Anxiety problems in young people with Asperger syndrome: a case series

It is now well established that the prevalence of mental health difficulties in individuals with autism spectrum disorders (ASD) is considerably higher than in the general population. With recent estimates of the prevalence of autism spectrum disorders being as high as one percent, increasing numbers of children and young people are presenting to local and specialist services with mental health problems in addition to a diagnosis of ASD. Many families report that the impact of the mental health problems can be as or more impairing than the autism spectrum difficulties themselves. Clinical services are frequently called upon to treat these difficulties; however, there is limited evidence for the effectiveness of treatments in this population. This paper reports a case series of children and adolescents with ASD and an anxiety disorder who were treated with a standard cognitive behaviour therapy (CBT) rationale adapted to take account of the neuropsychological features of ASD. Common features of the presentation of the disorders and also treatment processes are discussed

How do children’s challenges to function and participation impact maternal stress? A survey of mothers of children with suspected developmental co-ordination disorder

Mothers of children with suspected developmental coordination disorder qualitatively report high levels of parenting stress. The parent-child relationship impacts on opportuni-ties for participation available to the child and family. This study used standardised measures to quantify maternal stress and to examine factors that may be associated with parenting stress (social support and coping child diagnosis, motor skills and sensory pro-cessing). Maternal stress was high but not associated with child motor impairment. In-stead, stress was correlated with child sensory processing problems, maternal social sup-port and coping. Mothers are at risk and concerns about the child should be considered in the context of family need

The Role of Maternal and Child Health Beliefs in Children's Somatic Symptoms and General Practitioner Attendance

This paper proposes a multifactorial model for the origin of somatic symptoms in children, their cognitive appraisal and the subsequent processes involved in the decision whether or not to consult a medical practitioner. The model suggests that symptoms arise for a numvber of reasons which include illness, child factors such as psychiatric disorder and family factors such as dysfunctional family systems and modelling. Following onset, the symptom is cognitively appraised by both the child and mother, a process which is influenced by health beliefs and involves an assessment of the personal risk and saliency of the symptom. Finally, a decision is made over the action to be taken. A number of factors are important here, including health beliefs, sociodemograhic variables such as social support and psychological factors such as neuroticism

The Effectiveness of Telemedicine in Coaching Parents of Autistic Children Using Naturalistic Developmental Early Interventions: a Rapid Review

Evidence on the effectiveness of telemedicine in coaching parents of autistic children using naturalistic developmental early interventions is limited. This review aimed to examine the literature on the effectiveness of telemedicine on children’s social communication following parent-mediated naturalistic developmental early interventions. A total of nine studies were identified. Intervention characteristics, outcomes, and research quality were assessed. Findings suggest insufficient evidence for the effectiveness of telemedicine on child social communication. All the included studies were at high risk of bias in at least one quality indicator of the risk of bias tools. More high-quality research is required to examine the effectiveness of telemedicine applications on child social communication to support access and continuity of early intervention services

Identification and reciprocal introgression of a QTL affecting body mass in mice

The aim of this study was to examine the effects of a QTL in different genetic backgrounds. A QTL affecting body mass on chromosome 6 was identified in an F2 cross between two lines of mice that have been divergently selected for this trait. The effect of the QTL on mass increased between 6 and 10 weeks of age and was not sex-specific. Body composition analysis showed effects on fat-free dry body mass and fat mass. To examine the effect of this QTL in different genetic backgrounds, the high body mass sixth chromosome was introgressed into the low body mass genetic background and vice versa by repeated marker-assisted backcrossing. After three generations of backcrossing, new F2 populations were established within each of the introgression lines by crossing individuals that were heterozygous across the sixth chromosome. The estimated additive effect of the QTL on 10-week body mass was similar in both genetic backgrounds and in the original F2 population (i.e., ~0.4 phenotypic standard deviations); no evidence of epistatic interaction with the genetic background was found. The 95% confidence interval for the location of the QTL was refined to a region of approximately 7 cM between D6Mit268 and D6Mit123

Coaching Parents of Children with Sensory Integration Difficulties: A Scoping Review

Aim. To review current evidence regarding the effectiveness of occupational therapy coaching interventions for parents of children with sensory integration difficulties, delivered to individuals or groups of parents. Method. A historical scoping review was completed of empirical research records to summarize what is known and how this information can guide future research. The process was guided by PRISMA guidelines. Inclusion criteria were English language and peer-reviewed empirical studies of parent coaching intervention for children with sensory processing or sensory integration difficulties. Five databases were searched. Papers were critically reviewed using McMaster’s guidelines. Results. Four studies met the search criteria. Three studies took a direct coaching approach with individual parents or families. The fourth study took a mixed educational/coaching approach with groups of parents and teachers. Conclusion. There is some evidence to conclude that occupational therapists can deliver individual parent-focused coaching interventions which impact positively on individual child goals, parental stress, and sense of competence. Group intervention can lead to caregivers’ improved perceived and actual knowledge of sensory integration, as well as a sense of self-efficacy in dealing with sensory-related child behaviors. Current evidence is limited. Suggestions for future research are offered

The effects of a 16-week school-based exercise program on anxiety in children with autism spectrum disorder

Physical activity interventions have been shown to decrease anxiety in children with ASD. There is little known regarding the effects of an exercise program on anxiety in both home and school settings and the optimal dosage to reduce anxiety. Therefore, the aim of this study was to assess the effects of a 16-week exercise program on the anxiety levels of children with moderate to severe symptoms of ASD in home and school settings, and to compare the effects at 8 and 16 weeks. This study was a within-subject, non-controlled design, intervention study. Twenty-four children (5−18 years) with moderate to severe ASD were included. A school-based exercise program was implemented three days a week for 16 weeks. Parents and teachers completed the Anxiety Scale for Children for ASD (ASC-ASD) at baseline, week 8, and week 16. A one-way repeated-measure ANOVA with post hoc analysis using Bonferroni adjustment was used to test for a significant effect for time (p 0.05), with Cohen’s d used to calculate the effect size. For teacher-reported anxiety, there were significant decreases from baseline to week 16 for total ASC-ASD (p 0.001), performance anxiety (p 0.001), anxious arousal (p 0.001), and uncertainty (p 0.001). There was no significant decrease in parent-reported anxiety. The findings demonstrate that a 16-week exercise program can reduce anxiety in children with ASD in school settings. Results demonstrate that 16 weeks, as opposed to 8, may be necessary to have a significant effect on in-school anxiety

Mothers’ perspectives: daily life when your child has sensory differences

A child’s sensory processing and sensory integration (SP-SI) differences can be a barrier to participation in daily life for both child and mother. Supporting mothers is advocated for, but little is known about the everyday experiences of these mothers. To gain an understanding of daily life for mothers and their children with SP-SI differences. Qualitative semi-structured interviews with six mothers were analyzed through thematic analysis. Theme 1 described the impact of child SP-SI on daily life, including challenges in occupations across environments, adaptations required, and the lack of knowledge and understanding from social and professional networks. Theme 2 identified what helps: empowering mothers through relationships based on listening, gaining knowledge, and understanding, and adapting the activity and the environment. Mothers report that their child’s SP-SI differences impact daily occupations and social relationships. In addition, supportive relationships, adapting activities, and adapting the environment, support participation

Myths about autism: an exploratory study using focus groups

Individuals with autism are often stigmatised and isolated by their typically developing peers according to parental, teacher and self-reports. Whilst quantitative studies often report negative attitudes towards individuals with autism, it is still unclear how understandings of autism influence attitudes. In this exploratory study, misconceptions or myths about autism, i.e. the cognitive component of attitudes, were examined using focus groups. Purposive sampling was used to recruit undergraduate and postgraduate students, and adults with and without experience of autism, to one of five focus groups (n = 37). Content analysis was used to identify emergent themes. The data identified seven commonly held beliefs about individuals with autism. The first four were related to social interaction, such as that people with autism do not like to be touched. The fifth reflected the view that all individuals with autism have a special talent and the final two concerned beliefs that people with autism are dangerous. The findings from this study demonstrate that people with varying experience or knowledge of autism often hold inaccurate beliefs about autism. These findings improve our understandings of lay-beliefs about autism, and will aid the development and implementation of interventions designed to improve lay-knowledge of autism