5,834 research outputs found

    Visual illusions: An interesting tool to investigate developmental dyslexia and autism spectrum disorder

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    A visual illusion refers to a percept that is different in some aspect from the physical stimulus. Illusions are a powerful non-invasive tool for understanding the neurobiology of vision, telling us, indirectly, how the brain processes visual stimuli. There are some neurodevelopmental disorders characterized by visual deficits. Surprisingly, just a few studies investigated illusory perception in clinical populations. Our aim is to review the literature supporting a possible role for visual illusions in helping us understand the visual deficits in developmental dyslexia and autism spectrum disorder. Future studies could develop new tools – based on visual illusions – to identify an early risk for neurodevelopmental disorders

    Enactivism, other minds, and mental disorders

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    Although enactive approaches to cognition vary in terms of their character and scope, all endorse several core claims. The first is that cognition is tied to action. The second is that cognition is composed of more than just in-the-head processes; cognitive activities are externalized via features of our embodiment and in our ecological dealings with the people and things around us. I appeal to these two enactive claims to consider a view called “direct social perception” : the idea that we can sometimes perceive features of other minds directly in the character of their embodiment and environmental interactions. I argue that if DSP is true, we can probably also perceive certain features of mental disorders as well. I draw upon the developmental psychologist Daniel Stern’s notion of “forms of vitality”—largely overlooked in these debates—to develop this idea, and I use autism as a case study. I argue further that an enactive approach to DSP can clarify some ways we play a regulative role in shaping the temporal and phenomenal character of the disorder in question, and it may therefore have practical significance for both the clinical and therapeutic encounter

    Augmented Interaction Systems for Supporting Autistic Children. Evolution of a Multichannel Expressive Tool: The SEMI Project Feasibility Study

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    International audienceBackground: Over the past ten years, the authors have been designing, developing, and testing pervasive technology to support children with autism (ASD). Methods: In the present study, an integrated system based on multimedia and augmented interaction technologies have been tested on young subjects with ASD and dyspraxia in the age range of 6-10 years, in charge for rehabilitation treatments; a team of clinical psychologists has analyzed the results of the experimentation. The ten children involved in the project underwent an initial assessment of praxis skills and motor coordination. Subsequently, the subjects were subdivided into two subgroups: five children participated in the experimentation and five were evaluated as the control group (treatment as usual). Results: The evaluation showed an increased score in the several aspects considered, and particularly those related to motor coordination. An improvement in balancing tests and in hands-movement testing was found. Conclusion: The children involved in the sessions showed greater ability to self-control the movement as well as to select specific motor areas. The methods used seem to be promising to improve emotional and social skills too in a motivating and enjoyable climate. A high level of acceptance by professionals was observed and parents' feedback was also positive

    Adenosine and Autism: A Spectrum of Opportunities [post-print]

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    In rodents, insufficient adenosine produces behavioral and physiological symptoms consistent with several comorbidities of autism. In rodents and humans, stimuli postulated to increase adenosine can ameliorate these comorbidities. Because adenosine is a broad homeostatic regulator of cell function and nervous system activity, increasing adenosine\u27s influence might be a new therapeutic target for autism with multiple beneficial effects

    The Role of Sensorimotor Difficulties in Autism Spectrum Conditions

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    AbstractIn addition to difficulties in social communication, current diagnostic criteria for autism spectrum conditions (ASC) also incorporate sensorimotor difficulties; repetitive motor movements and atypical reactivity to sensory input (APA, 2013). This paper explores whether sensorimotor difficulties are associated with the development and maintenance of symptoms in ASC. Firstly, studies have shown difficulties coordinating sensory input into planning and executing movement effectively in ASC. Secondly, studies have shown associations between sensory reactivity and motor coordination with core ASC symptoms, suggesting these areas each strongly influence the development of social and communication skills. Thirdly, studies have begun to demonstrate that sensorimotor difficulties in ASC could account for reduced social attention early in development, with a cascading effect on later social, communicative and emotional development. These results suggest that sensorimotor difficulties not only contribute to non-social difficulties such as narrow circumscribed interests, but also to the development of social behaviours such as effectively coordinating eye contact with speech and gesture, interpreting others’ behaviour and responding appropriately. Further research is needed to explore the link between sensory and motor difficulties in ASC, and their contribution to the development and maintenance of ASC

    Perceptions of Applied Behavioral Analysis in Speech-therapy with Individuals with Autism

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    Speech language pathologists in the pediatric setting will typically find themselves working with children with autism and implementing behavior management strategies in order to implement the most effective therapy. Many of these behavior management strategies fall under the category of applied behavioral analysis, however applied behavioral analysis is not widely implemented as a whole in speech therapy. This thesis reviews current literature regarding autism, behavior management, and Applied Behavioral Analysis in speech therapy; and how speech language pathologists currently perceive applied behavioral analysis and its usefulness in speech therapy. General findings of this thesis revealed that the majority of speech language pathologists feel comfortable addressing repetitive behaviors, restlessness, and talking loudly to themselves. However, speech language pathologists do not feel comfortable addressing children with autism not being toilet trained and having aversions to food or drinks

    2008 Progress Report on Brain Research

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    Highlights new research on various disorders, nervous system injuries, neuroethics, neuroimmunology, pain, sense and body function, stem cells and neurogenesis, and thought and memory. Includes essays on arts and cognition and on deep brain stimulation

    An Exploration into Art Therapists\u27 Experiences of Collaboration with Music Therapists to Treat People with Autistic Spectrum Disorder

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    This study explored the experiences of art therapists who used music in art therapy sessions with and without the presence of a music therapist. Two participants were selected through purposeful sampling and participated in a 45-minute, virtual, semi-structured individual interview. Participants met the following criteria: (a) board-certified art therapist (ATR-BC), (b) a minimum of two years of professional work experience as an art therapist, (c) experience in working with music therapists and using pre-recorded music without the presence of a music therapist during the art therapy sessions for people with autism spectrum disorders (ASD), and (d) speaks Korean and/or English. Interviews were recorded, transcribed verbatim, and analyzed using interpretative phenomenological analysis. Data analysis revealed five themes: the rationale for the use of music, using multiple creative means to meet the needs of clients, experience of working with a music therapist, limitations to using music in art therapy sessions, and perspective on collaborating with a music therapist. The results indicate that collaborative music and art therapy can lead to positive outcomes in achieving therapeutic goals. However, some knowledge gaps about music therapy were identified, which should be considered to enhance future art and music collaboration. The study’s findings have implications for art and music therapists working with individuals with ASD, highlighting the need to expand their perspectives and therapeutic interventions. By promoting accurate knowledge of collaborative practices, therapists can improve the quality of care for individuals with ASD
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