Cultivating Insight: Detecting Autism Spectrum Disorder through Residual Attention Network in Facial Image Analysis

Revolutionizing Autism Spectrum Disorder Identification through Deep Learning: Unveiling Facial Activation Patterns. In this study, our primary objective is to harness the power of deep learning algorithms for the precise identification of individuals with autism spectrum disorder (ASD) solely from facial image datasets. Our investigation centers around the utilization of face activation patterns, aiming to uncover novel insights into the distinctive facial features of ASD patients. To accomplish this, we meticulously examined facial imaging data from a global and multidisciplinary repository known as the Autism Face Imaging Data Exchange. Autism spectrum disorder is characterized by inherent social deficits and manifests in a spectrum of diverse symptomatic scenarios. Recent data from the Centers for Disease Control (CDC) underscores the significance of this disorder, indicating that approximately 1 in 54 children are impacted by ASD, according to estimations from the CDC's Autism and Developmental Disabilities Monitoring Network (ADDM). Our research delved into the intricate functional connectivity patterns that objectively distinguish ASD participants, focusing on their facial imaging data. Through this investigation, we aimed to uncover the latent facial patterns that play a pivotal role in the classification of ASD cases. Our approach introduces a novel module that enhances the discriminative potential of standard convolutional neural networks (CNNs), such as ResNet-50, thus significantly advancing the state-of-the-art. Our model achieved an impressive accuracy rate of 99% in distinguishing between ASD patients and control subjects within the dataset. Our findings illuminate the specific facial expression domains that contribute most significantly to the differentiation of ASD cases from typically developing individuals, as inferred from our deep learning methodology. To validate our approach, we conducted real-time video testing on diverse children, achieving an outstanding accuracy score of 99.90% and an F1 score of 99.67%. Through this pioneering work, we not only offer a cutting-edge approach to ASD identification but also contribute to the understanding of the underlying facial activation patterns that hold potential for transforming the diagnostic landscape of autism spectrum disorder

Alannah, Bree and CASSIE: The ABC of girls on the Autism Spectrum in early years classrooms

The prevalence of children diagnosed with autism spectrum disorder in classrooms is an increasingly common phenomenon in schools in Australia and in many other countries. While there is increasingly growing literature on how autistic boys manage and are managed in schools, little is known about the learning needs of girls on the autism spectrum. One reason offered for this imbalance of literature is that fewer girls are diagnosed than boys, as their presentations may differ. As girls on the autism spectrum are an underdiagnosed phenotype, it is little wonder that teachers do not have adequate knowledge or strategies to support girls in the classroom. The shortage of research evidence on autistic girls in the education context is one reason why girls are missing out on vital supports and understanding in the classroom due to the lack of knowledge and resources available to teachers. This, in turn, means teachers are underprepared to teach girls on the autism spectrum. One of the main aims of this study was to develop knowledge and theory about girls on the autism spectrum and their diverse learning needs in the early years of schooling, to provide further support to teachers and their students with an autism diagnosis and those who are yet to be diagnosed. This qualitative, in-depth case study explored the learning experiences of two girls on the autism spectrum in early years classrooms, to develop knowledge and theory on autistic girls’ varied behaviours and characteristics and how they can be best supported. Key ideas emerged throughout the cross-case analysis and were categorised under six themes: Communication, Academic, Social, Sensory, Identity and Encircle. Encircle further encompassed four areas: Challenges, Intervention, Professional Development and Classroom Strategies. Each area overlaps one another and impacts the key themes for every student on the autism spectrum. From this process, the CASSIE tool was developed to identify girls on the autism spectrum in the early years classroom and assist teachers to better manage their learning and social experiences. Development of CASSIE was the principal outcome, a teaching tool and resource for teachers to understand how girls on the autism spectrum learn and help them develop strategies for these students to reach their potential in the classroom. The CASSIE tool will not only benefit teachers and parents, but the wider support network of girls on the autism spectrum who are both diagnosed and undiagnosed. In doing so, it will shine a light on the learning needs of girls on the autism spectrum to ensure they are no longer invisible

Using Parent-Identified Strengths of Autistic Children to Advance Strength-Based Intervention

Questions remain about the range of abilities autistic children possess and what constitutes effective treatment. Strength-based intervention contrasts with traditional autistic intervention approaches that focus on children\u27s deficits. Studies on strength-based intervention approaches have not revealed how children\u27s strengths are identified and have not used the insights of parents for this purpose. Neurodiversity serves as the conceptual framework because the tenets of neurodiversity align with those of strength-based approaches and hold that autism is a variation of the human condition rather than a disability. The purpose of this qualitative interpretive phenomenological study was to explore how the parent-identified strengths of autistic children may act as the basis for the advancement of strength-based intervention. The research questions focused on identifying the strengths of autistic children through semistructured interviews with 15 parents of high-functioning autistic children, who were recruited using purposive sampling. Data were analyzed using a three-level method, and six themes emerged: Routine, Caring for Others, Relationship with Parent, Intervention in School, Therapy, and Outlook for the Future. Practical implications for community psychology include development of strength-based approaches based on altruism, parent-child relationships, and positive outlooks for the future. Further research is recommended on caring for others and displaying affection in relation to strength-related constructs, such as resiliency and growth. Effective strength-based interventions may help autistic children develop based on their strengths, leading to positive social change

An interpretative phenomenological analysis of the lived experiences of women with autism spectrum disorder

In a recent report by the Centre for Disease Control (CDC, March 20), the Autism and Developmental Disabilities Network (ADDN) reported in increased prevalence in Autism Spectrum Disorders (ASD) diagnoses. USA surveillance figures for 2016 suggested a prevalence of 18.5 per 1,000 (one in 54) for children aged 8 years. ASD was 4.3 times more prevalent in boys than in girls. Norther Ireland school census figures for 2016/2017 showed 2.5 % of school aged children had autism compared to 1.3% in 2006/2007. The male to female ratio in these figures was 3.5% : 1% . Similar statistics are not available for the Republic of Ireland. There is a relative paucity of qualitative research exploring the needs and experiences of autistic adults, in particular autistic women. Employing an Interpretative Phenomenological Analysis methodology, the purpose of this study was to give voice to the lived experiences of seven autistic women. Semi-structured interviews were used to generate rich descriptions of the phenomenon. Data analysis identified four superordinate themes: (1) Experience of being (2) Being alongside others (3) Coping and resilience, and (4) Receiving and giving support. Participants highlighted their struggles in understanding and accepting themselves as well as in being understood and accepted by others. Social and communication challenges, particularly in interaction with non-autistic others, caused significant distress for all participants. Participants shared frustration with typical “talk” psychotherapies, which they felt were poorly suited to their needs. They expressed hope for greater understanding of the support needs of autistic women as well as a need for enhanced expertise of psychologists and psychotherapists who seek to support them. Resultant implication and recommendations for psychotherapy training, practice, supervision, and for autistic women themselves are presente

Educational Interventions for Children with Autism Spectrum Disorders: Perceptions of Parents and Teachers in a Northeast Tennessee School System.

This qualitative case study investigated the perceptions of parents of children with autism spectrum disorders (ASD), special education teachers, and general education teachers in a Northeast Tennessee public school system regarding educational interventions for children with ASD including what interventions they have found effective, the barriers and challenges they have faced, and how they view their relationships with one another. Data were collected through interviews with a purposeful sample of 7 parents of 6 children with autism spectrum disorders, 8 special education teachers, and 6 general education teachers and a review of documents. Parent and teacher participants represented children at all levels on the autism spectrum, a variety of grade levels (PreK-12), and a wide range of educational placements. Data were analyzed using the constant comparison analysis method. Nine themes emerged describing parent and teacher perceptions of educational interventions they found effective for children with ASD. These themes were intensive early intervention using multiple methods; a structured learning environment; adult-mediated and peer-mediated interventions for social and communication skills; inclusion with a balance of direct services; support staff to facilitate inclusion; a functional approach to problem behaviors; alternative and augmentative communication interventions; and sensory-motor interventions. Barriers faced by parents and teachers included lack of training and knowledge; lack of time; challenges caused by characteristics of ASD; problematic teacher attitudes; problematic parent attitudes; transition issues; and need for additional services. Parents and teachers described factors that facilitate positive parent-teacher relationships including collaboration, teamwork, and support; on-going communication; IEP Team processes; and positive teacher relationships with autistic children. The current study helps to fill a gap in the existing research literature by adding to knowledge about parent and teacher perceptions of educational interventions for children with ASD. Recommendations are made based on study findings to provide parents and teachers with insights from other points of view that can facilitate mutual collaboration in meeting the educational needs of children with ASD

Sensation in psychotherapy through the lens of sensory integration theory

Sensory integration is the organisation of sensory input helping children and adults make sense of the environment (Ayres, 2005). Dysregulation in sensory processing can have developmental consequences affecting play, behaviour and learning (Ayres, 2005; Kranowitz, 2006; Walbam, 2014). As a consequence both children and adults may present to mental health services with behavioural and emotional issues (Ayres, 2005; Gouze et.al., 2009; Miller, 2016; Walbam, 2014 & 2019). Approximately 3 million people across the UK are said to experience sensory processing differences. This study attempts to add to the limited but growing cross-disciplinary dialogue between psychological practitioners and sensory integration experts from the field of occupational therapy. It asks how psychological services and practice can be informed by this theoretical and practical approach (Champagne, 2009; Walbam, 2014). I interviewed six occupational therapists, trained in sensory integration theory and practice. Using a thematic analysis and interpretation of the data recorded, three master themes were established: sensory regulation and emotional regulation are entwined, evident in the practitioner approach and client presentation; tools and strategies to ground, calm, regulate and organize to engage thinking and finally the third theme highlights the disconnection between occupational therapy and psychological practice that could challenge communication between the disciplines. The implications for practice include: understanding how sensory integration issues can effect presentation therefore informing diagnosis and formulation. Sensory integration informed psychological training and practice including an inclusive stance and environment. Encouraging sensory assessment in psychological services and practice. Developing sensory empathy and inter-disciplinary communication and collaboration to understand the sensory self. Encouraging dialogue to map terms between psychology and occupational therapy

Just me, the bee and the iPad:Listening to stories told by mothers of children with autism who have experienced school exclusion

My research highlights the practice of exclusion, its impact on children with autism and considers how these events have been experienced by mothers. Such exclusions have increased by sixty per cent in England since 2011 (Ambitious about Autism, 2018). Alongside this, there are numerous concerns about the adverse impact exclusions have on the outcomes for these children (Gazeley, Marrable, Brown & Boddy, 2015; Gill, Quilter-Pinner & Swift, 2017). As children with autism are over-represented in the statistics, they are more vulnerable to these harmful ramifications. Three mothers tell their stories illustrating the complex forces impacting on them and their families. I employ a qualitative narrative methodology to privilege their voice and adopt feminist principles. The narratives told were co-created using unstructured narrative interviews. Narrative interviews allow an appreciation of how people make sense of themselves and their experience (Bruner, 2004). The narratives were analysed using Brown and Gilligan’s Listening Guide (1993). A critical realist perspective is taken which accepts knowledge is created as a product of interpretation and social construction (Morton, 2006). In my analysis and discussion, I consider what characterises these stories. I reflect on issues of power, the traumatising effects of power and oppression, and the mothers’ attempts to mitigate and advocate for their child in the face of such power. I conclude with recommendations on how these stories can be used to guide the work of Educational Psychologists. Key Words: exclusion, autism, mothers, qualitative, narrative, power, traum

The Power of Inclusion: Deconstructing “Normality” in Primary Education

The goal of this thesis is to critically analyze the structures currently present within the education system that exclude individuals possessing certain brains and bodies from the socially constructed “norm.” The lens of critical disability studies is utilized to shed light on the spatial, curricular, historical, and disciplinary elements of the education system as we know it. Specifically, this thesis focuses on the primary education classroom, since students solidify many of their biases and schemas about the world and people around them at this juncture. After reviewing the ableist rhetoric that manifests itself in schools and society as a result of the social construction of “normal,” the specific mechanism of disability children’s literature is analyzed in order to shed light on an avenue for fostering greater inclusion in primary classrooms. The aim of critically analyzing the current education system is to work for a better, more inclusive future for differently-abled students that views the incredible strengths that exist outside the lines of “normal”

The reconstructed self: understanding the private and public identity of a mother of a child with autism

Thesis (M.A.) University of Alaska Fairbanks, 2014The puzzle pattern of the autism awareness ribbon signifies the mystery of life on the spectrum. The spectrum is characterized by the wide range of possible diagnoses of autism. One family out of every 68 is affected by autism. Each shape and color of the puzzle illustrates the diversity of experience for each family and person living with autism. Therefore, the people living the everyday life of autism provide an insightful understanding of how the puzzle pieces fit together. The central focus of this research was the lived experience of the interviewees. Nine mothers of children diagnosed with autism were interviewed. Five themes emerged once the interviews were conducted: (a) public scrutiny, (b) family and friend responses, (c) mother versus society, (d) guilt and stress, and (e) advocacy and networking. Each of these themes represents the stories of mothers who live with children on the spectrum. Each story shared provides the reader with a deeper understanding of mothers' experiences who live with children on the spectrum