknesses.Furthermore, we show that specific features of the uneven cognitiveprofile of Asperger syndrome can help explain the observed languagetalent displayed by EV. Thus, rather than demonstrating a case wherelanguage learning takes place despite the presence of deficits, EV'scase illustrates how a pattern of strengths within this profile canspecifically promote language learning. (C) 2011 Elsevier Ltd. Allrights reserved.",2019,https://scholar.google.com.br/,no
3060,The clinical use of robots for individuals with Autism SpectrumDisorders: A critical review,"We examined peer-reviewed studies in order to understand the currentstatus of empirically based evidence on the clinical applications ofrobots in the diagnosis and treatment of Autism Spectrum Disorders(ASD). Studies are organized into four broad categories: (a) theresponse of individuals with ASD to robots or robot-like behavior incomparison to human behavior, (b) the use of robots to elicit behaviors,(c) the use of robots to model, teach, and/or practice a skill, and (d)the use of robots to provide feedback on performance. A critical reviewof the literature revealed that most of the findings are exploratory andhave methodological limitations that make it difficult to draw firmconclusions about the clinical utility of robots. Finally, we outlinethe research needed to determine the incremental validity of thistechnique. (C) 2011 Elsevier Ltd. All rights reserved.",2019,https://scholar.google.com.br/,no
3061,Teaching children with autism spectrum disorders to check the spellingof words,"This study aimed to teach two students with autism spectrum disorders(ASD) to check the spelling of words using the spell-check function oncommon word processor programs. A multiple-baseline across participantsdesign with baseline, video modeling, and follow-up phases wasimplemented. During baseline, the participants performed less than 40\%of the task-analyzed steps correctly. When the video modelingintervention was introduced via an iPad (R), both participants reachedthe 76-100\% correct level on the task analysis and became moresuccessful in using the word processor programs to check the spelling ofwords. Follow-up data showed 100\% correct performance by bothparticipants. The results suggest that the video modeling intervention,delivered via an iPad (R), was effective in teaching two adolescentswith ASD to check the spelling of words using common word processingprograms. (C) 2011 Elsevier Ltd. All rights reserved.",2019,https://scholar.google.com.br/,yes
3062,Assisting people with disabilities to actively improve theircollaborative physical activities with Nintendo Wii Balance Boards bycontrolling environmental stimulation,"The latest researches have adopted software technology to modify theNintendo Wii Balance Board functionality and used it to enable twopeople with developmental disabilities to actively perform physicalactivities. This study extended the latest research of the Wii BalanceBoard application to assess whether four people (two groups) withdevelopmental disabilities would be able to actively improve theirphysical activities collaboration - walking to the designated locationfollowing simple instructions, by controlling their favoriteenvironmental stimulation through using three Nintendo Wii BalanceBoards. We employed an A-B-A-B design, with A represented the baselineand B represented intervention phases. Data showed that both groups ofparticipants significantly increased their collaborative target response(collaboratively performing designated physical activities) byactivating the control system to produce their preferred environmentalstimulation during the intervention phases. Practical and developmentalimplications of the findings are discussed. (C) 2011 Elsevier Ltd. Allrights reserved.",2019,https://scholar.google.com.br/,no
3063,Designing a System of Interactive Robots for Training CollaborativeSkills to Autistic Children,"Using robots to reward and stimulate children doing tasks together canbe helpful in improving their social skills. Robots implemented 3 typesof behavior scenarios - imitate, enhance and counteract - in acollaborative game of teaching robots perform movements shown by handgestures. The paper presents a novel account of ASD symptoms based onthe interplay of empathic concern and empathic accuracy in differentpersonalities with and without cognitive deficits. Performance ofautistic children was compared with two age groups of typicallydeveloping children - under and above the age of 7. The study confirmedthe limited resource hypothesis - cognitive and motivational - bringingabout the observed phenomena in situations of limited attentionresources and performance under distraction. The robotic framework foreducating children has shown potential for developing of various complexcognitive and social skills and has substantial developmental impact.",2019,https://scholar.google.com.br/,no
3064,Work in Progress: Using Smart Mobile Tools to Enhance Autism Therapy forChildren,"Autism and related communicative disorders in children are major issuesfacing parents, school districts, and government institutions. Autismnow affects one in eighty-eight children in the United States, andtreatment requires significant resources time, expertise, and financial.This project seeks to enhance the reach of therapeutic efforts through afamily of smart mobile tools created to assist therapists working withautism and communicative disorders. The system uses cloud services and aknowledge automation expert (artificial intelligence) engine to trackpatterns in treatment and visually display those patterns forclinicians, schools, and parents, thereby creating a space forcross-communication between parties that is tailored to the treatmentneeds of each child.",2019,https://scholar.google.com.br/,no
3065,Work in Progress: Application Design on Touch Screen Mobile Computers(TSMC) to Improve Autism Instruction,"This study identifies the areas of autism therapy that can be enhancedby using a touch screen mobile computer (TSMC) device to facilitateautistic children's learning experience. At an affordable price range,the simple touch screen of a TSMC has an immediate cause and effectresponse that enables these students to be more independent during thelearning process. These key factors make the TSMC an ideal supplementfor autism therapy in the classroom and for skill reinforcement at home.However, to identify a correct starting point is crucial for the successof this research. Our study aims to explore the most effectiveapplication design areas using a TSMC as an instructional tool forautistic children. To determine this direction, four main steps wereidentified. These steps include reviewing current literature on autismdeficits, evaluating the interaction design of the TSMC, analyzingexisting TSMC applications currently available, and designing aprototype application for evaluation. This paper reports our model ofinformation processing interruption in autism learning, our target zonesof instruction based on the literature review of autism deficits, andintroduces our implementation plan of the application design to enhanceautism therapy.",2019,https://scholar.google.com.br/,yes
3066,Mobile Technology for Children with Autism Spectrum Disorder: MajorTrends and Issues,"Mobile devices had gained popularity among the special needs community.These mobile devices are the new and cool gadgets to be seen with,unlike the `old', complex and `I-am-not-normal-looking' assistivedevices. These mobile devices were said to serve as a communicationdevice in the pocket, a learning device on the go and even a lifesaverfor some. Among the features are its flexible multimedia content andstorage, portability, mobility and affordability. The touch screeninterface makes it appealing and simple to use, particularly for thosewho have weak fine motor skills. It offers practical communicationsolutions for autistic persons in relating to their families and othersin the community. The flexibility and the advanced capabilities ofmobile technology are opening new opportunities for further research inthe area of computer-based intervention for children with ASD. Severalanecdotal reports gave an early indication of the immense possibilitiesof how these devices could play a significant role in enhancing thequality of life of the children with ASD and their families. There isdefinitely lack of published research studies on the use of mobiletechnology with children with ASD. Due to the growing popularity ofadopting mobile devices as assistive devices, more in depth research inwarranted.",2019,https://scholar.google.com.br/,no
3067,THE USE OF COMPUTERS AND INTERACTIVE BOARD TO CHILDREN WITH AUTISM,"The importance of computer and Interactive Whiteboard usage withautistic children is examined in this work. Computers in conjunctionwith Interactive Whiteboard stimulate and maintain autistic children'sinterest in the learning procedure. Within the context of SpecialEducation as well as relevant educational privileges, the benefits ofnew technologies utilization are multiple and remarkable in the sensethat they facilitate fine-motor problems, assist concepts management andpositively reinforce the students' self-esteem and self-confidence.Thus, these children become active participants of the learningprocedure in a productive and collaborative atmosphere where no one isisolated. The phenomenon of these children being addressed as the``others{''} is significantly limited. Moreover, the interaction witheach other as well as with their teachers through special softwarepackets and the cultivation of their receptive and productive skillsboost their creativity offering them boundless possibilities to broadentheir learning and enhance their affective domain of satisfaction,emotional fulfillment and happiness conducive to their incorporationinto the social environment.",2019,https://scholar.google.com.br/,no
3068,"Systems biology, bioinformatics, and biomarkers in neuropsychiatry","Although neuropsychiatric (NP) disorders are among the top causes ofdisability worldwide with enormous financial costs, they can still beviewed as part of the most complex disorders that are of unknownetiology and incomprehensible pathophysiology. The complexity of NPdisorders arises from their etiologic heterogeneity and the concurrentinfluence of environmental and genetic factors. In addition, the absenceof rigid boundaries between the normal and diseased state, theremarkable overlap of symptoms among conditions, the highinter-individual and inter-population variations, and the absence ofdiscriminative molecular and/or imaging biomarkers for these diseasesmakes difficult an accurate diagnosis. Along with the complexity of NPdisorders, the practice of psychiatry suffers from a ``top-down{''}method that relied on symptom checklists. Although checklist diagnosescost less in terms of time and money, they are less accurate than acomprehensive assessment. Thus, reliable and objective diagnostic toolssuch as biomarkers are needed that can detect and discriminate among NPdisorders. The real promise in understanding the pathophysiology of NPdisorders lies in bringing back psychiatry to its biological basis in asystemic approach which is needed given the NP disorders' complexity tounderstand their normal functioning and response to perturbation. Thisapproach is implemented in the systems biology discipline that enablesthe discovery of disease-specific NP biomarkers for diagnosis andtherapeutics. Systems biology involves the use of sophisticated computersoftware ``omics{''}-based discovery tools and advanced performancecomputational techniques in order to understand the behavior ofbiological systems and identify diagnostic and prognostic biomarkersspecific for NP disorders together with new targets of therapeutics. Inthis review, we try to shed light on the need of systems biology,bioinformatics, and biomarkers in neuropsychiatry, and illustrate howthe knowledge gained through these methodologies can be translated intoclinical use providing clinicians with improved ability to diagnose,manage, and treat NP patients.",2019,https://scholar.google.com.br/,no
3069,Using Multiparametric Data with Missing Features for Learning Patternsof Pathology,"The paper presents a method for learning multimodal classifiers fromdatasets in which not all subjects have data from all modalities.Usually, subjects with a severe form of pathology are the ones failingto satisfactorily complete the study, especially when it consists ofmultiple imaging modalities. A classifier capable of handling subjectswith unequal numbers of modalities prevents discarding any subjects, asis traditionally done, thereby broadening the scope of the classifier tomore severe pathology. It also allows design of the classifier toinclude as much of the available information as possible and facilitatestesting of subjects with missing modalities over the constructedclassifier. The presented method employs an ensemble based approachwhere several subsets of complete data are formed and trained usingindividual classifiers. The output from these classifiers is fused usinga weighted aggregation step giving an optimal probabilistic score foreach subject. The method is applied to a spatio-temporal dataset forautism spectrum disorders (ASD)(96 patients with ASD and 42 typicallydeveloping controls) that consists of functional features frommagnetoencephalography (MEG) and structural connectivity features fromdiffusion tensor imaging (DTI). A clear distinction between ASD andcontrols is obtained with an average 5-fold accuracy of 83.3\% andtesting accuracy of 88.4\%. The fusion classifier performance issuperior to the classification achieved using single modalities as wellas multimodal classifier using only complete data (78.3\%). Thepresented multimodal classifier framework is applicable to all modalitycombinations.",2019,https://scholar.google.com.br/,no
3070,Power Mobility and Socialization in Preschool: Follow-up Case Study of aChild With Cerebral Palsy,"Purpose: Our previous study found it feasible for a preschooler withcerebral palsy (CP) to use a power mobility device in his classroom butnoted a lack of typical socialization. The purpose of this follow-upstudy was to determine the feasibility of providing mobility andsocialization training for this child. Methods: Will, a 3-year-old withCP, 1 comparison peer, 2 preschool teachers, and 2 therapists werefilmed daily during a training and posttraining phase. Adult-directedtraining was provided in the classroom by therapists and teachers duringthe training phase. Mobility and socialization measures were coded fromvideo. Outcomes: During training, Will demonstrated greatersocialization but less mobility than the comparison peer. Posttraining,Will socialized less but was more mobile, though less mobile than thecomparison peer. Discussion: Short-term, adult-directed power mobilityand socialization training appear feasible for the preschool classroom.Important issues regarding socialization and power mobility arediscussed. (Pediatr Phys Ther 2011, 23: 399-406)",2019,https://scholar.google.com.br/,no
3071,A Mobile Wetness Detection System Enabling Teachers to Toilet TrainChildren with Intellectual Disabilities in a Public School Setting,"This study assessed the possibility of toilet training a 9 year old boywith multiple disabilities using ZigBee based wetness sensor technologyand a positive reinforcement strategy. This study was carried outaccording to an ABAB sequence in which A represented the baseline and Brepresented intervention phases. Data showed that the participantsignificantly increased his target response, thus improving daytimeurinary continence during the intervention phases. Practical anddevelopmental implications of the findings are discussed.",2019,https://scholar.google.com.br/,no
3072,"The Effects of L-Theanine (Suntheanine (R)) on Objective Sleep Qualityin Boys with Attention Deficit Hyperactivity Disorder (ADHD): aRandomized, Double-blind, Placebo-controlled Clinical Trial","INTRODUCTION: The purpose of this study was to investigate the efficacyand safety of L-theanine as an aid to the improvement of objectivelymeasured sleep quality in a population of 98 male children formallydiagnosed with attention-deficit/hyperactivity disorder (ADHD). METHODS:A randomized, double-blind, placebo-controlled trial was conductedinvolving boys, ages 8-12 years, who had been previously diagnosed withADHD. An experienced physician confirmed the diagnosis of ADHD in eachsubject. Randomization was stratified based upon current use ofstimulant medication to ensure an equal distribution ofstimulant/non-stimulant treated subjects into active and placebo treatedgroups. Participants consumed two chewable tablets twice daily (atbreakfast and after school), with each tablet containing 100 mg ofL-theanine (total 400 mg daily Suntheanine (R), Taiyo Kagaku, Yokkaichi,Japan) or identical tasting chewable placebo for six weeks. Subjectswere evaluated for five consecutive nights using wrist actigraphy atbaseline, and again at the end of the six-week treatment period. ThePediatric Sleep Questionnaire (PSQ) was completed by parents at baselineand at the end of the treatment period. RESULTS: Actigraph watch datafindings indicated that boys who consumed L-theanine obtainedsignificantly higher sleep percentage and sleep efficiency scores, alongwith a non-significant trend for less activity during sleep (defined asless time awake after sleep onset) compared to those in the placebogroup. Sleep latency and other sleep parameters were unchanged. The PSQdata did not correlate significantly to the objective data gathered fromactigraphy, suggesting that parents were not particularly aware of theirchildren's sleep quality. L-theanine at relatively high doses was welltolerated with no significant adverse events. CONCLUSIONS: This studydemonstrates that 400 mg daily of L-theanine is safe and effective inimproving some aspects of sleep quality in boys diagnosed with ADHD.Since sleep problems are a common co-morbidity associated with ADHD, andbecause disturbed sleep may be linked etiologically to this disorder,L-theanine may represent a safe and important adjunctive therapy inchildhood ADHD. Larger, long-term studies looking at the widertherapeutic role of this agent in this population are warranted. (AlternMed Rev 2011,16(4):348-354)",2019,https://scholar.google.com.br/,no
3073,A Statewide Scale Up of Positive Behavioral Interventions and Supports:A Description of the Development of Systems of Support and Analysis ofAdoption and Implementation,"This study describes the process by which a statewide support system wasdeveloped in Maryland to promote high-quality implementation of aschool-wide prevention model called Positive Behavioral Interventionsand Supports (PBIS). PBIS (Sugai \& Homer, 2006) aims to preventdisruptive behavior problems and promote a positive school climatethrough the application of practices and systems consistent with thethree-tiered public health prevention framework. We summarize thestatewide scale-up process and examine school- and district-levelcontextual factors that influenced the schools' training, adoption, andimplementation quality of PBIS within the scale-up effort. Data comefrom 810 Maryland elementary schools, of which 316 were trained in PBIS.A series of multilevel analyses indicated that several school- anddistrict-level factors were associated with both receipt of training andprogram adoption, however, only school-level factors were related toimplementation quality. Findings are discussed within the context ofstatewide efforts to scale up evidence-based programs in schools.",2019,https://scholar.google.com.br/,no
3074,On the road to invariant recognition: Explaining tradeoff and morphproperties of cells in inferotemporal cortex using multiple-scaletask-sensitive attentive learning,"Visual object recognition is an essential accomplishment of advancedbrains. Object recognition needs to be tolerant, or invariant, withrespect to changes in object position, size, and view. In monkeys andhumans, a key area for recognition is the anterior inferotemporal cortex(ITa). Recent neurophysiological data show that ITa cells with highobject selectivity often have low position tolerance. We propose aneural model whose cells learn to simulate this tradeoff, as well as ITaresponses to image morphs, while explaining how invariant recognitionproperties may arise in stages due to processes across multiple corticalareas. These processes include the cortical magnification factor,multiple receptive field sizes, and top-down attentive matching andlearning properties that may be tuned by task requirements to attend toeither concrete or abstract visual features with different levels ofvigilance. The model predicts that data from the tradeoff and imagemorph tasks emerge from different levels of vigilance in the animalsperforming them. This result illustrates how different vigilancerequirements of a task may change the course of category learning,notably the critical features that are attended and incorporated intolearned category prototypes. The model outlines a path for developing ananimal model of how defective vigilance control can lead to symptoms ofvarious mental disorders, such as autism and amnesia. (C) 2011 ElsevierLtd. All rights reserved.",2019,https://scholar.google.com.br/,no
3075,Implementing motivational interviewing in primary care: the role ofprovider characteristics,"Primary care is an optimal place to target modifiable health behaviorproblems that are linked to increased risk for mortality. The VeteransAdministration (VA) has recognized the importance of coordinated,patient-centered care that increases access to health care services andhas recently initiated efforts to implement Patient Aligned Care Teamswithin the primary care setting. To help support this initiative,administrative leaders at a large VA Health Care organizationimplemented a training program to teach all primary care staffmotivational interviewing (MI) across its local facilities. Guided bythe Consolidated Framework for Implementation Research, we examined thecharacteristics of providers working within this setting in an attemptto better understand the specific training needs of this group with thegoal of optimizing the adoption of MI-related skills. Our findings showthat providers vary on perspectives of lifestyle counseling, timecommitment pressure, job-related burnout, and self-efficacy, which haveimportant implication for the design and implementation of futuretrainings in MI and other evidence-based therapies.",2019,https://scholar.google.com.br/,no
3076,Activity-Based Intervention Practices in Special Education,"Teaching practices in natural settings such as activity-basedintervention (ABI) are suggested as alternatives to be used in effectiveearly childhood education. As a multidisciplinary model, ABI consists offour components, which are choosing activities according to the child'sinterests, teaching generalizable goals embedded in routines and plannedactivities, and using before and after behavior stimuli which havenatural and meaningful relations with behaviors. The benefits of usingABI within instructional settings include providing children withmultiple-practice opportunities, teaching the target skill within theframework of daily routines without further need for any extra activity,focusing on children's interests and intrinsic motivation, and enhancingthe level of success in educational settings. Considering theseadvantages and benefits, one can state that practices based onactivity-based intervention can be used effectively for children withdevelopmental disabilities from various age and disability groups. Thisarticle included descriptions and examples of activity-basedintervention.",2019,https://scholar.google.com.br/,no
3077,Phenomenology of intersubjectivity and its importance for theunderstanding of 507 schizophrenia and mood disorders,"I. Introduction and clinical observationsOne of the central features of the group of diseases we callschizophrenia is the alteration at the level of interpersonalrelationships. Autism, considered by Bleuler (1911) as one of theprimary symptoms of the disease, and contact difficulty, described byMinkowski (1927), are two examples of how far this disturbance reaches.But other symptoms of schizophrenia can also be seen from the sameperspective. Thus, in the paranoid syndrome the other becomes sopowerful that he can persecute, harass and invade the patient'sintimacy. Auditory hallucinations can also be conceived of as a peculiardisturbance of the relationship with an anonymous other. As we showed ina previous work, something similar occurs in instances of coenestheticschizophrenia. Thus, one patient, suffering from this form of thedisease, said in his diary, My failure is to love very much myself. Ihave not found yet the way toward the you. And later on he writes: Theworld arrives directly to me, there is no distance between the world andme. And that is valid both for persons and for things... It can evenhappen that in the worst states I consider myself for moments like theother, whom I am looking at.Walter von Baeyer (1955) defined the characteristics of this deformedinterpersonal encounter of schizophrenics, although based on paranoidpatients: lack of reciprocity, anonymization and mediatization. In thedelusion of being loved, for example, the patient cannot defend himselffrom loving voices or from coenesthesic hallucinations related to thesexual sphere. On the other hand, that invading you, who in thebeginning has a name, gradually loses his individuality and becomescollective. Finally, contact with the hallucinated other is mediatedthrough devices such as radios or television sets.In the case of depression, even though the complaints of the patientspredominantly refer to the feeling of oneself and to bodily changes, wealso observe a deep alteration of the interpersonal sphere. Twodifferent forms of depression can be distinguished: delusional and notdelusional. In the first form, the symptomatology is commanded bydelusion (of guilt, ruin or disease) and in the second, by corporalsymptoms, the experience of ``not being able to and the alteration ofbiological rhythms. And additionally, from the perspective of theencounter, both forms of depression have something in common: theprogressive disinterestedness in the other and its replacement by theprevailing subject: the body in one case, delusion in the other.In mania, what first draws attention is euphoria, hyperactivity, flightof ideas and insomnia, however, a deep alteration of interpersonality isalso apparent. Thus, it is common to observe that these patients treatthe other with excessive confidence and loss of social distance up tothe extreme of disrespectfulness.II. ``Apresentation, immanent temporality and intentionality in theconstitution of Intersubjectivity according to Husserl How precisely arethese three elements of intersubjectivity apresentation, temporality andintentionality- altered in manic, depressive and schizophrenicpsychoses? Each section in the report that follows will begin with anintroduction explaining Fiusserl's understanding of these concepts. Asthe theory of apresentation is more complex and less known, a moredetailed exposition of this concept will be offered.III. Intersubjectivity and manic psychosisLet us recall Binswanger's example of a manic patient who has abandonedthe clinic, goes into a church where a religious service is being held,and interrupts the organist's playing to ask him for, lessons. For thelayman, the attitude of the patient appears to be inappropriate andincomprehensible. A psychiatrist may speak here of facilitation and ofloss of natural inhibitions. But neither of these two interpretationsaccounts for what is really occurring. Somatic medicine has a theory ofthe organism as a framework within which it can ``measure{''} deviationswith respect to the norm, psychiatry is not able to do this because itsbasic science is not sufficiently developed. In our opinion, that placemust be occupied, following Binswcinger, by phenomenology of intentionalconsciousness.The organist is present for himself as the flowing of consciouscontents, the sensations coming from his body, and among others the onesof his fingers playing the organ. These presentations are accompanied bythe ``apresentation{''} that he is an organist who has been hired toplay in the religious service and he shares that same apresentation withthe community assisting the church. The patient, on the contrary, doesnot share this apresentation. Foil her the organist is certainlypresent, playing, but she is not capable of ``presenting{''} that it isa concert in the framework of a religiou's service. From Husserl'stheory, explained above, it is inferred that if one fails in theconstitution of the oiler Ego, the constitution of oneself -of one's ownEgo- also fails. Binswanger's patient is unable to``presentitatively{''} understand the sense of the organist (in his,context), because she can not experience herself ``apresentatively{''}all an Ego.IV. Intersubjectivity and depressive psychosisThe flowing of my internal life is, certainly, inseparable frombriginary or primordial temporality, with respect to which objectivetime or the time of the clock is only a derivate. And that originarytemporality isgiven as the permanent interspersing of three instances, collect byHusserl retentio (past), protentio (future) and presenlalio (present).To understand the important rote played by these temporal instances bothin the constitution of one's own I (Ego) and of the other (oiler Ego) weneed only to think that every person who is talking at a given moment(presentation) could not say what he is saying without knowing exactlywhat he already said, that is, without retaining the past (retentio) andwhat he is going to say, in other words, without anticipating the future(protentio). And this is not only valid in the case of a speech or alecture, but in any conversation, however simple it may be.Now, in psychotic or delusional depression the alteration ofinterpersonality is not found in the failure of the ``apresentation{''},as in mania, because we know how attached to the norms and respectfulpersonalities prone to depression are (Tellenbach, 1961, 1983, Krauss1977, von Zerssen, 1982), so they would never ignore the sense of thesituational context in the relationship with another. Hence, what failsin the relationship of the depressive with the other? First, it is thevery confinement in the body and it's inaccessibility. But there are twoother very characteristic phenomena which also could be interpreted fromthe perspective of intersubjectivity: self-reproaches and depressivedelusional ideas. When a depressive patient reproaches himself, forexample, if I had not sold the house, then I would have not beruined{''}, what he is doing. is putting in the past, immovable bydefinition, some empty possibilities. In other words, the relentio (thepast) is invaded by the protentio (the future), with which one does notarrive at any actualization in the presentatio (the present). And indepressive delusions, situations that could be possible in the future,for example, becoming guilty of something, financially ruined, orseriously ill, are lived as if they had already happened, that is, aspast: protentio or anticipation is invaded by retentio (Binswanger,1960).V. Intersubjectivity and schizophreniaThe most fundamental concept of phenomenology is without a doubt that ofintentionality. In its more generic meaning intentionality points to thefact that every psychic phenomenon is essentially characterized by beingreferred to something other than itself. Expressed in the words ofHusserl (1962) himself, in the simple acts of perceiving we are directedto the perceived things ``in remembering to the remembered, in thinkingto thoughts, in evaluating to values, in desiring to objectives andperspectives{''}., Through intentionality and by means of the processesof perception/aperception or of presentation/apresentation, the Selfconstitutes the object in its totality and with it, the common world orkoinos kosmos. In schizophrenia, on the contrary, there would be aweakening of intentionality, with the following consequences:1. Objects acquire strange aspects and multiple meanings arise fromthem. Example: delusional perception and delusional mood.2. The weakening of the intentional arc leads to classic loosening ofassociations.3. On occasions, what Fuchs (2005), has recently described as reversalof intentionality can arise. In schizophrenia the harmonic exchange ofintentionalities and perspectives between the Self and the other isreversed. Thus, the other necessarily becomes the persecutor, becausethe intentionality of the patient is so weakened that he is not able tocounteract the force of his intentionality, so the field ofintersubjectivity remains under the total domination by the other.Finally, such a weakening of intentionality enables us to explain thetypical way of life,, of the schizophrenic patient which is sad, lonelyand unproductive. Persons with schizophrenia are not able to go anotherway because the motor of life itself, which is intentionality, hasfailed in its constitution of the other and of the common and sharedworld.It has been the work of phenomenology to discover, in the complexarchitecture of the human being, the place of the-difficulties which lieat the core of the symptoms and syndromes we face in daily clinicalpractice. It will be work of neurobiology to determine the somaticmechanisms underlying these fundamental difficulties and ofpsychopharrnacology to find medications which can help to overcome them.",2019,https://scholar.google.com.br/,no
3078,Research Review: Reading comprehension in developmental disorders oflanguage and communication,"Background: Deficits in reading airment (SLI), Down syndrome (DS) andautism spectrum disorders (ASD). Methods: In this review (based on asearch of the ISI Web of Knowledge database to 2011), the Simple View ofReading is used as a framework for considering reading comprehension inthese groups. Conclusions: There is substantial evidence for readingcomprehension impairments in SLI and growing evidence that weaknesses inthis domain are common in DS and ASD. Further, in these groups readingcomprehension is typically more impaired than word recognition. However,there is also evidence that some children and adolescents with DS, ASDand a history of SLI develop reading comprehension and word recognitionskills at or above the age appropriate level. This review of theliterature indicates that factors including word recognition, orallanguage, nonverbal ability and working memory may explain readingcomprehension difficulties in SLI, DS and ASD. In addition, ithighlights methodological issues, implications of poor readingcomprehension and fruitful areas for future research.",2019,https://scholar.google.com.br/,no
3079,Enabling people with developmental disabilities to actively followsimple instructions and perform designated physical activities accordingto simple instructions with Nintendo Wii Balance Boards by controllingenvironmental stimulation,The latest researches have adopted software technology turning theNintendo Wii Balance Board into a high performance standing locationdetector. This study extended Wii Balance Board functionality to assesswhether two people with developmental disabilities would be able toactively perform designated physical activities according to simpleinstructions by controlling their favorite environmental stimulationusing Nintendo Wii Balance Boards. This study was carried out accordingto an A-B-A-B design. Data showed that both participants significantlyincreased their target response (performing a designated physicalactivity) by activating the control system to produce their preferredenvironmental stimulation during the intervention phases. (C) 2011Elsevier Ltd. All rights reserved.,2019,https://scholar.google.com.br/,no
3080,Assessing College-Level Learning Difficulties and ``At Riskness{''} forLearning Disabilities and ADHD: Development and Validation of theLearning Difficulties Assessment,"This article describes the development and validation of the LearningDifficulties Assessment (LDA), a normed and web-based survey thatassesses perceived difficulties with reading, writing, spelling,mathematics, listening, concentration, memory, organizational skills,sense of control, and anxiety in college students. The LDA is designedto (a) map individual learning strengths and weaknesses, (b) provideusers with a comparative sense of their academic skills, (c) integrateresearch in user-interface design to assist those with reading andlearning challenges, and (d) identify individuals who may be at risk forlearning disabilities and attention-deficit/hyperactivity disorder(ADHD) and who should thus be further assessed. Data from a large-scale5-year study describing the instrument's validity as a screening toolfor learning disabilities and ADHD are presented. This article alsodescribes unique characteristics of the LDA including its user-interfacedesign, normative characteristics, and use as a no-cost screening toolfor identifying college students at risk for learning disorders andADHD.",2019,https://scholar.google.com.br/,no
3081,CHARLIE : An Adaptive Robot Design with Hand and Face Tracking for Usein Autism Therapy,"Basic turn-taking and imitation skills are imperative for effectivecommunication and social interaction (Nehaniv in Imitation and SocialLearning in Robots, Springer, New York, 2007). Recently, research hasdemonstrated that interactive games using turn-taking and imitation haveyielded positive results with autistic children who have impairedcommunication or social skills (Barakova and Brok in Proceedings of the9th International Conference on Entertainment Computing, pp. 115-126,2010). This paper describes a robot that plays interactive imitationgames using hand and face tracking. The robot is equipped with a headand two arms, each with two degrees of freedom, and a camera. We traineda human hands detector and subsequently, used this detector along with astandard face tracker to create two autonomous interactive games:single-player ({''}Imitate Me, Imitate You{''}) and two-player ({''}Passthe Pose{''}.) Additionally, we implemented a third setting in which therobot is teleoperated by remote control. In ``Imitate Me, ImitateYou{''}, the robot has both passive and active game modes. In thepassive mode, the robot waits for the child to initiate an interactionby raising one or both hands. In the second game mode, the robotinitiates interactions. The ``Pass the Pose{''} game engages twochildren in cooperative play by enlisting the robot as a mediatorbetween two children alternately initiating and imitating poses. Thesegames are designed to increase attention, promote turn-taking skills andencourage child-led verbal and nonverbal communication through simpleimitative play. This research makes two specific contributions: (1) Wepresent a low-cost robot design which measures and adapts to a child'sactions during interactive games and, (2) we train, test and make freelyavailable, a new hand detector, based on Haar-like features, which isusable in various kinds of human-robot interactions. We presentproof-of-concept experiments with a group of typically developingchildren.",2019,https://scholar.google.com.br/,no
3082,Mimicking and Evaluating Human Motion to Improve the Imitation Skill ofChildren with Autism Through a Robot,"In this paper, we report techniques for mimicking and evaluating thehuman motion in real time by a therapeutic humanoid robot to improve theimitation skill of children with autism. For realizing the mimickingtechnique, we propose a method of selecting key frames using aQ-Learning approach to remove the significant noises. Then, in order toevaluate human motion in real time, we introduce a method ofcluster-based framework of Mixture Gaussian and anExpectation-Maximization algorithm using parameters which are convertedby Principal Component Analysis. Practical experiments have beenperformed to test the interaction of children with autism with the robotand evaluate the possibility of improving their imitation skills bytraining them to perform specific tasks through a robot.",2019,https://scholar.google.com.br/,no
3083,Analysis of E-mail Produced by Middle School Students with DisabilitiesUsing Accessible Interfaces An Exploratory Study,"The goal of this exploratory study was to investigate electroniccommunication as a potential method to enhance social communication in arange of students with disabilities. This study investigated theusability of an adapted e-mail interface, TeenMail, for 11 middle schoolstudents with significant learning and communication impairments whoreceived special education services in a resource room. It sought toprovide an initial sampling of the writing and communicative exchangecharacteristics for this population when using the modality ofelectronic communication. All of the students learned to use the programand independently initiated exchanging e-mails with classroom peers andteachers. The most notable finding was the unanticipated high number ofe-mails that were sent over the 12-week project. Students sent 1,323e-mails. E-mails were coded for writing and communicative exchangeelements and provide a sample of electronic communication for thispopulation. Results encourage future exploration of e-mail to promotesocial communication and as a possible communication intervention toolfor students with learning challenges.",2019,https://scholar.google.com.br/,no
3084,EMBRACING COMPLEXITY: USING TECHNOLOGY TO DEVELOP A LIFE-LONG LEARNINGMODEL FOR NON-WORKING TIME IN THE INTERDEPENDENT HOMES FOR ADULTS WITHAUTISM SPECTRUM DISORDERS,"The purpose of this study was to employ complexity theory as atheoretical framework and technology to facilitate the development of alife-long learning model for non-working time in the interdependenthomes for adults with Autism Spectrum Disorders (ASD). A ``Shining StarSustainable Action Project{''} of the ROC Foundation for AutisticChildren and Adults in Taiwan (FACT) was selected as the researchtarget, and the staff of the FACT, the medical team of the Hualian YuliVeteran Hospital, adults with autism and their families wereinterviewed, observed and analyzed to develop this model during fourshort-stays of the project from July 2009 to December 2010. Participantfield observation and informal conversations were employed andqualitative data were analyzed by using the constant comparison methodthrough application of QSR Nvivo 9. The results showed that dynamicinteraction, mutual adaptation, self-organization and co-evolution arefour key elements for developing a viable life-long learning model fornon-working time in the interdependent homes for adults with ASD toadapt to the impact of an aging society, to improve the quality ofmedical services, and to enhance the quality of life for the medicalteams, patients and their families. The present study also found thatthe model help medical teams to avoid burnout by learning leisure skillsand relaxation techniques, ways to release stress and how to enhancelife-long learning for themselves and caregivers/patients' families.",2019,https://scholar.google.com.br/,no
3085,Effectiveness of Interventions Designed to Modify the Activity Demandsof the Occupations of Self-Care and Leisure for People With Alzheimer'sDisease and Related Dementias,"A systematic review of evidence for the effectiveness of modification ofactivity demands in the care of people with Alzheimer's disease (AD) wasconducted as part of the American Occupational Therapy Association'sEvidence-Based Literature Review Project. The review included 10articles addressing occupations of self-care and leisure. No reportsrelated to work and social participation were located. Results suggestthat evidence for this intervention's effectiveness is strong. Fourpractice principles were derived from this appraisal: (1) Occupationaltherapy programs should be individualized to elicit the person's highestlevel of retained skill and interest, (2) cues used while assistingpeople with AD to complete tasks should be short and provide cleardirection, (3) compensatory strategies in the form of environmentalmodifications and simple adaptive equipment should be specificallyimplemented on the basis of the unique needs of the person, and (4)caregiver training and involvement are essential in implementingindividualized programs.",2019,https://scholar.google.com.br/,no
3086,Assisting children with Attention Deficit Hyperactivity Disorderactively reduces limb hyperactive behavior with a Nintendo Wii RemoteController through controlling environmental stimulation,"The latest studies have adopted software technology which turns the WiiRemote Controller into a high-performance limb action detector, weassessed whether two persons with multiple disabilities would be able tocontrol an environmental stimulus through limb action. This studyextends the functionality of the Wii Remote Controller to the correctionof limb hyperactive behavior to assess whether two children withAttention Deficit Hyperactivity Disorder (ADHD) would be able toactively reduce their limb hyperactive behavior through controllingtheir favorite stimuli by turning them on/off using a Wii RemoteController. An ABAB design, in which A represented the baseline and Brepresented intervention phases, was adopted in this study. Resultshowed that both participants significantly increased their timeduration of maintaining a static limb posture (TDMSLP) to activate thecontrol system in order to produce environmental stimulation in theintervention phases. Practical and developmental implications of thefindings are discussed. (C) 2011 Elsevier Ltd. All rights reserved.",2019,https://scholar.google.com.br/,no
3087,Habituation and Prepulse Inhibition of Acoustic Startle in Rodents,"The acoustic startle response is a protective response, elicited by asudden and intense acoustic stimulus. Facial and skeletal muscles areactivated within a few milliseconds, leading to a whole body flinch inrodents(1). Although startle responses are reflexive responses that canbe reliably elicited, they are not stereotypic. They can be modulated byemotions such as fear (fear potentiated startle) and joy (joy attenuatedstartle), by non-associative learning processes such as habituation andsensitization, and by other sensory stimuli through sensory gatingprocesses (prepulse inhibition), turning startle responses into anexcellent tool for assessing emotions, learning, and sensory gating, forreview see (2, 3). The primary pathway mediating startle responses isvery short and well described, qualifying startle also as an excellentmodel for studying the underlying mechanisms for behavioural plasticityon a cellular/molecular level(3).We here describe a method for assessing short-term habituation,long-term habituation and prepulse inhibition of acoustic startleresponses in rodents. Habituation describes the decrease of the startleresponse magnitude upon repeated presentation of the same stimulus.Habituation within a testing session is called short-term habituation(STH) and is reversible upon a period of several minutes withoutstimulation. Habituation between testing sessions is called long-termhabituation (LTH)(4). Habituation is stimulus specific(5). Prepulseinhibition is the attenuation of a startle response by a precedingnon-startling sensory stimulus(6). The interval between prepulse andstartle stimulus can vary from 6 to up to 2000 ms. The prepulse can beany modality, however, acoustic prepulses are the most commonly used.Habituation is a form of non-associative learning. It can also be viewedas a form of sensory filtering, since it reduces the organisms' responseto a non-threatening stimulus. Prepulse inhibition (PPI) was originallydeveloped in human neuropsychiatric research as an operational measurefor sensory gating(7). PPI deficits may represent the interface of``psychosis and cognition{''} as they seem to predict cognitiveimpairment(8-10). Both habituation and PPI are disrupted in patientssuffering from schizophrenia(11), and PPI disruptions have shown to be,at least in some cases, amenable to treatment with mostly atypicalantipsychotics(12, 13). However, other mental and neurodegenerativediseases are also accompanied by disruption in habituation and/or PPI,such as autism spectrum disorders (slower habituation), obsessivecompulsive disorder, Tourette's syndrome, Huntington's disease,Parkinson's disease, and Alzheimer's Disease (PPI)(11, 14, 15) Dopamineinduced PPI deficits are a commonly used animal model for the screeningof antipsychotic drugs(16), but PPI deficits can also be induced by manyother psychomimetic drugs, environmental modifications and surgicalprocedures.",2019,https://scholar.google.com.br/,no
3088,Diffusion based abnormality markers of pathology: Toward learneddiagnostic prediction of ASD,"This paper presents a paradigm for generating a quantifiable marker ofpathology that supports diagnosis and provides a potential biomarker ofneuropsychiatric disorders, such as autism spectrum disorder (ASD). Thisis achieved by creating high-dimensional nonlinear pattern classifiersusing support vector machines (SVM), that learn the underlying patternof pathology using numerous atlas-based regional features extracted fromdiffusion tensor imaging (DTI) data. These classifiers, in addition toproviding insight into the group separation between patients andcontrols, are applicable on a single subject basis and have thepotential to aid in diagnosis by assigning a probabilistic abnormalityscore to each subject that quantifies the degree of pathology and can beused in combination with other clinical scores to aid in diagnosticdecision. They also produce a ranking of regions that contribute most tothe group classification and separation, thereby providing aneurobiological insight into the pathology. As an illustrativeapplication of the general framework for creating diffusion basedabnormality classifiers we create classifiers for a dataset consistingof 45 children with ASD (mean age 10.5 +/- 2.5 yr) as compared to 30typically developing (TD) controls (mean age 10.3 +/- 2.5 yr). Based onthe abnormality scores, a distinction between the ASD population and TDcontrols was achieved with 80\% leave one out (LOO) cross-validationaccuracy with high significance of p<0.001, similar to 84\% specificityand similar to 74\% sensitivity. Regions that contributed to thisabnormality score involved fractional anisotropy (FA) differences mainlyin right occipital regions as well as in left superior longitudinalfasciculus, external and internal capsule while mean diffusivity (MD)discriminates were observed primarily in right occipital gyrus and righttemporal white matter. (C) 2011 Elsevier Inc. All rights reserved.",2019,https://scholar.google.com.br/,no
3089,Methylphenidate delivery mechanisms for the treatment of children withattention deficit hyperactivity disorder: Heterogeneity in parentpreferences,"Objectives: Extended-release therapies avoid the need for children withattention-deficit/hyperactivity disorder (ADHD) to take medication atschool. Recently a transdermal delivery system has been developed whichcan allow symptom control all day long but with greater dosingflexibility. This study explored the parents' preferences regarding oraland transdermal therapy.Methods: A nonsystematic and qualitative literature review and in-depthinterviews with parents and physicians helped identify salient treatmentattributes for a discrete choice experiment. Treatment attributesincluded mode of administration (tablet or transdermal), speed of onset(30-90 min), duration (lasts until 3-9 pm) and ability to tailor thedrug to different needs (no flexibility, limited flexibility, easy toadjust to different days). A convenience sample of parents of childrentreated for ADHD (n = 200) were recruited using a recruitment agency.Data were analyzed using generalized estimating equations (GEE).Results: Parents' preferred once-a-day oral therapy (odds ratio {[}OR] =1.76 {[}95 percent confidence interval \{CI\}, 1.43 - 2.18]), rapidspeed of onset (OR = 1.22 {[}95 percent CI, 1.07 - 1.39]), and symptomcontrol until 9 pm (OR = 3.79 {[}95 percent CI, 2.98 - 4.82]). Analysesidentified that 30 percent of parents preferred transdermal treatmentand this subgroup preferred treatments with a fast onset of action.Conclusions: This survey demonstrates that parents of ADHD children havedifferent preferences for the ADHD treatments prescribed for theirchildren. A distinct subgroup of parents prefer the transdermal therapy.These parents were less likely to be working and so monitoringcompliance and doing after school activities may have been easier.",2019,https://scholar.google.com.br/,no
3090,American College of Medical Genetics recommendations for the design andperformance expectations for clinical genomic copy number microarraysintended for use in the postnatal setting for detection ofconstitutional abnormalities,"Genomic copy number microarrays have significantly increased thediagnostic yield over a karyotype for clinically significant imbalancesin individuals with developmental delay, intellectual disability,multiple congenital anomalies, and autism, and they are now accepted asa first tier diagnostic test for these indications. As it is notfeasible to validate microarray technology that targets the entiregenome in the same manner as an assay that targets a specific gene orsyndromic region, a new paradigm of validation and regulation is neededto regulate this important diagnostic technology. We suggest that thesemicroarray platforms be evaluated and manufacturers regulated for theability to accurately measure copy number gains or losses in DNA(analytical validation) and that the subsequent interpretation of thefindings and assignment of clinical significance be determined bymedical professionals with appropriate training and certification. Tothis end, the American College of Medical Genetics, as the professionalorganization of board-certified clinical laboratory geneticists, hereinoutlines recommendations for the design and performance expectations forclinical genomic copy number microarrays and associated softwareintended for use in the postnatal setting for detection ofconstitutional abnormalities. Genet Med 2011:13(7):676-679.",2019,https://scholar.google.com.br/,no
3091,A comparison of the effects of reboxetine and placebo on reaction timein adults with Attention Deficit-Hyperactivity Disorder (ADHD),"Objective: Some studies have demonstrated that Reaction Time (RT) islonger in patients with ADHD which in turn may be associated witheducational and occupational impairment and increased driving risks. Anyalteration on RT which is induced by the treatment in this populationmay have great consequences positively or negatively. This study wasdesigned to examine the effects of reboxetine on RT in adults withAttention Deficit-Hyperactivity Disorder (ADHD).Methods: A total of 30 adult patients with ADHD who did not suffer fromany other major psychiatric disorder were eligible to participate inthis double blind, placebo controlled study. Patients were randomlyassigned to receive either reboxetine (4 mg/day for one week, then 8mg/day) or placebo for 4 weeks. RT was assessed at baseline and after 4weeks by validated software which collects and analyses the data forauditory and visual stimulants. Numbers of correct responses, omissionand substitution errors for each stimulus were calculated.Results: Regarding visual tasks and in comparison with baseline scores,the number of correct responses increased significantly and the numberof omission errors decreased significantly after 4 weeks of treatment(P<0.05) in both groups. However, with regard to auditory tasks scores,no significant differences were found at the end of the study comparedto the baseline in each of the two groups. Additionally, no significantdifferences were noted between the two groups when both visual andauditory tasks were considered.Conclusion: Results of this study showed that reboxetine did not affectthe RT of the patients when both visual and auditory tasks wereassessed. Further studies with larger number of patients and for alonger period of time are required to confirm the result of this study.",2019,https://scholar.google.com.br/,no
3092,The influence of television and video game use on attention and schoolproblems: A multivariate analysis with other risk factors controlled,"Background: Research on youth mental health has increasingly indicatedthe importance of multivariate analyses of multiple risk factors fornegative outcomes. Television and video game use have often been positedas potential contributors to attention problems, but previous studieshave not always been well-controlled or used well-validated outcomemeasures. The current study examines the multivariate nature of riskfactors for attention problems symptomatic of attention deficithyperactivity disorder and poor school performance.Method: A predominantly Hispanic population of 603 children (ages 10-14)and their parents/guardians responded to multiple behavioral measures.Outcome measures included parent and child reported attention problembehaviors on the Child Behavior Checklist (CBCL) as well as poor schoolperformance as measured by grade point average (GPA).Results: Results found that internal factors such as male gender,antisocial traits, family environment and anxiety best predictedattention problems. School performance was best predicted by familyincome. Television and video game use, whether total time spent using,or exposure to violent content specifically, did not predict attentionproblems or GPA.Interpretation: Television and video game use do not appear to besignificant predictors of childhood attention problems. Intervention andprevention efforts may be better spent on other risk factors. (C) 2010Elsevier Ltd. All rights reserved.",2019,https://scholar.google.com.br/,no
3093,Creating Nurturing Environments: A Science-Based Framework for PromotingChild Health and Development Within High-Poverty Neighborhoods,"Living in poverty and living in areas of concentrated poverty posemultiple risks for child development and for overall health andwellbeing. Poverty is a major risk factor for several mental, emotional,and behavioral disorders, as well as for other developmental challengesand physical health problems. In this paper, the Promise NeighborhoodsResearch Consortium describes a science-based framework for thepromotion of child health and development within distressed high-povertyneighborhoods. We lay out a model of child and adolescent developmentaloutcomes and integrate knowledge of potent and malleable influences todefine a comprehensive intervention framework to bring about asignificant increase in the proportion of young people in high-povertyneighborhoods who will develop successfully. Based on a synthesis ofresearch from diverse fields, we designed the Creating NurturingEnvironments framework to guide community-wide efforts to improve childoutcomes and reduce health and educational inequalities.",2019,https://scholar.google.com.br/,no
3094,"The collection and analysis of data on children with speech, languageand communication needs: The challenge to education and health services","The Bercow Report (Bercow, 2008) commissioned by the UK governmentprovided a high status impetus to improve services for children andyoung people with the full range of speech, language and communicationneeds (SLCN). A research study commissioned to provide evidence toBercow (2008) identified both limitations and potential benefitsregarding the collection, analysis and use of data on children and youngpeople with SLCN. This article draws on that study of six localauthorities and their partner primary care trusts, and on analyses ofnational statistics. The term `speech, language and communication needs'(SLCN) is shown to be used in England for two different populations: allchildren with some form of SLCN, whatever the cause, and the morespecific group comprising children and young people with primarylanguage difficulties. The article focuses mainly on the latter groupand those with autistic spectrum disorder to explore the use of dataavailable on children and the use of these data to aid collaborativeplanning by education and speech therapy services. It is concluded thatlocal authorities are `data rich' with child level information, buteffective use of these data for children with SLCN is limited.Collaborative data collection, analysis and use for policy or individualchild level action by education and speech and language therapy servicesare even less common. Data are necessary to support the evaluation ofinterventions and provide an appropriate accountability framework. It isargued that effective data use by local authorities and primary caretrusts, especially if working collaboratively, has the potential toimprove services for children with SLCN.",2019,https://scholar.google.com.br/,no
3095,"A study on language, attention and school practices: inattention orcycling focus attention","Attention infiltrates the framework of in two ways: one of attentionitself as part of our higher mental processes (cf. Luria, 1991c), whoseconcentration seems not be so lasting, and, in the form that natureprovides unregulated, pathological and becoming known as attentiondeficit disorder with hyperactivity (ADHD). In the literature,especially in literature related to ADHD, inattention is often mentionedas if it was changed in a vacuum and not as always having been thereand, as part of this attentional process, but in another focus than theideal expected. Along these lines, before addressing the pathology, orinattention itself, the question should be: What is attention and howdoes it work? In order to respond this question, I present differentconcepts of attention, proposed by several classical authors, which, inaddition to the literature review, is justified as a revivalhistorically consisting of the concept of attention. In this sense, bornof the essence of ideas and metaphors (free theoretical implications) ofvarious authors that have addressed the attention throughout thehistory, in conjunction with the contributions of DiscursiveNeurolinguistics, the model presented here, which includes the cycle ofattention process, suggests inattention as a myth, or as a matter ofperspective. This model is very close to the view of the metaphor ofattention as a dotted line, proposed by Vygotsky, as despite beingdotted, it is still a continual line which can be compared to constantchange of focus.",2019,https://scholar.google.com.br/,no
3096,Action observation and robotic agents: Learning and anthropomorphism,"The `action observation network' (AON), which is thought to translateobserved actions into motor codes required for their execution, isbiologically tuned: it responds more to observation of human, thannon-human, movement. This biological specificity has been taken tosupport the hypothesis that the AON underlies various social functions,such as theory of mind and action understanding, and that, when it isactive during observation of non-human agents like humanoid robots, itis a sign of ascription of human mental states to these agents. Thisreview will outline evidence for biological tuning in the AON, examiningthe features which generate it, and concluding that there is evidencefor tuning to both the form and kinematic profile of observed movements,and little evidence for tuning to belief about stimulus identity. Itwill propose that a likely reason for biological tuning is that humanactions, relative to non-biological movements, have been observed morefrequently while executing corresponding actions. If the associativehypothesis of the AON is correct, and the network indeed supports socialfunctioning, sensorimotor experience with non-human agents may help usto predict, and therefore interpret, their movements. (C) 2011 ElsevierLtd. All rights reserved.",2019,https://scholar.google.com.br/,no
3097,"Get them before they get you: Trust, trustworthiness, and socialcognition in boys with and without externalizing behavior problems","Economic exchange games have rarely been applied to examinepsychopathology in youth. In the current study we adapted a trust gameto investigate the relations between externalizing behavior problems,trust, and trustworthiness. We were particularly interested in thedifferential modulating impact of ``known identity{''} (vs. anonymous)condition of the task. Second, we examined whether anomalies in trustbehavior would correspond to social cognition manifested in childrenwith externalizing problems. A total of 171 (79 age-matched pairs) boys(mean age = 12.84, SD = 1.80) were recruited from community groups wheresocial networks and relationships amongst peers have been established. Atrust game was played under two conditions: an anonymous version wherethe identity of the trust game partner was not known and a ``knownidentity{''} version where identities were revealed. Results supportedthe conclusion that boys with externalizing behavior problems aregenerally less trustworthy, but not less trusting and that this was trueespecially for the known identity version of the game. Moreover,anomalies in trust behavior were associated with hostile intentions, butnot reflective of a general theory of mind deficit. This studycontributes to an emerging literature using economic exchange games toinvestigate real-time, real-life exchanges in relation topsychopathology.",2019,https://scholar.google.com.br/,no
3098,Principles of Early Intervention Reflected in Toddler Research in AutismSpectrum Disorders,"This review examines how recommended practices for toddlers with autismspectrum disorders (ASD) are integrated into interventions in the firstgeneration of research targeting toddlers with ASD. The purpose was notto review intervention effectiveness, which is addressed in otherreviews, rather, it was to assess reported intervention methods inrelation to principles distilled from early intervention policy andvalidated practice guidelines for toddlers and families. Theseprinciples include family-centered and family-supportive practice,natural environments, promotion of active child participation inlearning, and functional and systematic practices that considerdevelopmental readiness and unique variations in learning. A smallminority of reported interventions (5 of 27) fully addressed eachprinciple, revealing a substantial gap between principles andintervention research practices. The most pronounced gaps concernednatural/inclusive environments and family-centered/family-supportivepractices. Recommendations for future research are presented.",2019,https://scholar.google.com.br/,no
3099,Caregiver Perspectives About Assistive Technology Use With Their YoungChildren With Autism Spectrum Disorders,"The purpose was to examine how caregivers of infants and toddlers withautism spectrum disorder view their daily activities/routines and inwhat way, if any, assistive technology (AT) acts as a support. A totalof 134 families who reported their child's disability as autism spectrumdisorder/pervasive developmental disorder completed a survey designed togain information about activities/routines (eg, bath time, mealtime,etc) and potential use of AT to support a child's participation in theroutine. Frequency counts were utilized to determine the percentage ofcaregiver responses in each activity/routine category. Responses toopen-ended questions were examined and coded to supplement theinformation gained through the forced-choice questions. Resultsindicated that caregivers reported difficulties with all sampledactivities/routine. The problem reported most frequently (39.9\%) was achild's inability to participate in the routine. Less than half of thecaregivers reported being able to find solutions that incorporated theuse of AT. Although some caregivers reported using AT, actual use of ATwas minimal. In addition, caregivers reported limited support andtraining on the use of AT. Assistive technology has been established asan effective means of providing intervention during dailyactivities/routines. Research indicates caregivers have largemisconceptions about what AT is and receive minimal support from theirearly intervention providers in understanding AT.",2019,https://scholar.google.com.br/,no
3100,Fractal dimension based neurofeedback in serious games,"EEG-based technology is widely used in serious game design since morewireless headsets that meet consumer criteria for wearability, price,portability, and ease-of-use are coming to the market. Originally, suchtechnologies were mostly used in different medical applications, BrainComputer Interfaces (BCI) and neurofeedback games. The algorithmsadopted in such applications are mainly based on power spectrumanalysis, which may not be fully revealing the nonlinear complexity ofthe brain activities. In this paper, we first review neurofeedbackgames, EEG processing methods, and algorithms, and then propose a newnonlinear fractal dimension based approach to neurofeedbackimplementation targeting EEG-based serious games design. Only onechannel is used in the proposed concentration quantification algorithm.The developed method was compared with other methods used for theconcentration level recognition in neurofeedback games. The resultanalysis demonstrated an efficiency of the proposed approach. Wedesigned and implemented new EEG-based 2D and 3D neurofeedback gamesthat make the process of brain training more enjoyable.",2019,https://scholar.google.com.br/,no
3101,Teacher-Child Relationships and the Development of Academic andBehavioral Skills During Elementary School: A Within- and Between-ChildAnalysis,"Despite recent growth in research highlighting the potential ofteacher-child relationships to promote children's development during theearly years of school, questions remain about the importance of theserelationships across elementary school. Using data from the NICHD Studyof Early Child Care (N = 1,364), this study examines between- andwithin-child associations between teacher-child relationship quality andchildren's academic achievement and behavior problems from kindergarten(ages 4-6 years) through 5th grade (ages 9-11 years). Results suggestthat increases in teacher-child relationship quality are associated withimprovements in teacher-reported academic skills and reductions inbehavior problems consistently throughout elementary school. As childrenprogressed from kindergarten through fifth grade, the importance ofteacher-child relationship quality is unchanging.",2019,https://scholar.google.com.br/,no
3102,The Medical Home as a Mediator of the Relation Between Mental HealthSymptoms and Family Burden Among Children With Special Health Care Needs,"OBJECTIVE: This study explores the role of medical home as a mediator ofthe relationship between emotional and behavioral difficulties amongCSHCN and financial- and employment-related burden experienced by theirfamilies.METHODS: Data were obtained from the 2005-2006 NS-CSHCN, a nationallyrepresentative cross-sectional survey of 40 465 CSHCN. Family burden wasmeasured using parent-reported financial problems and changes in familymember employment resulting from the child's needs. Emotional andbehavioral symptoms were reported by parents using 3 binary itemscapturing difficulty with depression, anxiety, disordered eating, andemotional or behavior problems. Medical home was measured according tothe framework of the American Academy of Pediatrics. Bivariate andmultivariate analyses were used to explore the role of medical home inthe relation between mental health symptoms and family burden.RESULTS: A smaller proportion of CSHCN with emotional or behavioraldifficulties had a medical home or related components compared to CSHCNgenerally, and a greater proportion of their families experiencedburdens. Multivariate analyses showed that the mediated effect of carecoordination on the relation between emotional or behavioral symptomsand family burden explained 18\% to 35\% of the total effect of thesesymptoms on financial problems and employment changes. Overall medicalhome access explained 16\% to 28\% of the total effect of symptoms onburden.CONCLUSIONS: Medical home access, and care coordination in particular,may partially mediate the relation between emotional and behavioralsymptoms and financial hardship. Future efforts to implement the medicalhome model may benefit from an increased focus on care coordination as ameans of reducing these burdens.",2019,https://scholar.google.com.br/,no
3103,Software for Teaching Emotions to Students with Autism Spectrum Disorder,"This paper reports the results of a research project in whicheducational software was used to teach social and emotional skills toprimary and secondary school students with autism spectrum disorders(ASD). The participants with difficulties in recognizing emotionalstates were nine male and female students aged between 8 and 18, with amental age range of between 5 and 7 years. A single group design withpre-test/post-test was used. The students were assessed before teachingin relation to their levels of social and emotional skills. Thisassessment was intended to set the starting level of the teachingprocess for each student. The educational intervention consisted of two45-minute weekly sessions for 20 weeks over two academic years(2006/2008). Following the intervention, each student was againassessed. Results indicate that the pupils improved their performance intasks that evaluate the ability to recognize and understand emotionalexpressions. These results confirmed that the use of educationalsoftware for teaching social and emotional skills helps students withASD to improve their ability to perform tasks aimed at the understandingof emotional skills. In addition, the participants improved their socialskills significantly, a fact that was noticed by both teachers andfamilies.",2019,https://scholar.google.com.br/,no
3104,Facilitating Social Initiations of Preschoolers With Autism SpectrumDisorders Using Video Self-Modeling,"Video self-modeling (VSM) has accumulated a relatively impressive trackrecord in the research literature across behaviors, ages, and types ofdisabilities. Using only positive imagery, VSM gives individuals theopportunity to view themselves performing a task just beyond theirpresent functioning level via creative editing of videos using VCRs orvideo software. In this study, the authors used a single-subjectmultiple-baseline design across four preschool children on the autismspectrum to determine if self-modeling would facilitate their socialinitiations during playground time. The results were mostly positive,with two children exhibiting major treatment effects, one withquestionable results, and one child being unaffected. Discussion of theresults, the practicality of VSM, and suggestions for continued researchare provided.",2019,https://scholar.google.com.br/,no
3105,Analyzing the performance of fuzzy cognitive maps with non-linearhebbian learning algorithm in predicting autistic disorder,"The soft computing technique of fuzzy cognitive maps (FCM) for modelingand predicting autistic spectrum disorder has been proposed. The FCMmodels the behavior of a complex system and is used to develop newknowledge based system applications. FCM combines the robust propertiesof fuzzy logic and neural networks. To overwhelm the limitations and toimprove the efficiency of FCM, a good learning method of unsupervisedtraining could be applied. A decision system based on human knowledgeand experience with a FCM trained using unsupervised non-linear hebbianlearning algorithm is proposed here. Through this work the hebbianalgorithm on non-linear units is used for training FCMs for the autisticdisorder prediction problem. The investigated approach serves as a guidein determining the prognosis and in planning the appropriate therapiesto special children. (C) 2010 Elsevier Ltd. All rights reserved.",2019,https://scholar.google.com.br/,no
3106,Context and communication strategies in naturalistic behaviouralintervention: A framework for understanding how practitioners facilitatecommunication in children with ASD,"There are many different approaches to intervention aimed atfacilitating the social and communicative abilities of children withAutistic Spectrum Disorders (ASD). Behavioural interventions seek toimprove the social and communicative abilities of children with ASDthrough interaction. Recently there has been a move towards naturalisticbehaviour-based interventions (NBI). Despite this trend there has beenrelatively little research into the mechanics of this approach. Thisstudy investigated an intervention programme aimed at pre-schoolchildren with ASD to identify, first, the different contexts ofinteraction during the intervention and, second,the communicationstrategies developed by the practitioners. Eight children were followedthrough the intervention programme, resulting in 21 hours of video data.Ten contexts of interaction were identified, including play, directedtasks and transitions. Practitioners combined structure anddirectiveness in their communication strategies. Six levels ofdirectiveness were identified, ranging from observing to prompting. Adistinction was made between emergent and imposed structures. Theinteraction strategies, within this dataset, which resulted in prolongedand varied discourse were based on dynamic emergent structures and inthe mid range of the directiveness continuum. The findings are discussedwith reference to how strategies may be identified and implemented bypractitioners within NBI.",2019,https://scholar.google.com.br/,no
3107,Using multimedia to reveal the hidden code of everyday behaviour tochildren with autistic spectrum disorders (ASDs),"This paper describes a framework which was developed for carers(teachers and parents) to help them create personalised social storiesfor children with autistic spectrum disorders (ASDs). It explores thesocial challenges experienced by individuals with ASDs and outlines anintervention aimed at revealing the hidden code that underpins socialinteractions to them. It focuses on how technology can facilitate theimplementation of this intervention by utilising multimedia-authoringtools. Findings from a case study, involving seven carers over afive-month period, are encouraging revealing that the participantsquickly learned the basics of the intervention and either adapted orcreated social stories. They found the framework easy to use andsufficiently flexible to cater for children with social interaction,communication and behaviour problems. (C) 2010 Elsevier Ltd. All rightsreserved.",2019,https://scholar.google.com.br/,no
3108,LIFEisGAME: A Facial Character Animation System to Help Recognize FacialExpressions,"This article presents the LIFEisGAME project, a serious game that willhelp children with ASDs to recognize and express emotions through facialexpressions. The game design tackles one of the main experientiallearning cycle of emotion recognition: recognize and mimic (game mode:build a face). We describe the technology behind the game. which focuson a character animation pipeline and a sketching algorithm. We detailedthe facial expression analyzer that is used to calculate the score inthe game. We also present a study that analyzes what type of characterschildren prefer when playing a game. Last, we present a pilot study wehave performed with kids with ASD.",2019,https://scholar.google.com.br/,yes
3109,A SUNNY DAY: Ann and Ron's World an iPad Application for Children withAutism,"As autism becomes a more widely-understood medical field, so dotherapeutic implications. With the recent development of thesemethodologies in mind, ``A SUNNY DAY{''} aids the therapeutic treatmentof children with autism by providing simple and structured tasks whileawarding children with praise in the form of an electronic iPadapplication. Every task in the game takes into consideration theemotional, social, and sensory disabilities autistic children strugglewith and utilizes new teaching methods to remedy them. This paperincludes the research prior to developing the application and the designand objectives of the application.",2019,https://scholar.google.com.br/,no
3110,Investigation on Requirements of Robotic Platforms to Teach SocialSkills to Individuals with Autism,"This paper reports on some of the robotic platforms used in the projectAUROSO which investigates the use of robots as educationally usefulinterventions to improve social interactions for individuals with AutismSpectrum Disorders (ASD). Our approach to treatment uses an educationalintervention based on Socially Assistive Robotics (SAR), theDIR/Floortime intervention model and social script/stories. Requirementsare established and a variety of robotic models/platforms wereinvestigated as to the feasibility of an economical, practical andefficient means of helping teach social skills to individuals with ASDfor use by teachers, families, service providers and other communityorganizations.",2019,https://scholar.google.com.br/,no
3111,Social skills training for Attention Deficit Hyperactivity Disorder(ADHD) in children aged 5 to 18 years,"BackgroundAttention Deficit Hyperactivity Disorder (ADHD) in children isassociated with hyperactivity and impulsitivity, attention problems, anddifficulties with social interactions. Pharmacological treatment mayalleviate symptoms of ADHD but seldom solves difficulties with socialinteractions. Social skills training may benefit ADHD children in theirsocial interactions. We examined the effects of social skills trainingon children's social competences, general behaviour, ADHD symptoms, andperformance in school.ObjectivesTo assess the effects of social skills training in children andadolescents with ADHD.Search methodsWe searched the following electronic databases: CENTRAL (2011, Issue1),MEDLINE (1948 to March 2011), EMBASE (1980 to March 2011), ERIC (1966 toMarch 2011), AMED (1985 to June 2011), PsycINFO (1806 to March 2011),CINAHL (1980 to March 2011), and Sociological Abstracts (1952 to March2011). We also searched the metaRegister of Controlled Trials on 15October 2010. We did not apply any language or date restrictions to thesearches. We searched online conference abstracts and contacted 176experts in the field for possible information about unpublished orongoing RCTs.Selection criteriaRandomised trials investigating social skills training for children withADHD as a stand alone treatment or as an adjunct to pharmacologicaltreatment.Data collection and analysisWe conducted the review according to the Cochrane Handbook forSystematic Reviews of Intervention. Two authors (OJS, MS) extracted dataindependently using an appropriate data collection form. We performedthe analyses using Review Manager 5 software.Main resultsWe included 11 randomised trials described in 26 records (all full textarticles) in the review. The trials included a total of 747participants. All participants were between five and 12 years of age. Notrials assessed adolescents. In 10 of the trials the participantssuffered from different comorbidities.The duration of the interventions ranged from eight to 10 weeks (eighttrials) up to two years. The types of social skills interventions werenamed social skills training, cognitive behavioural intervention,multimodal behavioural/psychosocial therapy, behaviouraltherapy/treatment, behavioural and social skills treatment, andpsychosocial treatment. The content of the social skills interventionswere comparable and based on a cognitive behavioural model. Most of thetrials compared child social skills training and parent training plusmedication versus medication alone. Some of the experimentalinterventions also included teacher consultations.More than half of the trials were at high risk of bias regardinggeneration of the allocation sequence and allocation concealment. Notrial reported blinding of participants and personnel and most of thetrials had no reports regarding differences between groups in collateralmedication for comorbid disorders. Overall, the trials had high risk ofbias due to systematic errors. Even so, as recommended by the CochraneHandbook of Systematic Reviews of Interventions, we used all eligibletrials in the meta-analysis, but the results are downgraded to lowquality evidence.There were no statistically significant treatment effects either onsocial skills competences (positive value = better for the interventiongroup) (SMD 0.16, 95\% CI -0.04 to 0.36, 5 trials, n = 392), on theteacher-rated general behaviour (negative value = better for theintervention group) (SMD 0.00, 95\% CI -0.21 to 0.21, 3 trials, n =358), or on the ADHD symptoms (negative value = better for theintervention group) (SMD -0.02, 95\% CI -0.19 to 0.16, 6 trials, n =515).No serious or non-serious adverse events were reported.Authors' conclusionsThe review suggests that there is little evidence to support or refutesocial skills training for adolescents with ADHD. There is need for moretrials, with low risk of bias and with a sufficient number ofparticipants, investigating the efficacy of social skills trainingversus no training for both children and adolescents.",2019,https://scholar.google.com.br/,no
3112,First Experiences with eBlocks as an Assistive Technology forIndividuals with Autistic Spectrum Condition,"The integration of technology into autistic classrooms has shownpromising results, including an increase in attention span, creativity,and social skills. We have introduced a low-cost learning technologycomposed by electronic modules called eBlocks to an autisticmiddle-school classroom. The participants of this study had theopportunity to learn concepts in the design and implementation ofelectronic systems by using the eBlocks. Our initial findings show thatthe integration of hands-on real world based projects, centered on thedesign of systems for a Smart House estimulated peer-to-peer interactionand teamwork, while promoting spontaneous creative thinking. We presentour experiences with six students, including summaries of our overallexperiences, teacher's pre- and post-surveys, and the examination ofstudents' work.",2019,https://scholar.google.com.br/,no
3113,From training to robot behavior: Towards custom scenarios for roboticsin training programs for ASD,"Successful results have been booked with using robotics in therapyinterventions for autism spectrum disorders (ASD). However, to make thebest use of robots, the behavior of the robot needs to be tailored tothe learning objectives and personal characteristics of each uniqueindividual with ASD. Currently training practices include adaptation ofthe training programs to the condition of each individual client, basedon the particular learning goals or the mood of the client. To includerobots in such training will imply that the trainers are enabled tocontrol a robot through an intuitive interface.For this purpose we use a visual programming environment called TiViPEas an interface between robot and trainer, where scenarios for specificlearning objectives can easily be put together as if they were graphicalLEGO-like building blocks. This programming platform is linked to theNAO robot from Aldebaran Robotics. A process flow for convertingtrainers' scenarios was developed to make sure the gist of the originalscenarios was kept intact. We give an example of how a scenario isprocessed, and implemented into the clinical setting, and how detailedparts of a scenario can be developed.",2019,https://scholar.google.com.br/,no
3114,A Method of Mother Wavelet Function Learning for DWT-based Analysisusing EEG Signals,"In brain signals analysis, there are the supplementary devices such asEEG, tNIRS, MEG, fMRI, PET, etc. EEG is a popular secondary device dueto the advantages of easy usability, mobility and low-cost. Manyresearchers have employed a Discrete Wavelet Transform (DWT) to classifyEEG signals and make a clustering of the signal in brain-computerinterface and medicine diagnosis. The precision of classification andclustering for EEG analysis depend on a mother wavelet. In order toimprove the precision, the previous works has taken a hand-selectionmethod to find out the best mother wavelet after simulation. It isnecessary to improve the tested precision because the best motherwavelets for the acquired EEG signals are different depending on thesubjects. In this paper, we suggest a novel approach which can selectthe best mother wavelets for DWT-based analysis in time-series sequencesof EEG signals. To show the efficiency of the proposed method, weutilized a clustering method which can separate unsupervised EEG signalsinto the groups such as the ADHD (Attention Deficit Hyper-activityDisorder), the normal children, and the children in the boundary betweenADHD and Normal children. As a result of simulation, we confirmed thatthe novel method improved the precision about 15\% more than theprevious.",2019,https://scholar.google.com.br/,no
3115,Brain Computer Interface based 3D Game for Attention Training andRehabilitation,"This paper presents a novel approach which uses brain computer interface(BCI) technology to translate the user's mental conditions, especiallythe attention state, into game control. Leveraging on BCI engine tomeasure a user's attention level to control a virtual hand's movementand utilizing 3D animation technique, the proposed system is significantfor training those who suffering from Attention Deficit HyperactivityDisorder (ADHD). Comparing to robotic based system, the proposed systemis cost-effective, interesting, and ease of use. It also can be extendedfor rehabilitating the people with neurological disorders, such as thosedebilitating traumatic events. Potentially, millions people may benefitfrom the system. The system structure and experimental results will beillustrated in this paper. To our knowledge, no same system is reportedyet.",2019,https://scholar.google.com.br/,no
3116,What's left to learn about right hemisphere damage and pragmaticimpairment?,"Background: The nature and causes of pragmatic impairments followingright hemisphere damage (RHD) continue to pose a challenge toresearchers and clinicians. It is widely accepted that impairment inpragmatic and para-linguistic aspects of language can result fromunilateral damage to the right hemisphere (RH), but it still uncertainexactly what the RH's special contributions to these areas of languageand communication is. Advancing our understanding of the RH's role inpragmatics and communication will require a theoretical framework forpragmatics that is suited to the clinical environment.Aims: I first sketch several theoretical approaches to pragmatics, andsuggest that Perkins' (2007) emergentist approach to pragmatics is thebest suited to describing and explaining communication difficulties in aclinical setting. I then consider some of the implications of adoptingthe emergentist approach for research on pragmatic impairment in RHD bydescribing three relatively unexplored areas of research in the domainof RHD and pragmatics: application of conversation analysis techniques,investigation of the contribution of perceptual impairments to pragmaticimpairment, and the comparison of pragmatic impairment across clinicalgroups.Main Contribution: I propose that the emergentist approach to pragmaticsprovides a useful framework for investigating issues of pragmaticimpairment in RHD and other clinical groups, and show how adopting thisapproach naturally leads to research in three relatively unexploredareas.Conclusions: I argue that pursuing these lines of investigation willhelp move forward research in RHD, pragmatic impairment, and the generalrole of the right hemisphere in pragmatics.",2019,https://scholar.google.com.br/,no
3117,Helping Autism-Diagnosed Teenagers Navigate and Develop Socially UsingE-Learning Based on Mobile Persuasion,"The HANDS (Helping Autism-diagnosed teenagers Navigate and DevelopSocially) research project involves the creation of an e-learningtoolset that can be used to develop individualized tools to support thesocial development of teenagers with an autism diagnosis. The e-learningtoolset is based on ideas from persuasive technology. This paperaddresses the system design of the HANDS toolset as seen from the user'sperspective. The results of the evaluation of prototype 1 of the toolsetand the needs for further development are discussed. In addition,questions regarding credibility and reflections on ethical issuesrelated to the project are considered.",2019,https://scholar.google.com.br/,yes
3118,Becoming a Narrator: A Case Study in the Dynamics of Learning Based onthe Theories/Methods of Vygotsky,"This article focuses on the learning that is enabled while a primaryschool child makes a story using multimodal software. This child isdiagnosed with autism. The aim is to use a cultural-historical frameworkto carry out an in-depth analysis of a process of learning with actionas a unit of analysis. The article is based on a collaborative researchproject in which assignments on narration concurrently served asexperiments with cultural tools. The child's learning process in oneassignment is analyzed sequentially, highlighting changes in the action,based on data from videotape. The child's decision to record audio was aturning point that expanded the formal learning and animated the idea ofmaking the story in a desired multimodal format. The multifacetedquality and the dialectics revealed in the process are vital to achieveexpansive action and learning. The combination of a generative narrativemodel and the multimodal affordances is crucial for actualizing thepotential in the research approach to accomplish an analysis of thelearner's changes in action. Thus, the study indicates the relevance ofusing a cultural-historical framework in research and practice thatfocuses on processes of learning and processes of becoming among diverselearners.",2019,https://scholar.google.com.br/,no
3119,AN INTERACTIVE ATTENTION BOARD: IMPROVING THE ATTENTION OF INDIVIDUALSWITH AUTISM AND MENTAL RETARDATION,"This paper presents a tool named ``Interactive Attention Board{''} (IAB)and an associated software named ``Interactive Attention BoardsSoftware{''} (IABS) for individuals with Mental Retardation and Autism.The proposed system is based on several theories such as perception andlearning theories, and it is intended to improve hand-eye coordinationand attention duration of disabled individuals. Furthermore, the IABsystem offers an interactive environment both for disabled individualsand educators, and enables a rapid improvement of disabled individuals'responses to various stimulants, and increases attention duration on acertain object. IAB aims to decrease disabled individuals' reaction timeto stimulants, and to increase total concentration and attention periodon a single object. Thus, these improvements in the attention help theeducator to teach individuals about various cognitive concepts such aslong, short, small, big, and colors, as well as educational conceptssuch as animals, vehicles and professions.",2019,https://scholar.google.com.br/,yes
3120,Robots as Social Mediators for Children with Autism - A PreliminaryAnalysis Comparing Two Different Robotic Platforms,"Robots can be very helpful therapeutic tools, especially for childrenwith special needs. In the present paper we describe the application oftwo robotic platforms with different design parameters in interactionwith children with autism and other cognitive impairments. IROMEC is amobile robotic platform designed for children with different levels ofdisabilities to encourage them to be engaged in social interactions.KASPAR is a humanoid child-size robot designed for social interaction.KASPAR has been used extensively in studies with children with autism.The aim of this study is to examine how KASPAR and IROMEC can supportsocial interaction and facilitate the cognitive and social developmentof children with special needs via play activities. Natural engagementin social play behaviour is often a problem in the development ofchildren with disabilities. Due to the nature of their disabilities theyare often excluded from such activities. As part of a long-term study wecarried out different play scenarios based on imitation, turn taking andthe cause and effect game according to the main educational andtherapeutic objectives considered important for child development. Inthis paper we focus on the turn taking and the imitation game scenarios.A preliminary analysis of the data showed encouraging results. The levelof the improvement of the children depended on the level and nature oftheir disabilities.",2019,https://scholar.google.com.br/,no
3121,Asperger syndrome and Sexuality: Intervention issues in a case of anAdolescent with Asperger syndrome in a context of a Special EducationalSetting,"Up to today the main orientation in the intervention approach of issuesof sexuality in the cases of children and adolescents with Aspergersyndrome was mainly behavioral. Under that view sexuality issuesremained unexplored from a psychodynamic perspective (Jacobs, 1996) Weattempted to study a case of an adolescent with diagnosis of Aspergersyndrome, who attended a special educational unit, so as to handle hissexuality issues (physical changes, self-image,) but also to deal withhis emotional difficulties (fear of growing up, self-esteem, withdrawal,isolation). Our research emphasizes the role of the structured andsupportive relationship framework (Clarkson, 1995) but also the emotionsand feelings and their work.",2019,https://scholar.google.com.br/,no
3122,EDUCATIONAL SOFTWARE DESIGNED FOR TEACHING EMOTIONAL COMPETENCES TOSTUDENTS WITH AUTISM SPECTRUM DISORDER,"This article aims to assess a particular process of teaching emotionalcompetences with educational software to students with autism spectrumdisorders. Two students with autistic disorder and two students withAsperger syndrome of primary and secondary education participated indesign of collaborative research between university and school teachersduring two academic years. When the teaching process was completed,students showed a notable improvement of their performance to undertaketasks that assess the ability to recognize and understand emotions.These learning improvements owe their benefits to the organization ofcontent, presentation of tasks and the motivation provided by the use ofeducational software in educational intervention with students with ASD.",2019,https://scholar.google.com.br/,no
3123,DISABILITY LEARNING TOOL: BRUSHING-TEETH USING MUSIC FOR AUTISM,"This research is an attempt of combining music with the 3D animationtechnique in order to develop a disability-learning tool which can beused as one of occupational therapy for autism children. Autism is adevelopmental disability of the brain, much like dyslexia, mentalretardation, or attention deficit disorder that often makes it hard tocommunicate with and relate to others. The treatment that we are goingto apply in our research is related to the occupational therapies whichinvolved music, multisensory stimulant and computer usage. Occupationaltherapy assists autistic people in developing the skills for daily jobsuch as brushing teeth. Music can stimulate brain and help individualswith a wide range of cognitive and emotional challenges to improve theirability to function. Music primarily can help autism children improvetheir observable level of functioning and self-reported quality of lifein various domains such as cognitive functioning, motor skills,emotional and effective development, behavior and social skills. Theproblem that we are trying to overcome by doing this project is theindependence among autism children. At the autism centre where we didour research, they are manually taught by parent or teachers and theyhave to teach the same thing every day. For example, the teachers haveto show them every day on how to brush teeth using the teeth set and thebig tooth brush. They seem cannot remember all the steps. In thisresearch, by collaborating these elements, we try to develop a 3Danimation disability-learning tool to help in stimulating independencein autism children. Music is included in the animation as part of thetreatment. The objectives of this projects are first to investigate andanalyze the acceptance of different types of music among autismchildren. Our second objective is to develop a 3D animation that showsteps in brushing teeth according to the beat of the selected music. Thethird objective is to analyze the effectiveness of the application instimulating remembrance brushing technique skills. 3D animation is atechnique that can visualize characters or movement as same as in thereal life. The current technology of 3D animation exist today isamazing. This application which is called Disability Learning Tool:Brushing-Teeth Using Music for Autism has been tested to a group ofautism children with mild cases and has shown positive result. It can beseen that the independence in the autism children gradually increased.However, there's a lot more to do for further improvement and we aregoing to look into each of these weaknesses in detail.",2019,https://scholar.google.com.br/,no
3124,FACING NEW CHALLENGES IN TEACHING THE NET GENERATION,"More than a decade ago, the NET GENERATION began making its way to thehigher education system. Having been born between January 1977-January1997, this generation has witnessed the rapid emergence and extensiveinfluence of digital technologies and tools such as personal computers,networks, mobile devices and the Web-hence it is also referred to as:``Digital natives{''} and ``Youtube Generation{''}. These names actuallyreflect some features that characterize this generation, such as:familiarity with technology, need for innovation, collaborativerelationship and autonomy in learning. At the same time, this generationshares the characteristics found in those engaged in multitasking suchas having a very short attention span-which has led to the coinage ofthe notorious name: ``the attention-deficit-disorder generation{''}.Davenport and Beck's (2000) research in the field of management showedthat one of the most important factors in gaining and sustainingpeople's attention is engaging people's emotions since ``the scarcestresource in modern organizations is attention{''}. The Net geners' useof technology affects their literacy and habits of learning and posesgreat challenges to teachers.In this paper, I will present some theoretical information regarding theNet generation and suggest ways that can enhance the learning of Englishamongst undergraduate students.",2019,https://scholar.google.com.br/,no
3125,RAPID APPLICATION DEVELOPMENT USING WEB TECHNOLOGIES An Application toCommunicative Competence Promotion of Children with ASD,"This paper describes a framework, devised for rapid applicationdevelopment, and rapid application customization of standalonemultimedia and rich content software, targeted at students with specialneeds. We present a proof-of-concept software application for promotionand training of social communication skills in children with autismspectrum disorders. Web technologies and related standards are used as away of easily involving tutors, professionals in the field, and endusers themselves in the software development and customization processwith minimal training and support.",2019,https://scholar.google.com.br/,no
3126,MULTIDISCIPLINARY APPROACH: JOINT PRACTICAL LESSONS IN THE STUDIES OFCOMPUTER SCIENCE AND EDUCATIONAL PSYCHOLOGY,"In recent years, most graduates of computer science are working in mostareas except the computer science itself. This highlights the deepnature of interdisciplinary that has the computer science. Thereforealmost always computer science professionals must collaborate with otherprofessionals from different areas. However, the training offered incomputer science studies lacks that multidisciplinary, focusing more onpurely technical aspects.The campus, a place where studies of very different nature exist side byside, may constitute an excellent basis for conducting multidisciplinarytraining without underestimating higher education rigor. The aim of theuniversities is to train their students in the skills demanded bybusinesses and companies. According to experts, students need to developmore the skills called generic in which can be found the interpersonalskills.This chapter presents a good example where computer studies andeducational psychology find out a common ground and realistic workingthrough laboratory practices.Specifically, the work enables to students of computer science educationthe development of diagnosis support systems, with artificialintelligence techniques, that could be used by the specialists involvedin the educational field from different perspectives. The applicationsdeveloped by students of computer science is the creation of a model toaid for the diagnosis of pervasive developmental disorders (PDD),sometimes also commonly called autism spectrum disorders (ASD), and toenable communication between different professionals. The complexity ofthis diagnosis, not only by the exclusive characteristics of everyperson who suffer it but also by the large numbers of variables involvedin it, requires a very strong and closed interdisciplinaryparticipation. Moreover, for the enhancement of this software it hasbeen required the creation of a working framework which involves doctorsand families, as well as those students of computer science andeducational psychology already mentioned. The final purpose of thisdiagnostic tool is its applicability in primary schools to increaseearly detection and diagnosis of suspicious signs of a conduct standardin the early years of development. That would enable the appropriatepsychoeducational care for better adaptation to their educational andsocial environment.Meanwhile, students of educational psychology incorporate theirknowledge to adjust the computer application successfully, incorporatingit the qualitative and quantitative information needed for verification.As a result of this synergy, a good interdisciplinary teamwork hasemerged, closer to the real world than the university and which allwould be enriched. Now is the time to match the needs that professionalworld requires college students. A world in which is sufficientlydemonstrated that the proper evaluation and treatment education requiresthe participation of different professionals in order to provideparticular views of behaviours to observe, modify and implementstrategies for this purpose.In this sense, this work demonstrates that it is possible to intervenein a curricular perspective, in the university, to promote thedevelopment of interpersonal skills. It can be shown, in this way, amethodology for interdisciplinary practices design and a guide formonitoring and evaluation.",2019,https://scholar.google.com.br/,no
3127,PREVALENCE AND SUBSTANCE USE COMORBIDY OF ATTENTION DEFICIT HYPERACTIVIYDISORDER IN A MULTIFACTORIAL BASED SCHOOL SUBSTANCE ABUSE PREVENTIONPROGRAMME IN THE AREA OF ``LA MANCHUELA{''} (SPAIN),"Substance abuse is a major public health and social concern. Adolescentsand younger people are particularly vulnerable to changes in lifestylethat predispose them to try drugs. In the rural areas, this problem isincreasing every year.The drug abuse prevention programme herewith presented was set up withina collaborative framework of the School of Pharmacy of the UniversityCardenal Herrera - CEU in Moncada (Valencia) and the Addictive BehaviorsUnit in Gandia (Valencia) to involve community pharmacists in substanceabuse prevention. Specifically, in the present study a communitypharmacist (JTP) is leading a 4-year school based multifactorialsubstance abuse in the rural area of La Manchuela, within the provincesof Albacete and Cuenca (Spain).The prevention programme is aimed at providing a long-term andmeasurable substance use prevention for young people through 4 years ofstudy. An additional objective is to find co-morbid diseases orbehaviors, Thus, in the second year of study we have considered theassociation between drug use and Attention Deficit HyperactivityDisorder (ADHD). ADHD is a common illness in children and adolescentsyoung people characterized by inattention, hyperactivity and impulsivityand is a risk factor for other psychiatric problems such as anxiety anddepression.All ten secondary schools in the Area La Manchuela were invited toparticipate. Schools were randomly assigned to a control group or to oneof three intervention groups with different levels of intervention.At baseline and at yearly follow-ups, students completed the Spanishversion of the WHO Alcohol, Smoking and Substance Involvement ScreeningTest (ASSIST) V3.0 WHO ASSIST (V3.0), an instrument designed to screenfor problem or risky use of tobacco, alcohol, cannabis, cocaine,amphetamine-type stimulants, sedatives, hallucinogens, inhalants,opioids and `other drugs'. To determine probably ADHD we used the AdultSelf Report Scale (ASRS) test V.1.1. The sample included all 683students registered at Second Year of ESO (second year of MandatorySecundary Education, children aged 13-14 years old).A total of 44 students (6,4 \%) tested positive in probably ADHD. But ifwe study these students, a specific treatment would be needed byconsumption of alcohol (36,2 \%), tobacco (44,9 \%) and cannabis (20,3\%). On the other hand, students with no ADHD would need treatment byconsumption of alcohol (18,9 \%), tobacco (22,5 \%) and cannabis (8,8\%). These data shows significant statistical difference between ADHDand no ADHD students.Results show that the among the sample of 683 students with an averageage of 13,3 years confirm the fact of coexistence of probably ADHD withdrug abuse consumption (alcohol, tobacco, cannabis) so specific help byspecialist doctors will be needed.",2019,https://scholar.google.com.br/,no
3128,"Analysis of Parent, Teacher, and Consultant Speech Exchanges andEducational Outcomes of Students With Autism During COMPASS Consultation","The significant increase in the numbers of students with autism combinedwith the need for better trained teachers (National Research Council,2001) call for research on the effectiveness of alternative methods,such as consultation, that have the potential to improve servicedelivery. Data from 2 randomized controlled single-blind trials indicatethat an autism-specific consultation planning framework known as thecollaborative model for promoting competence and success (COMPASS) iseffective in increasing child Individual Education Programs (IEP)outcomes (Ruble, Dalrymple, \& McGrew, 2010, Ruble, McGrew, \& Toland,2011). In this study, we describe the verbal interactions, defined asspeech acts and speech act exchanges that take place during COMPASSconsultation, and examine the associations between speech exchanges andchild outcomes. We applied the Psychosocial Processes Coding Scheme(Leaper, 1991) to code speech acts. Speech act exchanges wereoverwhelmingly affiliative, failed to show statistically significantrelationships with child IEP outcomes and teacher adherence, but didcorrelate positively with IEP quality.",2019,https://scholar.google.com.br/,no
3129,Rare familial 16q21 microdeletions under a linkage peak implicatecadherin 8 (CDH8) in susceptibility to autism and learning disability,"Background Autism spectrum disorder (ASD) is characterised byimpairments in social communication and by a pattern of repetitivebehaviours, with learning disability (LD) typically seen in up to 70\%of cases. A recent study using the PPL statistical framework identifieda novel region of genetic linkage on chromosome 16q21 that is limited toASD families with LD.Methods In this study, two families with autism and/or LD are describedwhich harbour rare > 1.6 Mb microdeletions located within this linkageregion. The deletion breakpoints are mapped at base-pair resolution andsegregation analysis is performed using a combination of 1M singlenucleotide polymorphism (SNP) technology, array comparative genomichybridisation (CGH), long-range PCR, and Sanger sequencing. Thefrequency of similar genomic variants in control subjects is determinedthrough analysis of published SNP array data. Expression of CDH8, theonly gene disrupted by these microdeletions, is assessed using reversetranscriptase PCR and in situ hybridisation analysis of 9 week humanembryos.Results The deletion of chr16: 60 025 584-61 667 839 was transmitted tothree of three boys with autism and LD and none of four unaffectedsiblings, from their unaffected mother. In a second family, anoverlapping deletion of chr16: 58 724 527-60 547 472 was transmitted toan individual with severe LD from his father with moderate LD. No copynumber variations (CNVs) disrupting CDH8 were observed in 5023 controls.Expression analysis indicates that the two CDH8 isoforms are present inthe developing human cortex.Conclusion Rare familial 16q21 microdeletions and expression analysisimplicate CDH8 in susceptibility to autism and LD.",2019,https://scholar.google.com.br/,no
3130,Voxelwise Multivariate Statistics and Brain-Wide Machine Learning Usingthe Full Diffusion Tensor,"In this paper, we propose to use the full diffusion tensor to performbrain-wide score prediction on diffusion tensor imaging (DTI) using thelog-Euclidean framework., rather than the commonly used fractionalanisotropy (FA). Indeed, scalar values such as the FA do not capture allthe information contained in the diffusion tensor. Additionally, fulltensor information is included in every step of the pre-processingpipeline: registration, smoothing and feature selection using voxelwisemultivariate regression analysis. This approach was tested on dataobtained from 30 children and adolescents with autism spectrum disorderand showed some improvement over the FA-only analysis.",2019,https://scholar.google.com.br/,no
3131,PERVASIVE DEVELOPMENT DISORDERS AND CARE PRACTICE IN FRANCE PUBLIC CHILDPSYCHIATRY,"From fifties and sixties on, French child psychiatrists from the publicservice have promoted multimensionnal care articulatingpsychotherapeutic care, education and school within a psychopathologicalframework for children suffering of pervasive development disorders thencalled psychotic children. These approaches were generalised by the``sector{''} politics and part time institutions were privileged. Thoughdisparities still persist, technics and settings are numerous anddiversified and the educative point of view has become more importantwith more interest for more formal programs like TEACCH and ABA withoutforsaking the global approach. Since the 2005 law, mainstream schoolinclusion of PDD chidren has grown up in cooperation with the NationalEducation Ministry. The partnership with families has been hindered inthe past by numerous misunderstandings but is now improved. The Frenchstudies are more turned towards psychopathological understanding of thechild disorders and towards the report of therapeutic undertakings thantowards objective evaluation of specific programs. Long term evolutionand follow up of single cases or small groups are analyzed with simpleclinical criteria.",2019,https://scholar.google.com.br/,no
3132,Assisting people with attention deficit hyperactivity disorder byactively reducing limb hyperactive behavior with a gyration air mousethrough a controlled environmental stimulation,"The latest researches have adopted software technology turning thegyration air mouse into a high performance limb movement detector, andhave assessed whether two persons with multiple disabilities would beable to control an environmental stimulation using limb movement. Thisstudy extends gyration air mouse functionality by actively reducing limbhyperactive behavior to assess whether two persons with attentiondeficit hyperactivity disorder (ADHD) would be able to actively reducetheir limb hyperactive behavior by controlling their favoritestimulation on/off using a gyration air mouse with a newly developedactively limb hyperactive behavior reducing program (ALHBRP). The studywas performed according to an ABAB design, in which A represented thebaseline and B represented intervention phases. Data showed that bothparticipants significantly increased their time duration of maintaininga static limb posture (TDMSLP) to activate the control system in orderto produce environmental stimulation during the intervention phases.Practical and developmental implications of the findings are discussed.(C) 2010 Elsevier Ltd. All rights reserved.",2019,https://scholar.google.com.br/,no
3133,EduTism: An Assistive Educational System for the Treatment of AutismChildren with Intelligent Approach,This paper presents the development of an assistive educational systemwith intelligent approach which can be a basic electronic training andtreatment tool to assist children with high-functioning autism. The planis to bring these changes through the use of rules based algorithm as anapproach to decide which level difficulty of the system should goaccording to the autism student performance based on the percentage ofscore. By applying this approach. the system will be able to monitor andanalyze the performance of intelligent of autism student's capabilities.The system is capable to control the particular level of the autismstudents should play. It is capable to replace the teacher'sresponsibilities in terms of monitoring the student's progress andperformance. Testing was conducted in Autism Intervention Programme ofThe National Autism Society of Malaysia (NASOM) at Malacca branch.Results and findings from this testing support the idea that educationalsoftware may be one of an effective and practical tool for teachingacademic skills to autism children. Having programs such as EduTism canimprove effectiveness and efficiency of data collection tracking andreporting for the teachers and parents.,2019,https://scholar.google.com.br/,no
3134,VIA - an intensive therapeutic treatment program for conduct disorders,"VIA - an intensive therapeutic treatment program for conduct disordersObjectives: Behavioral multimodal therapeutic approaches have proveneffective in the treatment of conduct disorders. Yet there are hardlyany findings regarding the effectiveness of outpatient treatmentapproaches. This article introduces an intensive behavioral therapeuticprogram for the reduction of aggressive behaviors (VIA -Verhaltenstherapeutisches Intensivprogramm zur Reduktion vonAggression). VIA combines a intensive outpatient group program forchildren, aged 8 to 14 years, with accompanying parent training. Thisstudy investigates the effectiveness of the VIA approach in reducingaggressive and comorbid symptoms. Furthermore, it pursues the questionof the differential therapy effectiveness. Methods: We evaluated thetreatment program within the framework of a waitlist-group study design.Pre-post changes and predictors of treatment efficacy were assessed viamultivariate analyses of variance and a linear regression model,respectively. Results: A group of 36 boys and their caregivers took partin the study. The between-groups comparison revealed a significantlygreater reduction of oppositional behavior problems and co-morbidsymptoms of ADHD in the intervention group (IG, n = 18) compared to thewaitlist group (WG, n = 18). In addition, age and degree ofdissocial-aggressive behavioral symptoms were identified as crucialpredictors. Conclusions: This study shows that the VIA intensivetherapeutic treatment program is effective in reducing aggressivebehaviour and comorbid ADHD symptoms in patients with conduct disorder.",2019,https://scholar.google.com.br/,no
3135,Communication development and its disorders: A psycholinguistic perspective.,"Suggests that there is a reciprocal relationship between the study of language disorders and research in normal language development. Recent studies in normal acquisition have led to a model of language development that includes not only linguistic achievements, but the development of social and cognitive abilities that form the basis for the transition from prelinguistic communication to the use of conventional forms. This model had been applied to the study of developmental disorders of language learning. Such a model allows the more puzzling disorders of language development, such as childhood aphasia and primary autism, to be placed in a framework that predicts language disruption when underlying perceptual, cognitive, or social abilities are lacking. Assessment procedures that can be drawn from the model of language disorders are presented. It is argued that the study of these disabilities is important for building theoretical models of intact language processing that specify more precisely the contribution of underlying skills to overall functioning. (99 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)",2019,https://scholar.google.com.br/,no
3136,Installing and maintaining a behavior modification system in a school for the deaf.,"Investigated the effects of a 6-yr program of behavioral modification established at a state residential school for the deaf. There were 2 target groups: (a) 233 students aged 2.5–21 yrs and (b) 25 staff members. Within the framework of the ""triadic model"" developed by R. Tharp and R. Wetzel (1969), a network of in-service staff training was implemented with instruction provided in such techniques as differential social/tangible reinforcement, contracting, token reinforcement, timeout from positive reinforcement, response cost, and mild punishment. Interventions were directed primarily at deficits in task-related behaviors, disruptive activities, academic dysfunctioning, and inappropriate verbal behaviors. Individual case studies and observation of 49 post-treatment follow-ups yielded favorable findings. Behaviors were changed effectively in at least 66{\%} of the cases. Deaf populations are no less amenable to behavioral modification than normally hearing groups. (82 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)",2019,https://scholar.google.com.br/,no
3137,"Review of {\textless}em{\textgreater}Consultation and community organization in community mental health nursing{\textless}/em{\textgreater}, {\textless}em{\textgreater}The nurse's role in community mental health centers: Out of uniform and into trouble{\textless}/em{\textgreater} and {\textless}em{\textgreater}Psychosocial nursing: Theory and practice in hospital and community mental health{\textless}/em{\textgreater}.","Reviews the books, Consultation and Community Organization in Community Mental Health Nursing by Grace W. Deloughery, Kristine M. Gebbie, and Betty M. Neuman (1971), The Nurse's Role in Community Mental Health Centers: Out of Uniform and into Trouble by Carol D. DeYoung and Margene Tower (see record 1973-07026-000), and Psychosocial Nursing: Theory and Practice in Hospital and Community Mental Health by Frances Monet Carter Evans (1971). The book by Deloughery et al. aims to provide a theoretical framework for this field. Deloughery et al. proposed that the book be used by nursing students in graduate and post-graduate studies and by nurses employed in community mental health centers. Deloughery et al. are too modest in this narrow prospectus, since the possible gainers from the contents of their book can be drawn from a much wider group. The book by DeYoung and Tower is so cute in its approach, and the style so difficult. To a nurse reader, much of this book may be summarized as, ""so what else is new."" The role of the nurse in community mental health is examined through interviews with psychiatric technicians, social workers, psychiatrists, psychologists, and nurses in clinical practice, administration, and education. The book by Evans is designed for undergraduate nursing students and should serve a useful purpose as an overview text for these students. One defect is that in its attempt to cover the waterfront it mentions almost everything that there is to mention in the field of social psychiatry. Evans contained excellent chapters on the life cycle of human development, focusing on crisis points and developmental tasks, epidemiology and ecology of mental disorder, therapeutic communication, psychodynamics of patients under stress, aggression, suicide, the withdrawn and autistic patient and problems related to drug use and drug dependence. In the reviewer's views, Evans' book should be extremely useful to undergraduate nursing students as a single source for looking up various points, ideas, and definitions used in psychiatry and psychiatric nursing. (PsycINFO Database Record (c) 2016 APA, all rights reserved)",2019,https://scholar.google.com.br/,no
3138,Behavior modification and the psychoses of childhood: A review.,"The literature pertaining to the use of operant-training procedures with psychotic children is reviewed. Ferster's concept of ""behavioral deficit"" is discussed as the explicit theoretical framework that can most parsimoniously govern these behavior analyses and subsequent modification programs. With relatively simple and communicable methods, beneficial results have been rapidly achieved, even by nonprofessional workers. Despite some lack of experimental rigor, the evidence is interpreted as strongly supportive of a social-learning model of severely pathological behavior and an operant-training model of therapy. A simplified etiological hypothesis is offered, and the issue of generality of adaptive change is discussed. Emphasis is placed upon attentional reorientation and the acquisition of elementary ""learning strategies. (PsycINFO Database Record (c) 2016 APA, all rights reserved)",2019,https://scholar.google.com.br/,no
3139,Finger painting in the psychotherapy of children.,"In the work which forms the basis for the present paper the authors attempted to integrate finger painting with the total psychotherapeutic situation, using the medium as a form of projective play, as a study of motility, and as a source of fantasies and free associations. In the dynamics of therapy, finger painting may be used by the patient for purposes of resistance as well as overcoming resistance. According to the authors, the consistent use of finger painting has proved very valuable in treating children with behavior problems and neuroses. Within the framework of a controlled situation it permits observation of personality and motor patterns. It facilitates the emergence of fantasies and personality trends. The finger painting acts both as a record of the psychotherapeutic experience and as an objective measure of the progress of treatment. (PsycINFO Database Record (c) 2016 APA, all rights reserved)",2019,https://scholar.google.com.br/,no
3140,Review of {\textless}em{\textgreater}The Hopi child{\textless}/em{\textgreater}.,"Reviews ""The Hopi Child,"" by W. Dennis (see record 1940-04294-000). This volume deals with the culture of the Hopi Indians and its effect upon the behavior of the children. Two summers were spent among the Indians. A breach of the peace between progressive and conservative elements an 1906 led to the withdrawal of the latter from Oraiba, the parent township of the Third Mesa, and to the establishment of the new town of Hotavila. Still conservative, Hotavila has adhered more closely than other towns to the old Hopi culture. Thus, there was provided for the anthropologist some bases for comparison with respect to the varying influences of cultural elements on the behavior of children. Where possible, the author has presented these differences and shown their effect upon child behavior. Through a description of their economic life, their social organization and ceremonials, the customs centering about marriage, infant and child care, we are led into an account of the behavior of the child, his games, plays, and amusements, as well as his responses to the few prohibitions imposed by society. In general, there appeared to be a remarkably small amount of ""problem"" behavior. Specific personality traits are discussed, as is use of the traditional cradleboard for infant care. The data presented which bear significantly upon the problem of nature and nurture come from the experiences of a psychologist with training in anthropology. The book is written in an interesting style. (PsycINFO Database Record (c) 2016 APA, all rights reserved)",2019,https://scholar.google.com.br/,no
3141,Review of {\textless}em{\textgreater}Educational Problems for Psychological Study{\textless}/em{\textgreater}.,"Review of book: Educational Problems for Psychological Study, by Goodwin Watson and Ralph B. Spence (1930). Although this book is built upon the framework of an earlier one, the additions and modifications are so substantial as to justify the new title. It is an extraordinarily good book, original and stimulating. The plan of the authors has been first to state a number of concrete problems which the teacher or social worker might meet in the course of the day's work. Each problem is followed by a number of questions which, theoretically, can be answered by consulting some one or other of the references given in the extensive lists at the end of each of the chapters. The authors are entitled to their opinion, but the reviewer believes the book would have been improved if it had had more contacts with classroom teaching (not disciplinary) problems. Teachers of educational psychology, besides finding it a gold mine of references, will probably find it of greatest use as a source of exercises to supplement a more formal course in their subject. Very few of them, I am confident, will be able to solve the problems any better than their students. They will thus be stimulated to further reading and study. For the teachers of social and abnormal psychology, it will be well-nigh indispensable. And for the teacher in the classroom, not afraid of a little hard digging, it will solve some of the more important problems with which she is confronted. (PsycINFO Database Record (c) 2016 APA, all rights reserved)",2019,https://scholar.google.com.br/,no
3142,The effects of race and problem type on teachers' assessments of student behavior.,"The authors tested the hypothesis that race bias in teacher evaluations may be problem specific by examining the extent to which ratings of child behavior were influenced by the interaction between the race of the child and the type of presenting behavior. Teachers (N=197) were presented with three vignettes (overcontrolled, undercontrolled, and ""normal""), systematically paired with a photograph of a male child (African American, Asian American, or Caucasian). Respondents rated the seriousness, referability, and typicality of the behavior, the child's family life, academic ability and performance, and causal dimensions. Although results did not reveal a bias in the ratings of African American students, data suggest that stereotypes remain embedded in teachers' interpretive framework for Asian Americans, particularly regarding expectations of overcontrolled traits. (PsycINFO Database Record (c) 2016 APA, all rights reserved)",2019,https://scholar.google.com.br/,no
3143,Waxing and waning in concert: Dynamic comorbidity of conduct disorder with other disruptive and emotional problems over 17 years among clinic-referred boys.,"Six waves of structured diagnostic assessments were conducted of 168 clinic-referred 7- to 12-year-olds, over 7 years. Wave-to-wave changes in the number of conduct disorder (CD) behaviors were paralleled by correlated changes in the numbers of symptoms of oppositional defiant disorder (ODD), attention-deficit/hyperactivity disorder (ADHD), depression, and anxiety. In addition, CD in Wave 1 predicted levels of ODD, ADHD, depression, and anxiety in later waves when initial levels of those symptoms were controlled, but only ODD in Wave I predicted CD in later waves when initial CD levels were controlled. These findings indicate a striking degree of dynamic comorbidity between CD and other types of psychopathology and provide an initial empirical framework for needed developmental models of comorbidity. (PsycINFO Database Record (c) 2016 APA, all rights reserved)",2019,https://scholar.google.com.br/,no
3144,Task engagement and mathematics performance in children with attention-deficit hyperactivity disorder: Effects of supplemental computer instruction.,"Examined the effects of using software with a game format (as a supplement to teacher instruction) to improve math performance of 3 male 4th- to 6th-grade students with attention-deficit hyperactivity disorder. Following baseline (observation under normal classroom conditions), the math software was introduced sequentially using a multiple baseline design across participants. Observational data were collected during the baseline and experimental conditions along with a set of curriculum-based math probes, which were used throughout the study. The hypothesis that math software with a game format would improve the academic performance and increase attention of all participants was partially supported. Implications for practice and further research are discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved)",2019,https://scholar.google.com.br/,no
3145,Clinical psychology and evolutionary psychology: Toward a dialogue.,"The growth of evolutionary psychology as a theoretical framework for the study of human behavior has been spectacular. However, evolutionary psychology has been largely ignored by clinical psychology. This article is an attempt to encourage greater dialogue between the two. First, some of the major principles of evolutionary psychology are outlined, followed by consideration of some of the criticisms that have been made of this approach. Second, an attempt is made to trace the influence of evolutionary theory on the history and development of clinical psychology. Third, the authors describe how an evolutionary perspective has enhanced the understanding and study of autism and depression. Finally, some implications of an evolutionary perspective for etiological theory, assessment, treatment, and ethics are discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved)",2019,https://scholar.google.com.br/,no
3146,"Developmental science, systems of care, and prevention of emotional and behavioral problems in youth.","Developmental science, a metatheoretical framework for investigating individual development across the lifecourse, is discussed in terms of its application to prevention and treatment of emotional and behavioral problems. The multifaceted, dynamic, and bidirectional contribution of factors, both internal and external to the individual, is thus emphasized. Key aspects of developmental science, systems of care, and prevention are described, and the implications for delivery of mental health services to children and youth are discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved)",2019,https://scholar.google.com.br/,no
3147,An ecological approach to development in children with prenatal drug exposure.,"Knowledge about the effects of prenatal drug exposure on early development is reviewed within an ecological framework. The intersecting influences on maternal and child behavior in the early caregiving environment are considered, and similarities reported for drug-exposed children and other high-risk groups are noted. Data from a sample of 90 mother–infant dyads were used to explore the associations among maternal stress, social support, and depression when infants were 18 mo old, and evidence of behavior disorders in the infants at 24 mo. Findings indicate that environmental characteristics contribute significantly to differences in functioning in toddlers within a high-risk population, and that the factors that were most clearly related to toddler functioning, maternal stress and social support, are ones that are likely to affect maternal emotional availability and responsiveness. Strategies for enhancing developmental outcomes in this population are discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved)",2019,https://scholar.google.com.br/,no
3148,Functional assessment in behavioral consultation: A treatment utility study.,"The primary purpose of the study was to examine the utility of functional assessment in comparison to a technological approach to treatment. Specifically, we investigated the treatment utility of functional assessment within a behavioral consultation framework to determine the effect of different uses of assessment data on child treatment outcome. Participants consisted of 19 preschool children enrolled in a Head Start program who demonstrated social and/or behavioral problems in the classroom. Their classroom teachers participated in the study as consultees who received help from trained consultants in identifying target behaviors and implementing classroom-based interventions. Participants were randomly assigned to two conditions: a consultation approach utilizing functional assessment methods to develop individualized behavioral interventions, or a consultation approach that used nonfunctional analytic assessment methods and a standard treatment package of self-help materials. The outcomes of the individual consultation cases were analyzed with case study methodology to determine behavior change and, in general, consultation resulted in positive treatment outcomes that were moderate in magnitude. (PsycINFO Database Record (c) 2016 APA, all rights reserved)",2019,https://scholar.google.com.br/,no
3149,Early development of executive function: A problem-solving framework.,"Executive function (EF) accounts have now been offered for several disorders with childhood onset (e.g., attention-deficit/hyperactivity disorder, autism, early-treated phenylketonuria), and EF has been linked to the development of numerous abilities (e.g., attention, rule use, theory of mind). However, efforts to explain behavior in terms of EF have been hampered by an inadequate characterization of EF itself. What is the function that is accomplished by EF? The present analysis attempts to ground the construct of EF in an account of problem solving and thereby to integrate temporally and functionally distinct aspects of EF within a coherent framework. According to this problem-solving framework, EF is a macroconstruct that spans 4 phases of problem solving (representation, planning, execution, and evaluation). When analyzed into subfunctions, macroconstructs such as EF permit the integration of findings from disparate content domains, which are often studied in isolation from the broader context of reasoning and action. A review of the literature on the early development of EF reveals converging evidence for domain-general changes in all aspects of EF. (PsycINFO Database Record (c) 2016 APA, all rights reserved)",2019,https://scholar.google.com.br/,no
3150,Measuring empowerment in families whose children have emotional disabilities: A brief questionnaire.,"Describes the development of the Family Empowerment Scale (FES), a brief questionnaire for assessing empowerment in families whose children have emotional disabilities. The questionnaire is based on a 2-dimensional conceptual framework of empowerment. One dimension reflects empowerment with respect to the family, service system, and larger community and political environment, the other dimension reflects the expression of empowerment as attitudes, knowledge, and behaviors. Analyses of reliability and validity were based on 440 responses of family members of children (aged {\textless}21 yrs) with emotional disabilities. Reliability coefficients ranged from .87 to .88 for internal consistency and from .77 to .85 for test–retest reliability. Factor analysis yielded a 4-factor solution, accounting for 52{\%} of the variance. Some evidence was found for the validity of FES subscores in discriminating groups of parents who differ on community-focused activities. (PsycINFO Database Record (c) 2016 APA, all rights reserved)",2019,https://scholar.google.com.br/,no
3151,Review of {\textless}em{\textgreater}The primitive edge of experience{\textless}/em{\textgreater}.,"Reviews the book, The primitive edge of experience by Thomas H. Ogden (see record 1989-98581-000). I think this book can be confusing until one gets the framework clear. The introduction is an overview which can help the reader relate the sometimes disparate parts of the book. Chapters 2 and 3 describe the experiential aspects of the Kleinian depressive and paranoid-schizoid modes and then go on to outline the ""autistic-contiguous position,"" Ogden's extrapolation from and original contribution to the British psychoanalytic view of early development. Chapter 4 goes on to give one of the better descriptions I have read of the experience of the schizoid condition. Then come two chapters on Oedipal development. The book then ends with a chapter on the first analytic session and a chapter on misrecognition. These distinct pieces are all tied together by Ogden's thoughtfulness and his analytic dedication to understanding multiple levels. This book may not be to everyone's taste, but it fills an important gap in our theory and is another admirable step in Ogden's project to make productive use of the British School in an American context. (PsycINFO Database Record (c) 2016 APA, all rights reserved)",2019,https://scholar.google.com.br/,no
3152,Review of {\textless}em{\textgreater}The parent-child connection{\textless}/em{\textgreater}: Erratum.,"Reports an error in ""Review of The parent-child connection"" by Charlotte Johnston (Canadian Psychology Psychologie Canadienne, 1989[Oct], Vol 30[4], 697-698). Arnold Rincover's affiliation with the Ontario Institute for Studies in Education was incorrectly given as Associate Professor. He has been an Extramural Instructor at O.I.S.E. (The following abstract of the original article appeared in record 2007-09101-001.) Reviews the book, The parent-child connection by Arnold Rincover (1988). The Parent-Child Connection is a well written book that offers valuable advice to help parents of young children evaluate and understand their children's behaviour. It also offers useful suggestions on managing child behaviour, although these parenting tips are most likely to be useful to those parents who least need them (i.e., those with numerous personal and social resources, whose children are presenting only minor behavioural difficulties). The two general themes of the book, child behaviour as communication and developmental norms as guidelines for deciding if behaviour is problematic, are well-suited to the purposes of a parent reference book. They offer an appropriate framework for discussing specific child behaviours and helping parents to determine if these behaviours are problematic in their children. This book is a welcome addition to the list of available parenting books, and may prove particularly useful for younger parents in need of accurate and understandable information about normal child development and behaviour. (PsycINFO Database Record (c) 2016 APA, all rights reserved)",2019,https://scholar.google.com.br/,no
3153,Methylphenidate and baseball playing in ADHD children: Who's on first?,"The effects of 0.3 and 0.6 mg/kg methylphenidate were analyzed in a double-blind, placebo-controlled, cross-over study in which 17 boys (ages 7.8–9.9 yrs) with attention deficit hyperactivity disorder (ADHD) played in baseball games. Drug effects were evaluated on children's attention during the game, as indictated by their on-task behavior on the field and their ability to answer questions about the status of the game at all times. Judgment during batting, batting skill during the game, and performance on skill drills prior to the game were also assessed as a function of medication. Results revealed that methylphenidate had a beneficial effect on attending during the game. (PsycINFO Database Record (c) 2016 APA, all rights reserved)",2019,https://scholar.google.com.br/,no
3154,Review of {\textless}em{\textgreater}The parent-child connection{\textless}/em{\textgreater}.,"[Correction Notice: An erratum for this article was reported in Vol 31(2) of Canadian Psychology Psychologie Canadienne (see record 2007-08913-001). In the October 1989 issue (Vol. 30, No. 4, p. 697), Arnold Rincover's affiliation with the Ontario Institute for Studies in Education was incorrectly given as Associate Professor. He has been an Extramural Instructor at O.I.S.E.] Reviews the book, The parent-child connection by Arnold Rincover (1988). The parent-child connection is a well written book that offers valuable advice to help parents of young children evaluate and understand their children's behaviour. It also offers useful suggestions on managing child behaviour, although these parenting tips are most likely to be useful to those parents who least need them (i.e., those with numerous personal and social resources, whose children are presenting only minor behavioural difficulties). The two general themes of the book, child behaviour as communication and developmental norms as guidelines for deciding if behaviour is problematic, are well-suited to the purposes of a parent reference book. They offer an appropriate framework for discussing specific child behaviours and helping parents to determine if these behaviours are problematic in their children. This book is a welcome addition to the list of available parenting books, and may prove particularly useful for younger parents in need of accurate and understandable information about normal child development and behaviour. (PsycINFO Database Record (c) 2016 APA, all rights reserved)",2019,https://scholar.google.com.br/,no
3155,Qualitative assessment of the effect of play materials in dyadic peer interactions of children with autism.,"Investigated quality of play in child–child dyads, using 13 autistic, 13 behavior-disordered, and 13 normal children (aged 5–18 yrs) and 60 normal nontarget partners. Ss were observed with 4 different partners and with 4 different sets of play materials (functional, construction, dramatic, or rule-governed). Qualitative aspects of peer interaction were rated, including symmetry, fun, and complexity. Results indicate that rule-governed games were associated with more fun and more complexity for dyads in all diagnostic groups and that construction toys rated higher in complexity than functional or dramatic materials. Findings highlight the importance of structure in facilitating social behavior. (French abstract) (PsycINFO Database Record (c) 2016 APA, all rights reserved)",2019,https://scholar.google.com.br/,no
3156,Review of {\textless}em{\textgreater}Cliniques de th{\'{e}}rapie comportementale{\textless}/em{\textgreater}. [Review of Clinical behavioral therapy.],"Reviews the book, Cliniques de th{\'{e}}rapie comportementale/Clinical behavioral therapy edited by O. Fontaine, J. Cottraux, and R. Ladouceur (1985). This book is a work which seeks to fill a vacuum while proposing to illustrate in a concrete manner how the behaviorist acts in his daily practice. It comprises 25 chapters which frequently illustrate this pragmatic prospect within the framework for pathologies used in behavioral private clinics, from infantile autism to dementia in old age, while passing by depression, alcoholism, chronic pain, etc. This book is the result of the collaboration of about thirty specialists of reputation: Beligian, Canadian, French and Swiss. (PsycINFO Database Record (c) 2016 APA, all rights reserved)",2019,https://scholar.google.com.br/,no
3157,Intervention from a systems-ecological perspective.,"Contends that a systems-ecological perspective, which integrates concepts and techniques from family systems theory and ecological psychology, can be used to underscore the nature of the disruptive child's relationships within and across settings and enrich the selection of interventions. An overview of what the framework might mean in relation to school-based intervention stresses that it is a perspective rather than a procedure, family therapy may not be the treatment of choice, the child's behavior should be viewed contextually and in terms of interactions, the child exists in overlapping systems, and changes in one system can influence other systems, and a system seeking stability may resist change. The systems-ecological approach lends itself to a consultant model. The case study of a 15-yr-old male hospitalized and finally admitted to a group home in the community because of learning disability, mild mental retardation, and emotional disturbance illustrates the framework. (23 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)",2019,https://scholar.google.com.br/,no
3158,Subcategorizing hyperactivity: The Stony Brook Scale.,"Evaluated an assessment procedure based on the conceptual framework of J. Loney et al (see record 1979-23964-001) for documenting and validating independent dimensions of hyperactivity and aggression. Three samples of children were employed: 92 1st and 2nd graders referred for diagnosis of possible hyperactivity, 62 of these Ss who were confirmed to be hyperactive, and a replication sample of 44 equally hyperactive children in kindergarten through 5th grade. The results of factor and correlational analyses indicated that the Stony Brook Scale (SBS) independently assessed hyperactivity and aggression in the highly hyperactive Ss (but not in the heterogeneous sample), that the SBS was superior in this regard to other scales, and that SBS factors correlated meaningfully with 2 other teacher-rating scales: the Behavior Problem Checklist and the Conners Teacher Rating Scale. (13 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)",2019,https://scholar.google.com.br/,no
3159,Factors associated with the psychological and behavioral adjustment of siblings of youths with spina bifida.,"The intensive health management activities associated with spina bifida (SB) often command a pervasive presence in the lives of families and may place some members at risk for psychosocial difficulties. However, research on the risk and protective factors associated with sibling adjustment is limited. Anchored upon a social-ecological theoretical framework, the purpose of this cross-sectional study was to explore the relationships between select individual, family, and peer factors and sibling adjustment. A convenience sample of 224 adolescent siblings and parents of youths with SB responded to anonymous mailed surveys. Siblings completed measures of attitude toward spina bifida, family satisfaction, warmth and conflict in the sibling relationship, peer support, and three dimensions of adjustment—self-concept, prosocial behavior, and behavior problems. Parents provided SB clinical data and family demographics. The individual, family, and peer factors explained a significant amount of variance in sibling self-concept, prosocial behavior, and behavior difficulties, with R² ranging from .27 to .57. Differing patterns of the relationships between the ecological factors and sibling adjustment emerged. Findings highlight multi-level opportunities to intervene and support siblings. Minimizing threats and bolstering protective influences on sibling adjustment is an essential component of family-centered services in SB. (PsycINFO Database Record (c) 2016 APA, all rights reserved)",2019,https://scholar.google.com.br/,no
3160,"Spontaneous EEG oscillations in children, adolescents, and adults: Typical development, and pathological aspects in relation to AD/HD.","Data are presented on EEG activity in typically developing controls, focusing on the traditional delta, theta, alpha, and beta bands through childhood, with some extensions into adolescence and adults. Both eyes-closed and eyes-open resting state data are discussed. These reflections of typical development provide a framework for illustrating EEG differences in people with attention deficit/hyperactivity disorder (AD/HD), and its main diagnostic types, from children to adults. Comorbidity effects in the EEG of children with AD/HD, particularly comorbid reading disabilities and conduct disorders, are also described. Some recent explorations of the links between arousal/activation and EEG activity may contribute to our understanding of the functional nature of brain oscillations in this context. Other aspects of oscillatory brain activity, coherence and event-related potentials, are also briefly discussed within this framework. (PsycINFO Database Record (c) 2016 APA, all rights reserved)",2019,https://scholar.google.com.br/,no
3161,Paternal and maternal influences on problem behaviors among homeless and runaway youth.,"Using an Attachment Theory conceptual framework, associations were investigated among positive paternal and maternal relationships, and recent problem behaviors among 501 currently homeless and runaway adolescents (253 males, 248 females). Homeless and runaway youth commonly exhibit problem behaviors such as substance use, various forms of delinquency and risky sex behaviors, and report more emotional distress than typical adolescents. Furthermore, attachments to their families are often strained. In structural equation models, positive paternal relationships significantly predicted less substance use and less criminal behavior, whereas maternal relationships did not have a significant effect on or association with either behavior. Positive maternal relationships predicted less survival sex behavior. Separate gender analyses indicated that among the females, a longer time away from home was significantly associated with a poorer paternal relationship, and more substance use and criminal behavior. Paternal relations, a neglected area of research and often not addressed in attachment theory, should be investigated further. Attachments, particularly to fathers, were protective against many deleterious behaviors. Building on relatively positive relations and attachments may foster family reunifications and beneficial outcomes for at-risk youth. (PsycINFO Database Record (c) 2016 APA, all rights reserved)",2019,https://scholar.google.com.br/,no
3162,Executive function in preschoolers: A review using an integrative framework.,"During the last 2 decades, major advances have been made in understanding the development of executive functions (EFs) in early childhood. This article reviews the EF literature during the preschool period using an integrative framework. The framework adopted considers EF to be a unitary construct with partially dissociable components (A. Miyake et al., 2000). The authors focus on 3 EF components: working memory, response inhibition, and shifting. For the present purposes, the central executive is conceived of as a central attention system that is involved in all EF component operations. Research to date suggests that elementary forms of the core EF components are present early during the preschool period. Changes in EF during the latter half of the preschool period appear to be due to the development of attention and integration of component EFs. Finally, the review outlines a number of areas that warrant further investigation if researchers are to move forward in understanding early EF development. (PsycINFO Database Record (c) 2016 APA, all rights reserved)",2019,https://scholar.google.com.br/,no
3163,Child and adult social-emotional benefits of response-contingent child learning opportunities.,"Findings from two studies of 42 children with profound developmental delays (26 males and 15 females) using systematic and intense response-contingent learning opportunities interventions are reported. Response-contingent learning games were used to promote the participant's use of behavior that either produced environmental consequences or elicited reinforcing stimuli. The focus of analysis was the social--emotional benefits of the learning opportunities on both the children and adults (parents and teachers). Results showed that child production of behavior producing reinforcing consequences was associated with heightened positive social--emotional benefits in both the children and adults. (PsycINFO Database Record (c) 2016 APA, all rights reserved)",2019,https://scholar.google.com.br/,no
3164,"Review of {\textless}em{\textgreater}Storymovies{\textless}xh:sup{\textgreater}TM{\textless}/xh:sup{\textgreater} STANDARD: Social concepts and skills at school, volume 1 (DVD){\textless}/em{\textgreater} and {\textless}em{\textgreater}Storymovies{\textless}xh:sup{\textgreater}TM{\textless}/xh:sup{\textgreater} PROFESSIONAL: Social concepts and skills at school, volume 1 (DVD){\textless}/em{\textgreater}.","Reviews the DVDs, Storymovies{\textless}xh:sup{\textgreater}TM{\textless}/xh:sup{\textgreater} STANDARD: Social Concepts and Skills at School, Volume 1 (2006) and Storymovies{\textless}xh:sup{\textgreater}TM{\textless}/xh:sup{\textgreater} PROFESSIONAL: Social Concepts and Skills at School, Volume 1 (2006) by Carol Gray and Mark Shelley. Both versions include the main color version DVD of 25 stories (based on 9 movies) and a user's guide. The Professional version also includes a black and white DVD version, for children who are distracted by colour, a raw footage DVD, for additional teaching and testing purposes and a CD with printable pictures and related activities for generalization, practice, and review. The authors recommend the use of these DVDs for teachers, speech-language pathologists, and parents helping to prepare their children for school situations. Additionally, some of the stories involve issues that may apply both at home and at school. The DVDs are of high quality construction with clear picture and sound. The 'freeze frames' demonstrate the social stories in a type of 'closed captioning' format with the movie paused in the background. Menu and controls are intuitive and navigation through the DVD is easy. In sum, Storymovies™ stand as a promising intervention, being relatively straightforward and efficient to implement with application to a wide range of behaviors. However, further research is needed to determine the exact nature of their contribution and the components critical to their efficacy for use with individuals with high functioning Autism or Asperger's Syndrome. (PsycINFO Database Record (c) 2016 APA, all rights reserved)",2019,https://scholar.google.com.br/,no
3165,State of the science in the assessment and management of severe behavior problems in school settings: Behavior Analytic Consultation to Schools.,"In school settings, behavior analysts are often called in to consult on severe behavioral issues that surpass the knowledge, experience, and training of local school personnel. Severe behavior such as aggression to staff, SIB, and property destruction are common severe behavior referrals. The benefits of functional assessments, functional analyses, preference assessments, treatment analyses, and generalization analyses have been well documented in school and clinic-based research. However, to date, a unified framework to guide behavior analysts through these best practices in school settings has not been proposed. Further, although theoretical models for school consultation have been proposed (viz., Direct Behavioral Consultation), no empirical case examples of existing models have been published. The current paper describes the Behavior Analytic Consultation to Schools (BAGS) model, its application to severe behavior problems, and provides 2 case examples of the BAGS model to solve difficult severe behavior referrals in school settings. (PsycINFO Database Record (c) 2016 APA, all rights reserved)",2019,https://scholar.google.com.br/,no
3166,Understanding of emotional experience in autism: Insights from the personal accounts of high-functioning children with autism.,"In this study, the authors investigate emotional understanding in autism through a discourse analytic framework to provide a window into children's strategies for interpreting emotional versus nonemotional encounters and consider the implications for the mechanisms underlying emotional understanding in typical development. Accounts were analyzed for thematic content and discourse structure. Whereas high-functioning children with autism were able to discuss contextually appropriate accounts of simple emotions, their strategies for interpreting all types of emotional (but not nonemotional) experiences differed from those used by typically developing children. High-functioning children with autism were less inclined to organize their emotional accounts in personalized causal-explanatory frameworks and displayed a tendency to describe visually salient elements of experiences seldom observed among comparison children. Findings suggest that children with autism possess less coherent representations of emotional experiences and use alternative strategies for interpreting emotionally evocative encounters. Discussion focuses on the significance of these findings for informing the nature of emotional dysfunction in autism as well as implications for theories of emotional understanding in typical development. (PsycINFO Database Record (c) 2016 APA, all rights reserved)",2019,https://scholar.google.com.br/,no
3167,Effects of two doses of alcohol on simulator driving performance in adults with attention-deficit/hyperactivity disorder.,"Prior studies have documented greater impairments in driving performance and greater alcohol consumption among adults with attention-deficit/hyperactivity disorder (ADHD). This study examined whether alcohol consumption produces a differentially greater impairment in driving among adults with ADHD in comparison to a community control group. The present study compared 50 adults with ADHD (mean age 33 years) and 40 control adults (mean age 29 years) on the effects of 2 single, acute doses of alcohol (0.04 and 0.08 blood alcohol concentration) and a placebo on their driving performance. The authors used a virtual reality driving simulator, examiner and self-ratings of simulator performance, and a continuous performance test (CPT) to evaluate attention and inhibition. Approximately half of the adults in each group were randomized to either the low or high dose alcohol treatment arms. Alcohol consumption produced a greater impact on the CPT inattention measures of the ADHD than the control group. Similar results were obtained for the behavioral observations taken during the operation of the driving simulator. Driving simulator scores, however, showed mainly a deleterious effect of alcohol on all participants but no differentially greater effect on the ADHD group. The present results demonstrated that alcohol may have a greater detrimental effect on some aspects of driving performance in ADHD than control adults. (PsycINFO Database Record (c) 2016 APA, all rights reserved)",2019,https://scholar.google.com.br/,no
3168,An Orton-based operant program for auditory language learning disorders.,"This paper describes an Orton/Gillingham-based remedial program focusing on the temporal aspects of auditory language learning disorders. The program utilizes a Skinnerian operant paradigm which generates S-R data under strict psychophysical and psychoacoustical controls. Cumulative baseline recordings are generated and used to relate multiple-component (dichotic, diotic, ipsilateral, etc.) auditory stimuli to a listener's discrimination and synthesis of complex speech. The Dichonics™ methodology isolates temporal aspects of phonemic synthesis, discrimination and awareness. Comorbidity of ADHD, CAPD, apraxia, aphasia, dyslexia and autism is discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved)",2019,https://scholar.google.com.br/,no
3169,Parent training for families of children with comorbid ADHD and ODD.,"Paper presents the details of a parent training program for families of children with comorbid ADHD/ODD. The goal of the training is to develop specific parenting skills that promote pro-social compliance and decrease disruptive child behavior. There are two parts to the parent training program. First, a theoretical framework of interactions between parents and their hyperactive children is presented. Second, a task analysis of the skills learned by parents is presented in the form of The Behavior Management Flow Chart. This flow chart synthesizes the research on child management into a visual unit that allows a clear portrayal of child behavior management steps. (PsycINFO Database Record (c) 2016 APA, all rights reserved)",2019,https://scholar.google.com.br/,no
3170,"Smart Autism - A mobile, interactive and integrated framework for screening and confirmation of autism","TeachTown is a new computer-assisted instruction (CAI) program that utilizes best-practices ABA to teach a variety of skills to young children. Study 1 investigated the effect of the software on the acquisition of receptive language, cognitive, and social skills by 4 children with autism and 4 children with other developmental delays using a pre-test/post-test design. Social validity with parents, teachers, and clinicians was also assessed. Study 2 used a multiple-baseline design across the 4 children with autism to investigate whether CAI impeded the children's spontaneous use of language and social behaviors. Results suggested that the computer-assisted instruction actually enhanced social-communication and decreased inappropriate behaviors. Results are discussed in terms of the potential of using CAI programs for children with autism. (PsycINFO Database Record (c) 2016 APA, all rights reserved)",2019,https://scholar.google.com.br/,yes
3171,What Is Interpersonal Behavior? A Post-Cartesian Approach to Problematic Interpersonal Patterns and Psychotherapy Process.,"Most efforts to learn about interpersonal behavior reflect a shared set of key commitments. These commitments, in turn, reflect the Cartesian framework with its split between person and world. Guided by the recent work of certain developmental psychologists interested in social interaction (e.g., Fogel, 1993, Kaye, 1985) and by an alternative philosophical perspective that regards the person's involvement in practical activities as fundamental (Heidegger, 1962, Merleau-Ponty, 1962, Wittgenstein, 1958), the author maps out the participatory model of interpersonal behavior. According to this model, interpersonal behaviors are viewed as a person's contributions to doing something with other people. The author considers the model's implications for research by clinical psychologists on problematic behavior patterns in adults and psychotherapy process. The author also considers implications of rejecting the Cartesian framework for methodological concerns about the role of interpretation in research on interpersonal behavior. (PsycINFO Database Record (c) 2016 APA, all rights reserved)",2019,https://scholar.google.com.br/,no
3172,Cognitive Deficits in Children with Attention Deficit Hyperactivity Disorder: A Long-Term Follow-Up.,"The phrase ""long-term follow-up"" in the title of this paper refers to my Presidential Address to CPA (Douglas, 1972), in which I made my first attempt to pull together my thinking on the nature of the cognitive deficits associated with Childhood Hyperactivity, now known as Attention Deficit Hyperactivity Disorder. This paper represents a much later attempt to ""update"" my thinking. The paper describes my current ""working conceptualization"" of the cognitive and motor deficits of children with ADHD. It points to the self-regulatory nature of their deficits, and stresses the importance of differentiating between the attentional and inhibitory components, as opposed to the strategic or organizational components, of self-regulation. A main theme is the need for better collaboration among investigators to develop a basic diagnostic profile of operationally defined, laboratory-based measures that can assess specific attentional, inhibitory, and strategic deficits under clearly specified conditions. I argue that the profile should also include measures and manipulations that demonstrate the cognitive strengths of ADHD children, which are frequently ""masked"" by impaired self-regulation. I discuss the possibility of using tasks and games based on the operational definitions to try to influence the early development of cognitive and motor control processes in ADHD. I also argue that pervasive, dose-dependent stimulant effects across multiple simple and complex tasks point to action on self-regulatory processes and provide one example showing that high doses can produce ""overregulation."" (PsycINFO Database Record (c) 2016 APA, all rights reserved)",2019,https://scholar.google.com.br/,no
3173,Autochthonous change: Self-renewal through open software design.,"In all likelihood, currently employed therapists and teachers grew up with computer technology. Part of their computer culture included programming computers for entertainment using popular consumer software like Microsoft Basic. Within this social-educational milieu, the FACTS+ curriculum represents one long-term project covering the past twenty years to combine computer programming and public school instruction. This article describes the scope, sequence, and content of the effort and most importantly, offers educators access to the source code. With access to the actual software source code, perhaps more youthful and creative programming-competent therapists and teachers can improve and tailor the FACTS+ curriculum to better meet pressing legal mandates and local instructional demands. (PsycINFO Database Record (c) 2016 APA, all rights reserved)",2019,https://scholar.google.com.br/,no
3174,The Structure of Child and Adolescent Psychopathology: Generating New Hypotheses.,"To begin to resolve conflicts among current competing taxonomies of child and adolescent psychopathology, the authors developed an interview covering the symptoms of anxiety, depression, inattention, and disruptive behavior used in the Diagnostic and Statistical Manual of Mental Disorders (4th ed., DSM-IV, American Psychiatric Association, 1994), the International Statistical Classification of Diseases and Related Health Problems (ICD-10, World Health Organization, 1992), and several implicit taxonomies. This interview will be used in the future to compare the internal and external validity of alternative taxonomies. To provide an informative framework for future hypothesis-testing studies, the authors used principal factor analysis to induce new testable hypotheses regarding the structure of this item pool in a representative sample of 1,358 children and adolescents ranging in age from 4 to 17 years. The resulting hypotheses differed from the DSM-IV, particularly in suggesting that some anxiety symptoms are part of the same syndrome as depression, whereas separation anxiety, fears, and compulsions constitute a separate anxiety dimension. (PsycINFO Database Record (c) 2016 APA, all rights reserved)",2019,https://scholar.google.com.br/,no
3175,Does life satisfaction moderate the effects of stressful life events on psychopathological behavior during adolescence?,"Psychologists within a positive psychology framework have proposed the existence of a set of psychological strengths that buffer against the development of psychopathology. To date, most research efforts in positive psychology have focused on adults. This longitudinal study tested the prediction that adolescents' judgments of life satisfaction moderate the influence of stressful life events on the subsequent development of psychopathological behavior. Using a sample of 816 middle and high school students, the study demonstrated support for the moderational model for externalizing behavior outcomes, but not internalizing behavior problems. Specifically, adolescents with positive life satisfaction (vs. those who were dissatisfied with their lives) were less likely to develop later externalizing behaviors in the face of stressful life events. The study also revealed that adolescent life satisfaction reports show moderate stability across a one-year time frame and independently predict subsequent externalizing behavior even while controlling for prior levels of externalizing behavior... (PsycINFO Database Record (c) 2016 APA, all rights reserved)",2019,https://scholar.google.com.br/,no
3176,A dispositional trait framework elucidates differences between interview and questionnaire measurement of childhood attention problems.,"[Correction Notice: An Erratum for this article was reported in Vol 26(4) of Psychological Assessment (see record 2014-45787-001). In the article, the Child Behavior Checklist Attention Problem (AP) scale was scored incorrectly. Correcting this error did not change the interpretation of the results, but did change the numbers in the table and text and resulted in Table 5 not being a suitable reference for the text on page 1087 in the discussion section that describes the relationship between the AP scale and the lower-order facet Fear. That reference should now include only Table 2, and not Table 5. The revised column from Table 2 presented in the erratum reports the results with the correctly scored AP scale. A summary of the revised Tables 1, 3, 4, 5, and 6 is also provided. There is also an error in the text on page 1081 in the methods section that describes the scoring of the CBCL. The corrected text is provided in the erratum.]  At present, no single attention-deficit/hyperactivity disorder (ADHD) measure completely and comprehensively captures all ADHD diagnostic criteria (Anastopoulos, 2001). This represents a notable limitation in the assessment of attention problems and suggests the need for research that reconciles differences in information across measures purporting to measure the same or similar constructs. For example, by analyzing differences in measures in relation to a third construct, the third construct can provide an illuminative backdrop against which to view and ultimately reconcile differences between measures of the same attention problem construct. Thus, the purpose of the present study was to draw on a dispositional trait framework to illustrate differences in the ADHD construct assessed by 2 widely used attention problem measures. Parents of 346 children (51{\%} girls) ranging in age from 7 to 12 years (M = 9.92 years, SD = 0.83 years) completed the Child Behavior Checklist (CBCL, Achenbach {\&} Rescorla, 2001), a structured clinical interview based on the Diagnostic and Statistical Manual of Mental Disorders (4th ed., text rev., DSM–IV–TR, American Psychiatric Association, 2000), and dispositional trait questionnaires about their child. Both low Conscientiousness/Effortful Control and high Neuroticism/Negative Affect showed strong, unique associations with the CBCL Attention Problem score, whereas only low Conscientiousness/Effortful Control showed a strong, unique association with DSM–IV–TR ADHD symptoms assessed by clinical interview. These discriminant dispositional trait correlates help us understand the nature of the attention problem construct as assessed by each measure, with important implications for the practice of cross-measure integration in both research and applied settings. (PsycINFO Database Record (c) 2016 APA, all rights reserved)",2019,https://scholar.google.com.br/,no
3177,An independent randomized clinical trial of multisystemic therapy with non-court-referred adolescents with serious conduct problems.,"Objective: Adolescent conduct problems exact serious social as well as personal costs, and effective treatments are essential. One of the most widely disseminated and effective programs for the treatment of serious conduct problems in adolescents is Multisystemic Therapy (MST). However, most evaluations of MST have involved the developers of MST. The purpose of the present study was to conduct an independent evaluation of MST, with non-court-referred adolescents with conduct problems. Method: Participants were 164 adolescents ages 11–18 years who were recruited from self-contained behavior intervention classrooms in public schools. Adolescents and their families were randomly assigned to receive MST or services as usual. Outcome measures assessed conduct problems, school functioning, and court records of criminal behavior. Participants were followed for 18 months after baseline using parent, adolescent, and teacher reports, arrest data were collected for 2.5 years postbaseline. Results: Two of 4 primary outcome measures focused on externalizing problems showed significant treatment effects favoring MST. Several secondary and intervention targets pertaining to family functioning and parent psychopathology showed positive effects of MST, and no negative effects were identified. Conclusions: Results provide some further support for the effectiveness of MST, although smaller effect sizes than previous studies also suggest the complexity of successful dissemination, particularly to non-court-referred populations. (PsycINFO Database Record (c) 2016 APA, all rights reserved)",2019,https://scholar.google.com.br/,no
3178,"Harsh, inconsistent parental discipline and romantic relationships: Mediating processes of behavioral problems and ambivalence.","According to the Development of Early Adult Romantic Relationships (DEARR) model (Bryant, C. M., {\&} Conger, R. D. [2002]. Conger, R. D., Cui, M., Bryant, C. M., {\&} Elder, G. H., Jr. [2000] interactional characteristics in the family of origin influence early adult romantic relationships by promoting or inhibiting the development of interpersonal competencies that contribute to relationship success in young adulthood. The present study uses the DEARR model as a general framework to help examine the long-term link between parental discipline practices in adolescence and young adult's interactions in the early years of marriage or cohabitation. Using prospective data from 288 target participants, their families, and their romantic partner, beginning when the targets were adolescents and continuing up to the fifth year of their marital or cohabiting relationships, we found empirical support for the DEARR model. Parental discipline practices in adolescence were associated with romantic relationship quality during the early years of marriage or cohabitation through processes in late adolescence and young adulthood. Specifically, harsh and inconsistent discipline practices were associated with greater attitudinal ambivalence toward parents in adolescence. Inconsistent discipline was also associated with higher risks of externalizing problems during late adolescence years. Externalizing problems and ambivalence toward parents predicted poorer relationship quality through aggressive behaviors and ambivalence toward a romantic partner during the early years of marriage or cohabitation. Implications for practitioners working with couples and families are discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved)",2019,https://scholar.google.com.br/,no
3179,"Childhood attention-deficit/hyperactivity disorder (ADHD) and growth in adolescent alcohol use: The roles of functional impairments, ADHD symptom persistence, and parental knowledge.","Research on the relation between childhood attention-deficit/hyperactivity disorder (ADHD) and adolescent alcohol use has found mixed results. Studies are needed that operationalize alcohol use in developmentally appropriate ways and that test theoretically plausible moderators and mediators in a longitudinal framework. The current study tested childhood ADHD as a predictor of alcohol use frequency at age 17 and age-related increases in alcohol use frequency, through adolescence for 163 adolescents with ADHD diagnosed in childhood and 120 adolescents without ADHD histories. Childhood ADHD did not predict either alcohol outcome. However, parental knowledge of the teen's friendships, activities, and whereabouts moderated the association such that childhood ADHD predicted alcohol use frequency at age 17 when parental knowledge was below median levels for the sample. Mediational pathways that explained this risk included social impairment, persistence of ADHD symptoms, grade point average, and delinquency. Social impairment was positively associated with alcohol use frequency through delinquency, it was negatively associated with alcohol use frequency as a direct effect independent of delinquency. These nuanced moderated-mediation findings help to explain previously inconsistent results for the ADHD-adolescent alcohol use association. The findings also imply that future research and intervention efforts should focus on ADHD-related social and academic impairments as well as symptom persistence and parenting efforts. (PsycINFO Database Record (c) 2016 APA, all rights reserved)",2019,https://scholar.google.com.br/,no
3180,The critical role of nurturing environments for promoting human well-being.,"The recent Institute of Medicine report on prevention (National Research Council {\&} Institute of Medicine, 2009) noted the substantial interrelationship among mental, emotional, and behavioral disorders and pointed out that, to a great extent, these problems stem from a set of common conditions. However, despite the evidence, current research and practice continue to deal with the prevention of mental, emotional, and behavioral disorders as if they are unrelated and each stems from different conditions. This article proposes a framework that could accelerate progress in preventing these problems. Environments that foster successful development and prevent the development of psychological and behavioral problems are usefully characterized as nurturing environments. First, these environments minimize biologically and psychologically toxic events. Second, they teach, promote, and richly reinforce prosocial behavior, including self-regulatory behaviors and all of the skills needed to become productive adult members of society. Third, they monitor and limit opportunities for problem behavior. Fourth, they foster psychological flexibility—the ability to be mindful of one's thoughts and feelings and to act in the service of one's values even when one's thoughts and feelings discourage taking valued action. We review evidence to support this synthesis and describe the kind of public health movement that could increase the prevalence of nurturing environments and thereby contribute to the prevention of most mental, emotional, and behavioral disorders. This article is one of three in a special section (see also Mu{\~{n}}oz Beardslee, {\&} Leykin, 2012, Yoshikawa, Aber, {\&} Beardslee, 2012) representing an elaboration on a theme for prevention science developed by the 2009 report of the National Research Council and Institute of Medicine. (PsycINFO Database Record (c) 2016 APA, all rights reserved)",2019,https://scholar.google.com.br/,no
3181,"An ecological analysis of the effects of deviant peer clustering on sexual promiscuity, problem behavior, and childbearing from early adolescence to adulthood: An enhancement of the life history framework.","The authors propose that peer relationships should be included in a life history perspective on adolescent problem behavior. Longitudinal analyses were used to examine deviant peer clustering as the mediating link between attenuated family ties, peer marginalization, and social disadvantage in early adolescence and sexual promiscuity in middle adolescence and childbearing by early adulthood. Specifically, 998 youths, along with their families, were assessed at age 11 years and periodically through age 24 years. Structural equation modeling revealed that the peer-enhanced life history model provided a good fit to the longitudinal data, with deviant peer clustering strongly predicting adolescent sexual promiscuity and other correlated problem behaviors. Sexual promiscuity, as expected, also strongly predicted the number of children by ages 22–24 years. Consistent with a life history perspective, family social disadvantage directly predicted deviant peer clustering and number of children in early adulthood, controlling for all other variables in the model. These data suggest that deviant peer clustering is a core dimension of a fast life history strategy, with strong links to sexual activity and childbearing. The implications of these findings are discussed with respect to the need to integrate an evolutionary-based model of self-organized peer groups in developmental and intervention science. (PsycINFO Database Record (c) 2016 APA, all rights reserved)",2019,https://scholar.google.com.br/,no
3182,"Video game playing, attention problems, and impulsiveness: Evidence of bidirectional causality.","The present study examines video game playing as it relates to attention problems and impulsiveness in a sample of 3,034 children and adolescents from Singapore measured over 3 years. Consistent with previous research, those who spend more time playing video games subsequently have more attention problems, even when earlier attention problems, sex, age, race, and socioeconomic status are statistically controlled. Violent content may have a unique effect on attention problems and impulsiveness, but total time spent with video games appears to be a more consistent predictor. Individuals who are more impulsive or have more attention problems subsequently spend more time playing video games, even when initial video game playing is statistically controlled, suggesting bidirectional causality between video game playing and attention problems/impulsiveness. (PsycINFO Database Record (c) 2016 APA, all rights reserved)",2019,https://scholar.google.com.br/,no
3183,Monitoring students with ADHD within the RTI framework.,"Students with Attention Deficit Hyperactivity Disorders (ADHD) can present unique behavioral and academic challenges within the school environment. The Response to Intervention (RTI) and Positive Behavior Interventions and Supports (PBIS) movements have sought to formalize intervention systems to address the needs of all children. An integral component is the need for initial and ongoing assessment strategies to guide decision making. The assessment strategies reviewed were selected to provide a menu of available resources to assist in matching assessment methods to levels of student needs within the RTI and PBIS framework. (PsycINFO Database Record (c) 2016 APA, all rights reserved)",2019,https://scholar.google.com.br/,no
3184,Making the child understand: Socialization of emotion in urban India.,"[Correction Notice: An erratum for this article was reported in Vol 25(6) of Journal of Family Psychology (see record 2011-23160-001). The article contained a production-related error. All versions of the article have been corrected.] Using a combination of quantitative and qualitative methods, this study examined mothers' socialization of child emotion in suburban middle-class families in Gujarat, India. In particular, a community sample of 602 children, 6 to 8 years, was screened for emotional/behavioral problems using a parent-report measure standardized with this population. Based on the screening, four groups of children were formed: those with internalizing problems (n = 31), externalizing problems (n = 32), and somatic complaints (n = 25), and an asymptomatic control group (n = 32). Mothers of children across groups completed a previously pilot-tested, forced-choice, self-report questionnaire of their emotions and behaviors in response to their children's anger, sadness, and physical pain, and an individual open-ended interview further exploring their socialization behaviors, immediate goals, and expectations from their children. Quantitative data revealed that mothers of children in internalizing, externalizing, and somatic complaints groups reported more negative emotions (anger, disappointment, embarrassment, restlessness) and punitive/ minimizing behaviors than the control group, with the somatic-complaints group also reporting less sympathy and emotion-/ problem-focused behaviors than the control group. Qualitative data provided a culturally grounded overarching framework to understand emotion socialization in this sample, and suggested variation across groups with respect to the type of mothers' behaviors, along with expectations for appropriate behavior. (PsycINFO Database Record (c) 2016 APA, all rights reserved)",2019,https://scholar.google.com.br/,no
3185,Goal-directed aiming: Two components but multiple processes.,"This article reviews the behavioral literature on the control of goal-directed aiming and presents a multiple-process model of limb control. The model builds on recent variants of Woodworth's (1899) two-component model of speed–accuracy relations in voluntary movement and incorporates ideas about dynamic online limb control based on prior expectations about the efferent and afferent consequences of a planned movement. The model considers the relationship between movement speed and accuracy, and how performers adjust their trial-to-trial aiming behavior to find a safe, but fast, zone for movement execution. The model also outlines how the energy and safety costs associated with different movement outcomes contribute to movement planning processes and the control of aiming trajectories. Our theoretical position highlights the importance of advance knowledge about the sensory information that will be available for online control and the need to develop a robust internal representation of expected sensory consequences. We outline how early practice contributes to optimizing strategic planning to avoid worst-case outcomes associated with inherent neural-motor variability. Our model considers the role of both motor development and motor learning in refining feed-forward and online control. The model reconciles procedural and representational accounts of the specificity-of-learning phenomenon. Finally, we examine the breakdown of perceptual-motor precision in several special populations (i.e., Down syndrome, Williams syndrome, autism spectrum disorder, normal aging) within the framework of a multiple-process approach to goal-directed aiming. (PsycINFO Database Record (c) 2016 APA, all rights reserved)",2019,https://scholar.google.com.br/,no
3186,Children's contact with their incarcerated parents: Research findings and recommendations.,"Approximately 1.7 million children have parents who are incarcerated in prison in the United States, and possibly millions of additional children have a parent incarcerated in jail. Many affected children experience increased risk for developing behavior problems, academic failure, and substance abuse. For a growing number of children, incarcerated parents, caregivers, and professionals, parent–child contact during the imprisonment period is a key issue. In this article, we present a conceptual model to provide a framework within which to interpret findings about parent–child contact when parents are incarcerated. We then summarize recent research examining parent–child contact in context. On the basis of the research reviewed, we present initial recommendations for children's contact with incarcerated parents and also suggest areas for future intervention and research with this vulnerable population. (PsycINFO Database Record (c) 2016 APA, all rights reserved)",2019,https://scholar.google.com.br/,no
3187,Differential brain activation patterns in adult attention-deficit hyperactivity disorder (ADHD) associated with task switching.,"Objective: The main aim of the study was to examine blood oxygen level–dependent response during task switching in adults with attention-deficit/hyperactivity disorder (ADHD). Method: Fifteen male adults with ADHD and 14 controls participated and performed a task-switching paradigm. Results: Behaviorally, no specific executive control problems were observed in the ADHD participants, although they did display more errors in general. The neuroimaging data did show remarkable differences between the ADHD and control adults: Adults with ADHD engaged more strongly the dorsal anterior cingulate cortex, middle temporal gyrus, precuneus, lingual gyrus, precentral gyrus, and insula than did the healthy controls during task switching. Controls displayed more task-related activity in the putamen, posterior cingulate gyrus, medial frontal gyrus, thalamus, orbitofrontal cortex, and postcentral gyrus. Conclusions: ADHD adults did not display specific executive control problems at a behavioral level, but did engage different brain areas during task switching compared with healthy controls. The results are discussed in the framework of the executive frontostriatal circuitry, conflict detection, and attentional networks. (PsycINFO Database Record (c) 2016 APA, all rights reserved)",2019,https://scholar.google.com.br/,no
3188,Videogames and young people with developmental disorders.,"Young people with developmental disorders experience difficulties with many cognitive and perceptual tasks, and often suffer social impairments. Yet, like typical youth, many appear to enjoy playing videogames. This review considers the appeal of videogames to individuals with autism spectrum disorders, attention deficit hyperactivity disorder, and specific language impairment. It examines how they respond to the various challenges that play entails with particular reference to sensory, cognitive, and social dimensions. It is argued that research into how these young people engage voluntarily with this dynamic and challenging medium offers great potential to extend our empirical and theoretical understanding of the disorders. Many gaps in our current knowledge are identified and several additional themes for possible future research are proposed. (PsycINFO Database Record (c) 2016 APA, all rights reserved)",2019,https://scholar.google.com.br/,no
3189,The effects of antecedent manipulation on misbehavior during a playground game.,"A growing body of research identifies the benefits of antecedent manipulation in reducing problem behaviors. We studied the effect of antecedent manipulation on misbehavior within a playground game, aiming to create an opportunity to practice, rather than avoid, challenging situations. Four versions of the “Are You Square” game (Eldar, Morris, Da Costa, {\&} Wolf, 2006) were played for 16 weeks by 16 male high-school students. The dependent variable, Misbehaviors (MBs), was defined as: Rule violations, Passivity, Physical violence, and Verbal violence. A Multielement Design presented the MBs emitted under the various antecedent manipulations. Overall, misbehaviors were differentially affected by the different versions of the game. The highest levels of MBs, mainly in the form of rule violations, occurred when the Intensity of the game was increased. (PsycINFO Database Record (c) 2016 APA, all rights reserved)",2019,https://scholar.google.com.br/,no
3190,Relationship between preschool teachers' reports of children's behavior and their behavior toward those children.,"The relationships between preschool children and their teachers are an important component of the quality of the preschool experience. This study used attribution theory as a framework to better understand these relationships, examining the connection between teachers' perceptions of children's behavior and teachers' behavior toward those children. One hundred seven preschool children and 24 preschool teachers participated in this study. Two teachers reported on each child's behavior using the Teacher Report Form of the Child Behavior Checklist. Commands and praise directed toward children by the teachers in the study were coded from classroom videotapes. Teachers gave more commands to children that they perceived as having greater general behavior problems, even after controlling for the shared variance in the other classroom teacher's report of the child's behavior. Implications for school psychologists, teachers, and researchers are discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved)",2019,https://scholar.google.com.br/,no
3191,Emotion regulation and self blame as mediators and moderators of trauma-specific treatment.,"Objective: Efficacy of trauma-specific cognitive–behavioral therapies (Trauma-Focused CBT, Alternatives for Families CBT) in treating sequelae (posttraumatic stress disorder, PTSD, depression, conduct problems) for affected youth and families is established. Despite the emphasis on emotional and cognitive processes in explanatory models of sequelae and the inclusion of components to address these impairments, this is the first study to examine how emotion dysregulation and attributions of blame mediate or moderate treatment changes. Method: About 118 youth with trauma histories, ages 4–17 years old, and caregivers who completed treatment were included in the analyses, providing self- and/or caregiver-reported assessments that yielded indices of trauma history, behavioral and emotional symptomatology, emotion dysregulation, and self-blame. Results: PTSD symptoms and conduct problems significantly decreased across treatment. Analyses provided support for emotion dysregulation as a moderator of the reduction of PTSD symptoms and conduct behavior problems across treatment. Self-blame was a partial mediator and a moderator of conduct problems. Conclusions: Baseline emotion dysregulation and self-blame influenced trajectories of treatment reductions of PTSD and/or conduct problems, extending emotion and cognitive theories of symptom development to explain treatment-related changes. Patterns of change suggest a framework for selecting components to match clinical presentations. (PsycINFO Database Record (c) 2016 APA, all rights reserved)",2019,https://scholar.google.com.br/,no
3192,Positive behavioral support planning in the inpatient treatment of severe disruptive behaviors: A description of service features.,"Positive behavior support (PBS) plans are increasingly used on inpatient units to assess and treat serious and dangerous behaviors displayed by patients with serious psychiatric impairment. A contemporary extension of traditional applied behavior analytic procedures, PBS plans integrate theories from several domains with perspectives on community psychology, positive psychology, and recovery-oriented care. Because there is little evidence to suggest that more invasive, punitive disciplinary strategies lead to long-term positive behavioral change (Parkes, 1996), PBS plans have emerged as an alternative to the use of seclusion and restraint or other forms of restrictive measures typically used on inpatient psychiatric units (Hammer et al., 2011). Moreover, PBS plans are a preferred method of intervention because more invasive interventions often cause more harm than good to all involved (Elliott et al., 2005). This article seeks to provide an integrated framework for the development of positive behavior support plans in inpatient psychiatric settings. In addition to explicating the philosophy and core elements of PBS plans, this work includes discussion of the didactic and pragmatic aspects of training clinical staff in inpatient mental health settings. A case vignette is included for illustration and to highlight the use of PBS plans as a mechanism for helping patients transition to less restrictive settings. This work will add to the scant literature examining the use of positive behavioral support plans in inpatient psychiatric settings. (PsycINFO Database Record (c) 2016 APA, all rights reserved)",2019,https://scholar.google.com.br/,no
3193,Parenting Self-Efficacy Beliefs in Parents of Children With Autism: Perspectives From Singapore.,"Substantial empirical evidence has highlighted the psychological stress and negative well-being of parents whose children are diagnosed with autism. It has further indicated a need for understanding the mechanisms through which these parents come to successfully meet the challenges of caregiving for these children whose condition are often characterized by persistent behavioral, social, and communication problems. This qualitative study aims to bridge the research gap in 3 ways. First, we sought to understand the ways in which mothers of children having autism foster their parenting self-efficacy (PSE) when caring for their child. Second, we sought to identify additional PSE sources. Third, we attempted to understand how these mothers successfully manage negative experiences that were often in the way of their parenting efforts. Ten mothers with children between 7 and 9 years of age were interviewed. Bandura's social-cognitive framework guided the analyses of the sources of PSE (Bandura, 1997). Mastery experiences were identified as the most critical PSE source, and the physiological and affective states of the mothers were second most important in shaping their PSE. Vicarious experiences and verbal persuasion did not emerge as salient sources. “Support in parenting” was also found to be significant in fostering the mothers' perceived capability. Furthermore, we noted that while multiple negative experiences were encountered, these mothers tended to frame their experiences in adaptive ways to allow them to use these as feedback for subsequent parenting endeavors to booster their perceived capability. Implications for future research were discussed in the light of these findings. (PsycINFO Database Record (c) 2016 APA, all rights reserved)",2019,https://scholar.google.com.br/,no
3194,"Adult attention-deficit/hyperactivity disorder as an implementation problem: Clinical significance, underlying mechanisms, and psychosocial treatment.","A common problem in the treatment of attention-deficit/hyperactivity disorder (ADHD) is that, in addition to the myriad of functional impairments reported by clinic-referred adults, the disorder itself interferes with follow-through on and effective use of treatment recommendations, particularly the coping skills that are central to effective management of ADHD. In fact, adults with ADHD will often state that the crux of their frustrations is that they know what they need to do but are nonetheless unable to turn their intentions into actions. Existing diagnostic criteria do not fully capture the underlying problems related to the self-regulation and motivational deficits experienced by patients that result in these performance problems, nor do these criteria sufficiently inform psychosocial treatment. The aims of this article are (a) to describe the clinical significance of the self-regulation difficulties and motivational deficits associated with ADHD, (b) to review recent etiologic models that provide a comprehensive and integrative framework for understanding the often diverse clinical presentation of adults with ADHD and, (c) to illustrate how these models help to inform psychosocial treatment, particularly how cognitive-behavioral therapy (CBT) for adult ADHD continues to evolve to address the underlying deficits that commonly interfere with treatment progress. CBT for adult ADHD emphasizes strategies and tactics designed to promote the implementation of coping skills to improve functioning in this clinical population. The interventions can be categorized into the domains of cognitive interventions, behavioral interventions, implementation strategies, and acceptance/mindfulness. (PsycINFO Database Record (c) 2016 APA, all rights reserved)",2019,https://scholar.google.com.br/,no
3195,Transcranial electrical stimulation (tES) for the treatment of neuropsychiatric disorders across lifespan.,"Transcranial electrical stimulation (tES) is a safe, painless, and inexpensive noninvasive brain stimulation (NIBS) technique. tES has been shown to reduce symptoms in a variety of neuropsychiatric conditions such as depression, schizophrenia, anxiety, autism, and craving. There are many factors that can influence the effects of tES, such as current intensity, duration, baseline level of activity, gender, and age. Age is a critical variable, since the human brain undergoes several anatomic and functional changes across the lifespan. Therefore, tES-induced effects may not be the same across the lifespan. In this review we summarize the effects of tES, including tDCS, tACS, and tRNS, on clinical outcomes in several neuropsychiatric conditions, using a framework in which studies are organized according to the age of subjects. The use of tES in neuropsychiatric disorders has yielded promising results with mild, if any, adverse effects. Most of the published studies with tES have been conducted with tDCS in adult population. Future studies should focus on interventions guided by surrogate outcomes of neuroplasticity. A better understanding of neuroplasticity across the lifespan will help optimize current tES stimulation parameters, especially for use with children and elderly populations. (PsycINFO Database Record (c) 2016 APA, all rights reserved)",2019,https://scholar.google.com.br/,no
3196,Contextualizing video game play: The moderating effects of cumulative risk and parenting styles on the relations among video game exposure and problem behaviors.,"This study examined the direct and moderated relations associated with video game exposure and child behavior problems (i.e., hyperactivity, inattention). Research linking video game exposure to these problem behaviors is inconsistent likely because studies have used measures that combine elements of both problems in the same scale and because key contextual factors associated with video game play (i.e., cumulative family risk, parenting styles, video game content) are not included or have been covaried out. A nationally representative group of US parents/caregivers of 788 preschoolers (2–5 years) and 391 school-age children (6–8 years) were interviewed by phone and asked to report their child's video game exposure via a 24-hr time diary, demographic information, their parenting styles, and their child's hyperactivity levels and attention problems. Separate regressions by age were conducted. Video game exposure was directly associated only with increasing levels of hyperactivity in preschool children, an effect reduced to nonsignificance when parenting styles were covaried out. Adding cumulative risk and parenting styles as moderators increased the amount of variance accounted for across both the preschool and school-age samples. Responsive parenting moderated the effects of video game exposure for low-risk preschoolers' and high-risk school-age children's hyperactivity levels and high-risk preschoolers' and low-risk school-age children's attention problems. In the final set of models with video game exposure broken into violent and nonviolent content, different patterns of effects and larger effect sizes emerged across cumulative risk, responsiveness, and nonviolent video game exposure. Violent video game exposure was associated only with low-risk school-age children's hyperactivity levels. (PsycINFO Database Record (c) 2016 APA, all rights reserved)",2019,https://scholar.google.com.br/,no
3197,Joint trajectories of cognitive functioning and challenging behavior for persons living with dementia in long-term care.,"The current study examines the longitudinal relationship between dementia-related challenging behaviors (e.g., vocal disruption, physical aggression, repetitive behaviors, and restlessness) and cognitive functioning in the long-term care (LTC) context. A multivariate latent growth curve model within the structural equation modeling (SEM) framework was applied to data collected from 16,804 older adults upon admission to LTC and every 3 months for a period of 2.5 years. Increases in challenging behaviors were characterized by a significant positive linear and negative quadratic trend (i.e., a subtle leveling off at later assessment times), whereas increases in cognitive impairment were characterized by a positive linear trend. On average, individuals who were more cognitively impaired upon entry into LTC and who exhibited a steeper increase in cognitive impairment also exhibited more challenging behaviors at entry into LTC and a steeper increase in challenging behaviors, respectively. At the within-person level, individuals demonstrating an increase in cognitive impairment at a specific occasion were also more likely to demonstrate an increase in challenging behaviors at that same occasion, however, the magnitude of these effects was very small, suggesting limited practical implications. This study provides novel empirical evidence about the coevolution of cognitive impairment and challenging behaviors, going beyond prior research that has been either cross-sectional in nature, examined longitudinal change in only 1 variable, or simply looked at linear trends without attempting to explore the possibility of nonlinear change. Most importantly, this longitudinal examination of persons with dementia living in LTC has implications for how challenging behaviors can be better managed and for how new strategies can be implemented to prevent challenging behaviors. (PsycINFO Database Record (c) 2016 APA, all rights reserved)",2019,https://scholar.google.com.br/,no
3198,Acceptability of robot-assisted therapy for disruptive behavior problems in children.,"Technological innovations have changed the way that mental health care interventions are delivered. In recent years, robots have been integrated into treatments for multiple mental health problems. To clarify public opinion regarding the integration of robots into psychological treatments, this study assessed parents' reaction to robot-assisted therapy as a treatment option for children with disruptive behavior problems. Parents from a community sample (N = 100) were presented with a brief clinical description of a child with disruptive behavior problems and evaluated (through treatment acceptability ratings and positive–negative evaluation scores) 3 different treatment options for that child: a robot-assisted therapy, an Internet-based treatment, and a no-treatment comparison group. Robot-assisted therapy was rated as a highly acceptable form of treatment. Parents rated it as significantly more acceptable than the no-treatment comparison group (F(1, 96) = 88.90, p {\textless} .001, partial $\eta$2 = .48) but less acceptable than an Internet-based treatment program (F(1, 96) = 4.73, p {\textless} .05, partial $\eta$2 = .05). Parents also evaluated the treatment quite positively. They viewed it as significantly more positive than the no-treatment comparison group (F(1, 96) = 153.20, p {\textless} .001, partial $\eta$2 = .62) but less acceptable than an Internet-based treatment (F(1, 96) = 9.11, p {\textless} .005, partial $\eta$2 = .09). These results suggest that robot-assisted therapy is viewed positively by the public and that it merits more attention as a treatment platform for mental health problems. (PsycINFO Database Record (c) 2016 APA, all rights reserved)",2019,https://scholar.google.com.br/,no
3199,"Identifying emotional and behavioral risk among gifted and nongifted children: A multi-gate, multi-informant approach.","The purpose of the current investigation was to compare 1,206 gifted and nongifted elementary students on the identification of emotional and behavioral risk (EBR) as rated by teachers and parents using a multigate, multi-informant approach to assessment. The Parent and Teacher Behavioral Assessment System for Children, Second Edition (BASC-2) and the Behavioral and Emotional Screening System were used to assess behavioral functioning as rated by teachers and parents. There were significant differences between the number of gifted and nongifted children demonstrating emotional and behavioral risk, with parents and teachers identifying a higher number of boys and nongifted children as at risk. Among children demonstrating EBR, gifted children demonstrated elevated internalizing behaviors as rated by parents. Gifted students demonstrated higher academic performance regardless of risk level, suggesting higher cognitive abilities may be one of several protective factors that serve to attenuate the development of other social, emotional, or behavioral concerns. Implications for practice and future research needs are discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved)",2019,https://scholar.google.com.br/,no
3200,The Kindergarten Academic and Behavior Readiness Screener: The utility of single-item teacher ratings of kindergarten readiness.,"The purpose of the study was to explore the effectiveness of a brief, feasible, and cost-effective universal screener for kindergarten readiness. The study examined whether teacher ratings of kindergarteners' academic, behavioral, and overall readiness at the beginning of the year were predictive of academic, emotional, and behavioral outcomes at the end of the year. Participants included 19 kindergarten teachers and their students (n = 350) from 6 urban elementary schools, all teachers were female and the majority of children were African American (74{\%}) or White (23{\%}). Thirty-six percent of children qualified for free or reduced lunch. Teachers completed single-item ratings of student readiness as well as full scale ratings of student prosocial skills, disruptive behaviors, and academic competence. Students also completed a standardized academic achievement test. Independent observers rated disruptive behaviors in the classroom. Readiness items had statistically significant relations with a range of academic, emotional, and behavior indicators. Hierarchical linear regression analyses found that readiness items predicted end-of-year outcomes when controlling for baseline covariates. Items also predicted higher likelihood of negative academic and behavior categorical outcomes and demonstrated classification utility. Schools need universal screening options that are feasible and easy to implement school-wide. The screening tool presented in this study offers a viable, psychometrically strong option for school teams and professionals interested in universal screening. (PsycINFO Database Record (c) 2016 APA, all rights reserved)",2019,https://scholar.google.com.br/,no
3201,Using the T-IRAP interactive computer program and applied behavior analysis to teach relational responding in children with autism.,"The IRAP computer software program was adapted as an interactive teaching tool (T-IRAP) targeting relational frames with four children with diagnosed autism aged 8-10 years. An adaptation of a multiple-baseline design was used to compare participants' relational learning in terms of speed and accuracy during Table-Top (TT) and T-IRAP teaching. The tt procedure was commenced with all participants simultaneously, and the T-IRAP was introduced at stepwise time intervals (after 5, 10, 15, 20 trial blocks) across the four participants. Nonarbitrary then arbitrary coordination, comparative, opposition and derived relations were targeted. Results showed that the T-IRAP was successfully adapted to teach all targeted relations, and in general greater speed and accuracy in relational responding were shown for all four participants during T-IRAP teaching compared with TT teaching. Thus the T-IRAP may be a useful supplementary teaching tool in applied settings. (PsycINFO Database Record (c) 2016 APA, all rights reserved)",2019,https://scholar.google.com.br/,yes
3202,Les cognitions sociales des parents d'enfants TDA/H comme pr{\'{e}}dicteur des pratiques parentales apr{\`{e}}s une intervention. [The social cognition of parents of ADHD children as a predictor of parenting practices after an intervention.],"The purpose of this study was to examine the association between cognitions of parents of ADHD children about their child's behaviour (self-efficacy, causal attributions) and their parental practices following an intervention (parent training program [PTP], support phone call [SPC]) in comparison with a control group (CG). Families were randomly assigned to either PTP (n = 35), SPC (n = 29) or CG (n = 34). All the children were under medication. The social cognitions were measured with questionnaires (self-efficacy and causal attributions for the child's misbehaviour (parent's lack of abilities, parent's bad mood, parent's lack of effort)). Parental practices were measured by two types of instruments (self-report and observations of parent–child interactions). Multiple regressions indicated that to in some instances parental self-efficacy and causal attributions were predictors of parenting practices after the intervention. However it would be premature to conclude to the moderating role of social cognitions with regard to parenting practices following an intervention. Clinical implications of these results are explored in the discussion. (PsycINFO Database Record (c) 2016 APA, all rights reserved)",2019,https://scholar.google.com.br/,no