Browsing by Subject "Autism"

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Autism Spectrum Disorders (Pervasive Developmental Disorders) and vitamin D
(2010-11-02) Miller, Barrie
The Autism Spectrum Disorders (ASD’s) are a group of neurodevelopmental disorders that result in abnormalities of socialization, communication and behavior. There has been an apparent increase in the prevalence of ASD’s in the last 20 years. While the exact etiologies of the ASD’s are not known, scientists believe that gene/environment interactions are involved in the development of ASD’s. Genes make some individuals more susceptible to environmental factors. One environmental factor that could be involved in the development of ASD’s is vitamin D deficiency during pregnancy and early childhood development. Vitamin D is an important neurosteroid involved in brain development. Animal studies have shown that gestational vitamin D deficiency results in offspring with anatomical abnormalities similar to those found in autism. Developmental vitamin D deficiency has been found to dysregulate 36 proteins involved in mammalian brain development. Vitamin D supplementation during pregnancy and throughout childhood could possibly help prevent some cases of ASD.
Communication intervention for children with severe neurodevelopmental disabilities: An application of telehealth as a service delivery mechanism
(2016-08) Simacek, Jessica
The current study examined the efficacy of a parent-implemented communication assessment and intervention package with coaching via telehealth (i.e., video conferencing) on the acquisition of early communication skills for three young children (3- 4 years old) with severe neurodevelopmental disabilities. Assessment included a structured descriptive assessment (3 participants) and functional analysis (2 participants) to identify communicative contexts and idiosyncratic/potentially communicative responses for the participants. Following assessment, three communicative contexts with high levels of idiosyncratic responses were embedded with Functional Communication Training (FCT). To investigate the efficacy of FCT, participants’ use of aided augmentative and alternative communication (AAC) responses and idiosyncratic responses were measured in an adapted multiple probe design across contexts. All three participants acquired the targeted AAC responses; whereas, prior to intervention, none of the participants engaged in easily recognizable communication forms. Idiosyncratic responses were functionally related to the reinforcers in the communicative contexts, as demonstrated by changes to response patterns during differential reinforcement. Parents implemented the interventions with a high level of fidelity to the coached procedures. At the conclusion of the study, parents rated the interventions as ‘highly acceptable.’ These results provide empirical evidence to telehealth-coached, parent-implemented FCT as an intervention to improve early communication skills for young children with severe neurodevelopmental disabilities. Implications are considered in regards to telehealth as a mechanism to improve access to communication intervention.
A Comparison of Respiratory Sinus Arrhythmia in Children with Autism or Typical Development Across Communicative and Cognitive Contexts
(2020-07) Bangert, Katherine
The diagnosis autism spectrum disorder (ASD), and the assessment of its severity is impeded by the subjective nature of most diagnostic tools. Objective measurements are needed to assist diagnosis and treatment monitoring for ASD. This study investigates physiological responses of children with ASD compared to children who are developing typically, while completing tasks varying in social cognitive demands. The primary measure of interest is respiratory sinus arrhythmia (RSA), a measure of parasympathetic nervous system response to the heart. Parasympathetic influence on the heart promotes a calmer state in a given environment. When parasympathetic activity increases, heart rate decreases and variability between heartbeats increases. RSA is a measure of variability in heart activity within parameters of the heart’s natural oscillatory patterns due to breathing. An increase in RSA is beneficial in some contexts that require social interaction, such as a child playing with their caregiver. A decrease in RSA is beneficial in contexts that require an increase in attentional and cognitive resources, such as an executive functioning task. In individuals with ASD, RSA has been found to differ across social and cognitive contexts. RSA in both contexts has also been found to predict performance on measures of social adaptability, language ability, and ASD symptom severity. This study compared RSA in 12 children with ASD and 8 children with typical development between the ages of 5 and 8 years across five communicative and cognitive contexts. We also investigated relationships between RSA values in each context to performance on standardized measures of cognitive, language, and social functioning. Children with ASD had significantly lower RSA in a speaking context, narrative language sample context, and executive functioning context than children with TD. For children with ASD, significant correlations were found between measures of RSA during the narrative and executive functioning contexts and expressive, receptive, and pragmatic language ability; ASD symptom severity; and parent reported measures of behavior and executive functioning abilities. The current study supports the view that RSA is a promising measure for use in assessment of ASD, and possibly a valuable tool for speech-language therapists working with this population. More research is warranted in a larger sample of children with ASD.
Computer vision applications of head motion and cell analysis
(2013-05) Hashemi, Jordan K.
Computer vision approaches have been applied to a wide variety of domains. These approaches are able to replicate human processes as well as provide new insights. Once developed, computer vision approaches also permit high throughput analysis of processes that would otherwise be tedious. In this thesis, we focus on developing tools that replicate and go above human analysis for two applications. We aim at developing tools to track infants` head motions in a non-intrusive manner during an autism assessment. We propose a method to track facial features from a single camera and use their changing locations to sequentially update the motions. We also aim at developing an elliptical-cell and multiple-fluorescence segmentation program to allow for the high throughput analysis of C.albicans and S.cerevisiae yeast cultures. We propose to segment pseudohyphal cells based on an extension of the circular Hough transform; as well as, segment multiple types of fluorescence labeling.
Cross-cultural influences on the MABC-2 test for Developmental Coordination Disorder (DCD): A Middle Eastern perspective
(2016-12) Hassan, Mohamed
This study examined specific aspects of the reliability and validity of age band 2 of the Movement Assessment Battery for Children – Second Edition (MABC-2, Henderson, Sugden, & Barnett, 2007) in Egypt. Eighty-nine children participated in the study (54 boys and 35 girls), age between 7 and 10.8 years (x ̅=8.8 and sd±1.2). Cronbach’s alpha for each item and item-total correlation were used to determine internal consistency; inter-rater reliability of the MABC-2 estimated using Intra-class Correlation Coefficient (ICC). Correlation coefficients between test items, subdomains, and total test scores were computed to evaluate the validity of MABC-2. Cronbach’s alpha for parents and teacher’s responses, and total test scores evaluated the level of agreement of the Arabic version of the checklist scores. The alpha value of all eight items together was moderate but acceptable (r=0.73). The correlation between each test item and the total score were moderate except for two items. The ICC of inter-rater reliability for each test items was excellent (all above 0.90) except for on item. The correlation coefficients between test items and subdomains were moderate, and the relationships between subdomains and total test scores were strong. There was a strong relationship between teachers and parents responses to the checklist. It was concluded that both the reliability and validity of age band 2 of MABC-2, were acceptable, but some adjustments are needed to improve the psychometric properties of the test for its use in Egypt. Responses to the checklist indicated that teachers were more accurate in their observations than those reported by parents.
CYFC Consortium Connections, Summer 2009
(Children, Youth & Family Consortium, 2009) Children, Youth & Family Consortium
The development of the Minnesota Visual Autism Symptom Scale (MN-VASS)
(2010-05) Halpin, Diane Estelle
The development and psychometric characteristics of the Minnesota Visual Autism Symptom Scale (MN-VASS) was described. The relationship between the literature surrounding autism symptoms, the diagnostic criteria for autism, and the resulting content of subscales was presented. Item analyses were conducted using item total correlations. All of the item total correlations were above .30, suggesting adequate item functioning. Two internal consistency estimates of reliability were computed for the MN-VASS: a split-half coefficient expressed as a Spearman-Brown corrected correlation and coefficient alpha. For the split-half coefficient, the scale was split between whole subscales so that the traits of autism measured on the scale would be equally divided between the halves. The value was .89 for split half and .90 for coefficient alpha, suggesting satisfactory reliability. Test Retest reliability was reported as a correlation coefficient of .90 for the entire scale (n=22), with subscale correlations ranging from .63 to .93. Inter rater agreement was between 60% and 87%. Convergent validity was investigated between the Childhood Autism Rating Scale and the MN-VASS. A correlation of .89 was reported between the two scales. Teacher/therapist evaluations of the scale suggest that the MN-VASS is a useful and valid measure of the important and teachable behaviors which can be addressed through a program of instruction for children on the autism spectrum.
An Electrophysiological Investigation of Linguistic Pitch Processing in Tonal-language-speaking Children with Autism
(2018-09) Yu, Luodi
Speech perception is a fundamental skill interfacing sound to meaning; however, systematic characterization of autism in relation to this issue is still lacking, presumably due to insufficient consideration of the language-specific nature of speech processing. Although nearly 70% of world languages are tonal, tonal language users have been significantly under-represented in autism research. An overview of the limited literature reveals that there is a trend of distinct patterns across different language users (i.e., tonal language vs. non-tonal language), indicating potentially disrupted neural specialization for linguistic structures in individuals with autism. This dissertation examined the rapid cortical processing of pitch patterns varying in linguistic status in native Chinese school-age children with autism and age-matched typically developing (TD) peers using electroencephalography (EEG). The auditory stimuli were nonsense speech and nonspeech sounds presented in passive listening conditions. In comparison with the TD group, the autism group displayed neural timing issues at various levels of information processing as indicated by neural response latency. Moreover, the autism group displayed not only hyposensitivity for native vs. nonnative (or prototypical vs. non-prototypical) difference in the early information processing stage but also hypersensitivity in the later processing stage accompanied by diffusive scalp distribution with a rightward dominance. The results collectively support the idea of disrupted neural specialization for linguistic structures in autism. The findings underscore the proposition that autism is bound with auditory and phonological atypicalities in addition to the syndromic social and communication deficits, which have important implications for requiring language-specific considerations in autism research and clinical practice.
Examining Special Educators Verbal Responsiveness in Groups of Students with Autism Spectrum Disorder
(2015-10) Qian, Xueqin
This study aimed to examine whether verbal responsiveness to students’ attentional focus and verbal/vocal acts in special educators varied among subgroups of preschool students with Autism Spectrum Disorder (ASD) (n = 112). Participants were divided into clusters using cluster analysis based on their standardized scores from the Preschool Language Scale-4 and the Mullen Scales of Early Learning. For each student, a 15-minute video of free play in school setting was collected. Three types of responsive utterances were coded: follow-in directives for behavior, follow-in directives for language, and follow-in comments. Results showed that the clusters did not differ in the rate of overall responsive utterances. Additionally, the groups did not differ in follow-in directives for behavior after controlling for classroom types. However, compared with a cluster of students with ASD who scored within normal range on standardized cognitive and language tests, the cluster of students with more severe cognitive and language impairments received a significantly higher rate of follow-in directives for language from special educators. Moreover, student engagement was positively associated with the amount of responsive utterances from the teacher. Students with more cognitive and language impairments produced significantly fewer vocal/verbal acts, which may have resulted in receiving fewer verbal responses from their teachers.
Families of children with autism spectrum disorder: the role of family-centered care in perceived family challenges
(2013-05) Reinke, Jennifer Sue
Using Andersen's (1968) behavioral model of health services use as a guiding conceptual framework, this study examined how receipt of family-centered care relates to the perceived family challenges for families of children with autism spectrum disorder (ASD). Data from the 2009-2010 National Survey of Children with Special Health Care Needs (NS-CSHCN) were analyzed for 812 parents of children with ASD. Multiple regression analyses provided substantive statistical evidence that a child's race, the adequacy of a family's insurance, and the stability of child's health care needs significantly contribute to predicting his or her receipt of family-centered care. Further results suggest a relationship between receipt of family-centered care and the perception of challenge for these families; families receiving family-centered care perceive fewer challenges and feel less unmet need for child health services. Family-centered professionals are critical in the development of policies and programs geared toward improving the health outcomes of children with ASD and their families.
MMR Vaccination: What You Need To Know
(2012-07-23) Moalim-Nour, Lilian
Online pedagogy: designing writing courses for students with autism spectrum disorders.
(2010-05) Wyatt, Christopher Scott
As more universities offer academic composition and technical writing courses via virtual classrooms, our institutions are also being asked to accommodate an increasingly diverse student population. The success of disability accommodations in elementary and secondary schools is expanding the number of students with special needs academically qualified for postsecondary admissions. Among these students are individuals with autism spectrum disorders--a population with unique gifts and needs. This project sought to determine how writing courses in virtual spaces might be improved for university students with ASDs. The original research propositions included the possibility that Web-based course management software could be optimized by examining virtual spaces favored by individuals with ASDs. Ninety-eight Web sites were analyzed and 48 adults with clinical diagnoses of autism disorders were surveyed. The results directly challenged the research propositions and require a rethinking of the delivery of online course content. Overwhelmingly, the communities analyzed and the individuals surveyed point to a need to deliver course content via e-mail, Really Simple Syndication (RSS), and other purely textual methods. Every online community studied relays content to members via both e-mail and RSS feeds, allowing participation without accessing a Web-based interface. Seventy-five percent of the individuals surveyed indicated Web sites present challenges that cannot be addressed via traditional accessibility practices. The data suggest online courses should offer e-mail and RSS interactions, as an option to the Web-based interfaces of most courseware platforms. While instructors of academic composition and technical writing courses might be tempted to recreate the traditional classroom in virtual simulations, this approach not only hinders participation by students with autism disorders, but also might exclude them from courses that form an important foundation for university success. Additionally, gender differences were found within the survey population, relating specifically to writing and communication practices. This study concludes with a recommendation for studies exploring these differences and any implications they might have for writing instruction, especially within virtual classroom settings.
Oxytocin and epigenetic mechanisms in mouse models of empathy and autism
(2016-08) Pisansky, Marc
Empathy, the capacity to infer the emotional state of another, represents a normal process of social cognition that is impaired in several psychiatric diseases. This dissertation research investigates (1) behavioral indices and features of empathy in mice, (2) the role of the neuropeptide oxytocin in mouse empathy, and (3) empathic and other endophenotypes in an epigenetic mouse model of autism spectrum disorders (ASDs). Empathy was modeled using a novel set of behavioral paradigms that measure fear transmitted from a distressed “demonstrator” mouse to an “observer” conspecific. Socially transmitted fear was influenced by the sex of the observer, familiarity to the demonstrator, and distress vocalizations emitted from the demonstrator. Repeated observation of a distressed conspecific elicited a switch from freezing to escape fear behaviors that was specific to familiar conspecifics. Oxytocin – whether exogenously applied or released via chemogenetic stimulation – enhanced socially transmitted fear in unfamiliar mice, whereas oxytocin receptor antagonism reduced this empathic behavior in familiar mice. Genetically-modified mice lacking chromodomain helicase DNA-binding 5 (Chd5), a chromatin remodeler that regulates neurodevelopmental processes, exhibited specific impairments in these empathic behaviors. Chd5-/- mice further displayed characteristic socio-communicative and neophobic behaviors reminiscent of ASD symptomology. Cortical tissue from Chd5-/- mice revealed altered transcriptional expression and neuron-level morphological variations characteristic of ASD etiology and pathophysiology. Thus, this research furthers our understanding of neural and epigenetic contributions to neurodevelopment and social cognition, and provides clues to understanding empathy and treating psychiatric disease.
Predicting Vocational Rehabilitation Employment Outcomes for Individuals with Autism Spectrum Disorder
(2015-08) Nye-Lengerman, Kelly
Abstract Employment is a mechanism for individuals with and without disabilities to participate in and benefit from the full social and economic benefits of community living. Individuals with Autism Spectrum Disorder (ASD), a neurodevelopmental disability, are often socially and systematically prevented from full participation in the workforce. Individuals with ASD experience high rates of unemployment and low rates of workforce participation. Despite significant federal and state investment in employment services and supports for individuals with ASD and other disabilities, we understand very little about what programs and services produce successful employment outcomes. State Vocational Rehabilitation (VR) programs provide a critical gateway between individuals with ASD and employment opportunities. Using extant data from the Rehabilitation Service Administration (RSA) from fiscal year 2013, this study examined how ASD impairment type influences access to VR services, which VR services lead to case closure in integrated employment, and which services yield significant changes in earnings and hours worked. Findings indicate that a number of demographic and services factors are associated with improved employment outcomes. An individual’s ability to access specific types of VR services can influence their trajectory within the VR program and subsequent outcomes. VR’s job-related services yielded improved employment outcomes for individuals with ASD compared to administrative services. Keywords: Autism, ASD, vocational rehabilitation, employment, disability
Predictors of adherence to treatment by parents in a behavioral intervention curriculum for children with autism spectrum disorders.
(2010-05) Moore, Timothy R.
Information on the extent to which parents of children with intellectual and developmental disabilities adhere to prescribed behavioral treatments is limited. In this treatment adherence study, parents (n=21) of children with autism spectrum disorders were surveyed regarding implementation of intervention strategies for skills instruction and problem behavior management. All parents had participated in a standardized parent training curriculum through a community service provider specializing in treatment based in applied behavior analysis for children with autism spectrum disorders and their families. Four variables were significantly correlated with reported adherence, three of which (agreement with spouse on implementation of interventions, perceived effectiveness as a behavior change agent, confidence in the intervention to produce meaningful change) were theoretically related and highly correlated (α=.71) and included in a linear regression as a single factor (labeled „assurance‟) along with the variable of perceived acceptance of the child in family and community activities. The full model explained 53% of the variance in reported adherence (p<.001), and the „assurance‟ contributed a significant amount of unique information to the model (p<.002). The implications of parent perception in explanatory frameworks for adherence are discussed and next steps in research are suggested. Key Words: adherence; parent skills training; applied behavior analysis; autism.
Religiousness/Spirituality and Well-being in Parents of Autistic Children
(2023) Khan, Lila
Parents of children with Autism Spectrum Disorder often experience worse mental health and well-being compared to parents of typically-developing children and children with other developmental disabilities (Lai et al., 2015; Blacher & Baker, 2019; Bourke-Taylor et al., 2012; Griffith et al., 2010). This study explores predictors of mental health and well-being in this context, adding to the emerging body of literature on the influence of religiousness and spirituality (R/S; Chu et al., 2020; Kheir et al., 2012; Schertz et al., 2016). This study examines four R/S elements: daily spiritual experiences, private religious/spiritual practices, religious/spiritual community support, and organizational religiousness. Study participants were recruited through Prolific.co, an online research platform. 178 participants answered the full study survey via the University of Minnesota Qualtrics site. All participants live in the United States, are 18 years or older and the parent of at least one child (age 6-18 years old) with an Autism Spectrum Disorder diagnosis, and are fluent English speakers. Daily spiritual experiences emerged as a significant predictor for depression, anxiety, meaning in life, and satisfaction with life. However, contrary to my hypotheses, after accounting for covariates, private R/S practices, religious/spiritual community support, and organizational religiousness did not significantly predict mental health or well-being. Notably, religious/spiritual community support and organizational religiousness moderated the impact of private religious/spiritual practices and daily spiritual experiences on some mental health and well-being variables. The moderation effects of organizational religiousness and religious/spiritual community support on the relationships between multiple R/S and mental health & well-being variables suggests possible implications for practice in using public R/S-based interventions to support the mental health and well-being of parents of autistic children.
Spontaneous Interpersonal Coordination in Children with Autism
(2015-05) Kappes, Lisa
This study investigated the ability of pairs of children with Autism (ASD) and typically developing (TD) children to spontaneously coordinate their rocking movements while exposed to visual and auditory stimuli. The central research question sought to determine if children with ASD could coordinate their rocking movements in situations where social interaction was required. Pairs of TD children and pairs of children with ASD performed rocking tasks, while sitting side-by-side. Each pair completed four experimental conditions of three trials each, during which they were instructed to rock while either directing their gaze forward (FF) or directly (DF) at their partner. Participants were also paced with a metronome in two of the four conditions (one FF and one DF). Results revealed a general consistency for rocking frequency between both groups, although TD children demonstrated a more consistent and coordinated syncing ability. Contrary to the hypothesis, children with ASD synced better in DF no paced conditions than in the FF paced condition. However, further studies need to be conducted to determine if all auditory stimuli or only certain sounds (i.e., music vs tick of a metronome) has an effect on the ability of children with ASD to coordinate rocking movements with a partner.
A study of current interventions and professional development interests of teachers of early childhood special education for children with autism spectrum disorders.
(2010-06) Balbo, Maria L.
Although research-based interventions for young students with Autism Spectrum Disorders exist and are supported in the literature, early intervention teachers in public schools often lack knowledge and training in the adoption and proper use of these effective-intervention interventions. The purpose of this study was to investigate current interventions and professional development interests of early childhood special education teachers of children with Autism Spectrum Disorders (ASD) in Minnesota. This study employed a descriptive methodology utilizing an online, web-based survey to gather information from four separate groups representing all regions in the state: early childhood special education teachers, early childhood special education coordinators, special education directors, and regional autism consultants. Results indicate that research-based interventions for young children with Autism Spectrum Disorder are implemented at a low level of frequency across the state. The top rated past learning methods that had supported early childhood special education teachers in their knowledge of research-based interventions were identified as: experience in the classroom with other ASD students, experience with other children with disabilities, and workshops/inservices. The top rated future learning methods to advance knowledge of ASD interventions were: learning with other colleagues, workshops/inservices, and mentoring by autism teachers. Leading barriers found to prevent early intervention teachers in accessing training in the area of Autism Spectrum Disorders were found to be: inability to take time away from the classroom, cost of training, and shortage of training funds. Keywords: early intervention, Autism Spectrum Disorders, research-based interventions, research-based interventions, professional development.
Teacher Responsivity to Preschoolers with Autism Relative to Levels of Challenging Behavior
(2015-09) Young, Kelsey
Understanding how child characteristics influence teacher behavior is crucial for knowing the impact that differentiated teacher responses may have on later development. This study explored the relation between levels of problem behavior and adult language acts for 15 matched pairs of preschoolers with autism. Frequencies, types, and timing of teacher language acts were examined relative to engagement and communicative acts for children with high and low levels of problem behavior. Matched pairs were created from a pool of 205 children who participated in a larger evaluation study. Teacher ratings on the Child Teacher Rating Form (CTRF) were used to establish the top or bottom quartiles from which the high and low problem behavior groups were formed. Pairs, differentiated by level of challenging behavior, were then matched on language skills. Videos from natural play routines were coded and analyzed using t-tests and sequential analyses. Teacher redirectives occurred significantly more often for the high problem behavior group. Both groups displayed similar levels of engagement and time spent in child led activities.
Use of referring expressions by autistic children in spontaneous conversations: does impaired metarepresentational ability affect reference production?
(2012-01) Wicklund, Mark Donald
References that speakers make can include both conceptual information, which contributes to explicatures, and procedural information, which constrains explicatures (Wilson & Sperber 1993). The current study compares the references made by autistic and typically developing children in naturally occurring conversational settings, with an understanding of pronouns and determiners (following Gundel et al. 1993) as procedural markers of an intended referent’s cognitive status in the minds of listeners. The result is an exploration of how the metarepresentational impairment associated with autism affects procedural and conceptual aspects of reference production in an unstructured context that many researchers recommend to better observe how autistic children handle the pragmatic challenges presented in everyday life. Results support a hypothesis that most day-to-day uses of pronouns and determiners do not involve metarepresentational consideration of the mental states of one’s listeners. However, analysis of references to entities judged to be in the current focus of listener attention suggests that autistic children are impaired in recognizing what information regarding cognitive status and conceptual content listeners require. Possible explanations are considered including: impaired metarepresentational mindreading ability limits appreciation of listener needs; early joint attention impairment interferes with recognition of references as intentional acts and subsequent acquisition of pronouns and determiners as procedural markers of referent cognitive status; and as a connectivity disorder, impairment in autism is most manifest when the need for high-level integrative processing is greatest. Monitoring relevant reference information in unstructured social situations strains the integrative processing ability of autistic children, resulting in tendencies toward over- and underspecification.

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