Effects of auditory processing training on speech perception and brainstem plastisity in adolescents with autism spectrum disorders

Objective Autism spectrum disorder (ASD) is a neurodevelopmental disorderA major problem of ASD is speech perception impairment in the presence of background noise. Additionally, researchers have reported temporal auditory processing impairment in these patients. In the present study, we evaluated the effects of a temporal-based rehabilitation program on improvement of speech perception in the presence of noise using the speech auditory brainstem response (sABR). Materials & Methods Twenty-eight adolescents with high functional ASD with the mean age of 14.35±1.86 were randomly selected and divided into the ASD group (11 males and three females), and the control group (13 males and one female). All subjects had a normal hearing and intelligence threshold and had no history of neurological disorder. The speech perception test was performed in signal-to-noise ratios of zero and +10. The intervention group received a temporal processing-based auditory rehabilitation program and the control group received a conventional rehabilitation program (P<0.05 was considered significant). Results speech perception in noise after rehabilitation was significantly higher in intervention group (P <0.001) and the latency of all sABR waves in the rehabilitation group was lower than that of the control group. Conclusion Improvement of speech perception in noisy environments and the reduced latency of sABR waves after a temporal processing-based rehabilitation program and one month later, points to the role of auditory temporal processing training program highlight the role of brainstem neural plasticity in speech processin

Changes in Body Mass Index across Age Groups in Iranian Women: Results from the National Health Survey

Background. To investigate the associations between some factors with weight gain across age groups in Iranian women. Methods. Proportional odds model was used to estimate the probability of BMI categorized as a function of education, economic index, workforce, smoking, marital status, and place of residence adjusted for age, using data from the “National Health Survey in Iran” database. It included 14176 women aged 20–69 years. Results. For all covariates, age was directly associated with overweight and obesity before 60 years of age. Among women aged 20–40 years, the rates of change in probabilities of overweight and obesity were highest. Among women, being inactive, with high economic index, married, being nonsmoker, in an urban residence, with lower educational attainment, all increased the probabilities of overweight and obesity. Conclusions. Women aged 20–40 years gained weight faster than other groups. They may need additional information and more support on how to reduce their risk for weight gain through positive health behaviors

Factors associated with obesity in Iranian elderly people: results from the national health survey

<p>Abstract</p> <p>Background</p> <p>No studies have been carried out so far to cover the association between factors related to obesity, in a representative sample of the Iranian elderly population.</p> <p>Methods</p> <p>The data in this investigation were taken from the National Health Survey in Iran, which included 4380 people aged 60 and older. The logistic regression was applied to model the relationship between the odds of obesity and age, sex, education level, place of residence, smoking and marital status.</p> <p>Results</p> <p>Obesity odds ratios were 1.96 (95% CI: 1.53--2.52) for women, 2.16 (95% CI: 1.71--2.72) for the subjects living in urban areas and 0.68 (95% CI: 0.47--0.97) for smokers. Regarding the people aged 60-64 years as the reference group, the obesity odds ratios were 0.86 (95% CI: 0.66--1.10) for ages 65-69 years, 0.75 (95% CI: 0.57--0.97) for ages 70-74 years, 0.43 (95% CI: 0.30--0.60) for ages 75-79 years and 0.36 (95% CI: 0.20--0.63) for ages 80+ years. Using the basic education level as the reference group, obesity odds ratios were 1.38 (95% CI: 1.08-1.76) for the moderate level and 0.92 (95% CI: 0.56- 1.52) for the high level group.</p> <p>Conclusions</p> <p>As the result of findings, we are optimistic that we would be able to contribute to the aged community of the society, which could be achieved by means of better treatments and reductions in the rate of obesity.</p

Comparison of Auditory Evoked Potentials between Younger and Older- Adults.

Abstract:Aging is a very important issue in our modern life. Auditory processing problems are common in older adults. There are different ways to study these problems.The aim of this cross sectional study was to evaluate the pure processing effect of aging on auditory evoked potentials. Materials and methods:The auditory brain stem response (ABR) and the auditory middle latency response (AMLR) weremeasuredin 32 younger adults (mean age, 20.41±2.13 years) and compared with those of 32 older adults (mean age, 68.16±6.20 years). Both groups had normal peripheral hearing sensitivity and normal cognitive status, according to pure tone audiometry and Mini Mental State Examination results.The group of older adults was selected from subjectswith problemsunderstanding speech in noisy places. Multivariate tests wereused for the statistical analysis.RESULTS:Most ABR wave latencies increased and their amplitudes decreased in older adults. (P&lt; 0.05). The latency of AMLR waves was significantly prolonged only for the Nb componentin the right and left ears and for the Pa component during binaural stimulation (p &lt; 0.05).Theamplitude of all AMLR waves increased significantly, except for Na in both ears (p &lt; 0.05).Conclusion:Aging had a pure central effect on the processing ability of the entire neural auditory system.Aging reduced the central inhibition process at the cortical level

Let Continuous Outcome Variables Remain Continuous

The complementary log-log is an alternative to logistic model. In many areas of research, the outcome data are continuous. We aim to provide a procedure that allows the researcher to estimate the coefficients of the complementary log-log model without dichotomizing and without loss of information. We show that the sample size required for a specific power of the proposed approach is substantially smaller than the dichotomizing method. We find that estimators derived from proposed method are consistently more efficient than dichotomizing method. To illustrate the use of proposed method, we employ the data arising from the NHSI

The Impact of Dynamic Seating on Classroom Behavior of Students with Autism Spectrum Disorder

How to Cite This Article: Matin Sadr N, Haghgoo H, Samadi S.A, Rassafiani M, Bakhshi E, Hassanabadi H. The Impact of Dynamic Seating on Classroom Behavior of Students with Autism Spectrum Disorder. Iran J Child Neurol. Winter 2017; 11(1):29-36. AbstractObjectiveChildren with autism have sitting and on-task behavior problems in class. In this study, the effect of three alternative classroom-seating devices such as regular classroom chairs, therapy balls, and air cushions were examined on students’ classroom behavior. Materials &amp; Methods15 students with autism participated in this A1-B-A2-C multiple treatments study from Mashhad’s Tabasom School, Mashhad, Iran in 2014. Students’ behaviors were video recorded in three phases: sitting on their common chairs during phase A, air-sit cushioned in phase B, and ball chairs in phase C. Sitting times and on-task behaviors were quantified by momentary time sampling and compared during different phases for important changes during 8 wk.Additionally, the Gilliam Autism Rating Scale-Second Edition test was used to examine stereotyped movements, social and communication skills of the students in the before and after research. ResultsSignificant increases in in-seat behaviors in 86.7% (thirteen out of 15) of the students and on-task behaviors in 53.3% of the students (eight out of 15) when seated on therapy balls. Air cushions had no significant effects on in-seat/on-task behaviors. The results also showed significant decrease in stereotyped movement and increase in communication and social skills of these students. The teachers also preferred the use of the balls and/or air-cushioned chairs for their students.ConclusionTherapy ball chairs facilitated in-seat behavior and decreased autism related behavior of the students with Autism Spectrum Disorder in class.References1. 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Occupational Therapy Using Sensory Integration to Improve Participation of a Child With Autism. Am J Occup Ther 2012 Sep- Oct;66(5):547-55.9. Tunstall H.R. Effects of Alternative Seating on the Academic Engagement of Children With Autism: East Carolina University; 2010.10. Bagatell N, Mirigliani G, Patterson C, Reyes Y, Test L. Effectiveness of therapy ball chairs on classroom participation in children with autism spectrum disorders. Am J Occup Ther 2010;64(6):895-903.11. Hemmingson H, Borell L. Environmental barriers in mainstream schools. Child Care Health Dev 2002;28(1):57-63.12. Fedewa A, Davis MA, Ahn S. Effects of stability balls on children’s on-task behavior, academic achievement, and discipline referrals: a randomized controlled trial. Am J Occup Ther 2015;69(2):6902220020p1-p9.13. Winkler, Charlotte A. The Graduate School Univel’sity of Wisconsin-Stout Menomonie, WI: University of Wisconsin; 2010.14. Pfeiffer B, Henry A, Miller S, Witherell S. Effectiveness of disc ‘o’sit cushions on attention to task in second-grade students with attention difficulties. Am J Occup Ther 2008;62(3):274-81.15. Fedewa AL, Erwin HE. Stability Balls and Students With Attention and Hyperactivity Concerns: Implications for On-Task and In-Seat Behavior. Am J Occup Ther 2011;65(4):393-9.16. Schilling DL. Alternative seating devices for children with ADHD: Effects on classroom behavior. Pediatr Phys Ther 2006;18(1):81.17. Samadi SA, McConkey R. The utility of the Gilliam autism rating scale for identifying Iranian children with autism. Disabil Rehabil 2014;36(6):452-6. 18. Kuhn D, Lewis S. The Effect of Dynamic Seating on Classroom Behavior for Students in a General Education Classroom. 2013. http://soundideas.pugetsound.edu/cgi/ viewcontent.cgi?article=1079&amp;context=ms_occ_therapy 19. Schilling DL, Washington K, Billingsley FF, Deitz J. Classroom seating for children with attention deficit hyperactivity disorder: Therapy balls versus chairs. Am J Occup Ther 2003;57(5):534-41.20. Hodgetts S, Hodgetts W. Somatosensory stimulation interventions for children with autism: Literature review and clinical considerations. Can J Occup Ther 2007;74(5):393-400.21. Watling RL, Dietz J. Immediate effect of Ayres’s sensory integration–based occupational therapy intervention on children with autism spectrum disorders. Am J Occup Ther 2007;61(5):574-83.22. Gamache-Hulsmans G. Stability Ball use in the Classroom Affect on On Task Behaviour and Handwriting Written By: Ginette Gamache-Hulsmans Banff Elementary School May 03, 2007.23. Greenspan SI, Wieder S. Developmental patterns and outcomes in infants and children with disorders in relating and communicating: A chart review of 200 cases of children with autistic spectrum diagnoses. J Dev Learn Disord 1997;1:87-142.24. Umeda C, Deitz J. Effects of therapy cushions on classroom behaviors of children with autism spectrum disorder. Am J Occup Ther 2011;65(2):152-9.25. Samadi, S. A., &amp; McConkey, R.. Screening for autism in Iranian preschoolers: Contrasting M-CHAT and a scale developed in Iran. J. Autism Dev. Disord 2015; 45(9), 2908-2916.26. Samadi, S. A., Mohammad, M. P., Ghanimi, F., &amp; McConkey, R. The challenges of screening pre-school children for autism spectrum disorders in Iran. Disabil. Rehabil, 2016; 1-9

Is It Possible to Use the Speech-Evoked Auditory Brainstem Response Test During Sleep as It Is Used During Wakefulness?

Background and Aim: It is important to know how much are the auditory electrophysiological tests affected by sleep and wakefulness to be employed in different situations. This problem is more important for the speech-evoked Auditory Brainstem Response (speech-ABR) test that is affected by higher-level processing. This study aimed to compare the results of the speech-ABR test between wakefulness and sleep states. Methods: Sixteen young male adults (aged 20–28 years) with normal hearing participated in this study. The speech-ABR to the /da/ syllable was recorded during wakefulness and sleep. Electroencephalography (EEG) and behavioral tests (eyes position, body movements, etc.) were monitored during the test time to confirm the sleep state. Results: The speech-ABR test parameters showed significant changes during sleep compared to wakefulness (latencies of waves V and A were longer and the amplitudes of waves V and A, the slope of V-A complex, and the spectral magnitude of F1 were lower). However, the spectral magnitude of higher frequencies was not significantly different. In addition, no significant statistical difference was observed in speech-ABR parameters between right and left ears. Conclusion: Although the speech-ABR originates from brainstem centers, unlike conventional click-evoked ABR, it is affected by sleep as it is affected by the higher-level auditory processing functions. Although, further studies are needed. However, our study opens the way for many applied auditory studies about the possibility to use speech-ABR for auditory processing assessments in sleep state of different population groups, such as neonates

A Comparison of the Viewpoints of Clinical Educators and Students of the University of Social Welfare and Rehabilitation Sciences toward Clinical Training Status of Rehabilitation Disciplines in 2013-14

Background & Objective: Clinical education courses are recognized as the heart of professional education because more than 50% of students’ time is spent in clinical environments. Therefore, qualifying in clinical skills requires an effective clinical learning environment. Thus, clinical education can be enriched through the consideration of clinical educators’ and students’ perspectives . The aim of this study was to compare the viewpoints of clinical educators and students of the University of Social Welfare and Rehabilitation Sciences, Tehran, Iran, toward the clinical education status of rehabilitation disciplines. Methods: This study was a cross-sectional study. Based on the inclusion criteria and using convenience sampling method, 54 clinical educators and 178 students were chosen from among clinical educators and students of orthopedics, physiotherapy, occupational therapy, and speech therapy disciplines. The participants completed valid and reliable clinical education questionnaires in the field of rehabilitation. Results: A statistical difference was observed between clinical educators’ and students’ viewpoints in the area of “clinical learners”. With regard to the academic degrees of clinical educators, there was a statistically significant difference in the “evaluation area”. With regard to the gender of clinical educators, differences were observed in the area of “clinical learners”. According to students’ academic disciplines, with the exception of the field of “management”, statistical differences were observed in other areas. Conclusion: Clinical education courses in Rehabilitation Sciences must provide an effective clinical learning setting. Moreover, reviewing of management and evaluation of clinical education through appropriate evaluation criteria in order to improve the clinical education status is necessary. Key Words: Rehabilitation, Clinical education, Clinical instructor, Studen

The Benefits of Problem-Based Learning as Active Learning in Theoretical Physiology of Autonomic Nervous System Course for Medical Students

Background: Traditional teaching methods such as lectures alone cannot meet educational needs in the medical sciences. It is necessary to supplement lectures with additional methods in order to prepare the students for problem solving in real situations. Objectives: The present study aimed at employing the problem-based learning (PBL) method in the theoretical physiology of autonomic nervous system (ANS) course for medical students and comparing the results with the customary method of lectures. Methods: In 2014, first-year medical students enrolled in the neurology curricular block at Tehran University of Medical Sciences were randomly assigned to two groups. One group participated in classes with lectures, while the other group was divided into subgroups of 10 for PBL sessions. In the first session of PBL, a scenario pertaining to ANS was presented, and then the students were asked to expand the scenario and discuss it using brainstorming method. The first session was held on introducing a reference for studying. In the second session, students in each group presented the results of their individual studies, and a representative from each group gave a report in line with the educational objectives of the class. Finally, a short-answer final test and survey were administered. Data were analyzed using independent samples t-test and Levene’s test. Results: Based on results, mean scores of students in the PBL group (15.20 ± 3.31) were significantly higher than those of students in the lecture group (12.38 ± 4.49) (P < 0.001). Based on the survey, students preferred PBL to lectures. Conclusions: PBL promotes motivation, self-confidence, and communication skills, all of which contribute to the better learning of the students who attended the theoretical physiology of ANS course. Keywords: Lectures, Problem-Based Learning, Physiology, Autonomic Nervous System, Students of Medicin

Effects of Chronic Otitis Media with Effusion on Amblyaudia

Background: Chronic otitis media with effusion (CME) primarily affects children. Temporary auditory deprivation is a serious complication of this disease and can result in auditory processing disorder, as demonstrated in past studies. The objective of the current study was to investigate the effects of CME duration on binaural processing and amblyaudia. Methods: Ninety-four children were examined, including 48 children (29 girls=60%) with different CME durations (from 3 months to more than 9 months) and 46 children (34 girls=73%) with no history of CME or a duration of less than 3 months CME. Persian versions of the dichotic digits and dichotic rhyme tests were applied. Results: Significant differences between the groups (P<0.001) in dichotic digits difference (DDD) and dichotic rhyme difference (DRD) in free recall conditions were identified. With longer durations of CME, the DDD and DRD average scores were increased in the CME positive group, and the probability of amblyaudia was also enhanced. Conclusion: A history of CME and the long-term auditory deprivation resulting from it in early childhood can increase the risk of amblyaudia