When does the Autism Spectrum Screening Questionnaire (ASSQ) predict autism spectrum disorders in primary school-aged children?

The aims of this study were, firstly, to study the association between parents’ and teachers’ ratings for the Finnish version of the Autism Spectrum Screening Questionnaire (ASSQ), secondly, to find out whether the original cut-off scores of the ASSQ identify primary school-aged children with Asperger syndrome (AS) or autism by using the Finnish ASSQ, and thirdly, to evaluate the validity of the ASSQ. Parents and/or teachers of higher-functioning (full-scale intelligence quotient ≥ 50) 8-year-old total population school children (n = 4,408) and 7–12-year-old outpatients with AS/autism (n = 47) completed the Finnish version of the ASSQ. Agreement between informants was slight. In the whole total population, low positive correlation was found between parents’ and teachers’ ratings, while in the sample of high-scoring children the correlation turned out to be negative. A cut-off of 30 for parents’ and teacher's summed score and 22 for teachers’ single score is recommended. A valid cut-off for parents’ single score could not been estimated. The clinicians are reminded that the ASSQ is a screening instrument, not a diagnosing instrument. The importance of using both parents’ and teachers’ ratings for screening in clinical settings is underlined

Reelin Associated With Restricted and Stereotyped Behavior Based on Principal Component Analysis on Autism Diagnostic Interview-Revised

Tämä artikkeli ei ole avattavissa lehden sivuilta, koska linkit ja DOI vievät väärään artikkeliin samoin PDF sen ohessa. Kustantajalle ilmoitettu ja pyydetty korjausta.Abstract Background: Twin and family studies have indicated a strong genetic component in autism spectrum disorders, and genetic studies have revealed highly heterogeneous risk factors. The range and severity of the symptom presentation also vary in the spectrum. Thus, symptom-based phenotypes are putatively more closely related to the underlying biology of autism than the end-state diagnosis. Methods: We performed principal component analysis on Autism Diagnostic Interview-Revised algorithm for 117 Finnish families and 594 families from the Autism Genetic Research Exchange (AGRE). The resulting continuous component scores were used as quantitative phenotypes in family-based association analysis. In addition, K-means clustering was performed to cluster and visualize the results of the PCA. Unaffected siblings were included in the study. Results: The components were interpreted as Social Component (SC), communication component and Restricted and Stereotyped Behavior Component (RSBC). K-means clustering showed that, especially in SC, the range of the symptom severity was increased by the siblings. The association of neuroligin 1 with SC was increased, compared to a previous study where only the end-state diagnosis was used. In RSBC, the range of the symptom severity of siblings overlapped greatly with that of patients, which could explain why no association of reelin was found in previous studies in which only the end-state diagnosis was used, but a significant association of reelin with RSBC was now found in the Finnish families (Bonferroni-corrected p=0.029 for rs362644). Although, the Finnish sample is isolated and genetically very homogeneous, compared to the heterogeneous background of AGRE families, many single-nucleotide polymorphisms in reelin, showed modest association with RSBC in the AGRE sample, too. Conclusions: This study demonstrates how the quantitative phenotypes can affect the association analyses, and yields further support to the use of siblings in the study of complex neuropsychiatric disorders.Peer reviewe

Autism in Northern Finland:a prevalence, follow-up and descriptive study of children and adolescents with autistic disorder

Abstract The aims of this study were to estimate the prevalence of autism in Northern Finland and to assess retrospectively the associations of autistic disorder with identified medical conditions and additional disabilities in this defined population of children and adolescents with autistic disorder. In order to find out the factors influencing the outcome, the methods of treatment/habilitation and the interventions used were studied in detail. The last aim was to elicit reliable information for decision-makers as well as ideas for giving support and, because of the presumed better outcome, saving resources in the long run. The data were collected from hospital records and the records of the central institutions for the intellectually disabled in the Provinces of Oulu and Lapland in 1996–1997. The age-specific prevalences obtained in this study showed the prevalence to be lowest, i.e. 6.1 per 10 000, in the oldest age group of 15- to 18-year-old adolescents and highest, i.e. 20.7 per 10 000, in the age group of 5- to 7-year-old children, when the criteria of ICD-10 and DSM-IV were used. In this study, almost 50% of the autistic cases had a tested IQ above 70. Associated medical disorders or associated disorders of known or suspected genetic origin were diagnosed in 12.3%. Other associated medical disorders were epilepsy, hydrocephalus, fetal alcohol syndrome and cerebral palsy. Severe impairment of vision was evident in 3.7%. The most common therapies were physiotherapy and speech, occupational and music therapy. 43.9% of the children and adolescents with autism received specific training according to the TEACCH (Treatment and Education of Autistic and related Communication-Handicapped Children), 10.2% according to the Lovaas and 30.5% according to the Portage program. Antiepileptic medication had been prescribed to 23.9% and psychopharmacals to 14.9% of the individuals with autistic disorder (AD). About three- to fourfold prevalence of AD in Northern Finland was found when compared to 16 years ago. Early, effective and regular interventions in autism have a good impact and should be provided as early as possible to children with autism. Based on the poorer prognosis of those without any early intervention, it can be anticipated that these methods will save resources in the long run

Effectiveness of an exercise training program on youth with Asperger syndrome

Although exercise training programs are effective in improving physical fitness and motor competence in typically developing youth, insufficient data of the impact of interventions are available in youth with Asperger syndrome (AS). The purpose of this study was to examine the efficacy of an exercise program as part of an ongoing vocational training program for adolescents with AS on motor competence and physical fitness. Twenty adolescents with AS (mean age = 16.8yrs) were enrolled in this study. A quasi-experimental nonequivalent-control-group design with a follow-up measurement over a period of six months was followed. The intervention group received a 12-week physical exercise program focusing on improving motor competence and physical fitness. The structured activity program was applied 3 days a week for 1 hour. Data collection included pre-, post-, and follow-up evaluations using the Movement Assessment Battery for Children (M-ABC-II) and the EUROFIT physical fitness test together with training diaries and comments from teachers and guardians. Two 2X3 repeated measures ANOVAs indicated improved motor competence and physical fitness that was sustained over time. The exercise training program was successful with adolescents with AS and implementation of similar programs is therefore recommended.peerReviewe

Puheenvuoroja kieli- ja kulttuuritietoisesta varhaiskasvatuksesta

Tiivistelmä Tämä julkaisu on syntynyt osana Hyvään alkuun varhiksessa -hanketta. Hanke on toteutunut Oulun yliopiston, Kasvatustieteiden tiedekunnan koordinoimana vuosien 2018–2020 aikana ja hankkeen on rahoittanut Opetus- ja kulttuuriministeriö. Hanke on tähdännyt kielellisten valmiuksien arvioinnin ja tukemisen kehittämiseen sekä kieli- ja kulttuuritietoisen työotteen lisäämiseen päiväkodeissa varhaiskasvatuksen henkilöstölle suunnattujen täydennyskoulutusten avulla pohjoisessa Suomessa. Hankkeessa on suunniteltu kaksi eri laajuista täydennyskoulutuskokonaisuutta, jotka on toteutettu vuosina 2018–2019 Oulussa ja saamelaisalueella, Inarissa. Hankkeessa toteutettujen täydennyskoulutusten suunnittelussa ja toteutuksessa on tehty tiivistä yhteistyötä Oulun kaupungin ja Saamelaisalueen koulutuskeskuksen kanssa (SAKK). Tämä julkaisu on rakentunut Oulussa järjestetyn, 15 opintopisteen laajuisen täydennyskoulutuksen pohjalta ja artikkelit liittyvät täydennyskoulutuksen keskeisiin sisältöalueisiin: kielellisten valmiuksien arvioinnin kehittäminen, kielen moninaisuus ja yhdenvertaisuus varhaiskasvatuksessa sekä mentorointi yhteisten käytänteiden jalkauttamisessa. Julkaisussa kirjoittavat täydennyskoulutuksessa luennoitsijoina toimineet asiantuntijat. Mukana on myös yksi varhaiskasvatuksen kentän asiantuntijan puheenvuoro. Ajankohtaiset artikkelit käsittelevät varhaisten kuuntelutaitojen merkitystä lapsen kielenkehitykselle, moninaisuutta sukupuolen näkökulmasta varhaiskasvatuksessa, saamelaisten arvojen merkitystä saamelaisessa kasvatuksessa, ohjattua vertaisryhmätyöskentelyä käytänteiden kehittämisen tukena sekä kieli- ja kulttuuritietoisuutta varhaiskasvatuksen arjessa. Lisäksi julkaisun johdantoluvussa kuvataan hanketta ja toteutuneita täydennyskoulutuksia. Julkaisu on suunnattu varhaiskasvatuksen henkilöstölle sekä varhaiskasvatuksen oppimateriaaliksi kieli- ja kulttuuritietoisuutta käsitteleville opintojaksoille eri koulutusasteilla.Abstract This publication is part of the project “Good Start in the Early Childhood Education”, during the project period 2018–2020. The University of Oulu, Faculty of Education, is coordinating the project. The project is funded by the Finnish Ministry of Education and Culture. The project goals are to develop the evaluation and supporting of linguistic skills, and language- and culture-conscious work approach in preschools through continuing education for early childhood educators in Northern Finland. The project planned and executed two continuing education courses of separate scopes. The courses were implemented during 2018–2019 in Oulu region and in Sámi region, Inari. The project cooperated closely with the City of Oulu and with the Sámi Education Institute (SAKK) in the planning and implementation of the continuing education courses. This publication is based on the 15 ECTS course organized in Oulu. The articles relate to the key content areas of this continuing education course: development of language skills evaluation, language diversity and equality in early childhood education, and mentoring in the implementation of common practices. The articles of this publication are written by experts who acted as lecturers in this continuing education. There is also one article by an expert from the field of early childhood education. The articles deal with the importance of listening skills in child´s language development, diversity from gender perspective in early childhood education, the importance of values in the Sámi early childhood education, supervised peer group working in supporting practice development, and also language and cultural awareness of early childhood education in everyday life. The introductory chapter of the publication describes the project and the completed continuing education courses. The publication is aimed at early childhood educators and as an educational material for early childhood education courses dealing with language and cultural awareness at different levels of education

Developing agency through music and movement

Abstract This ethnographic study examines the development of agency in students with special needs during an experiment of classroom music teaching in a special school. The experiment took place from August 2015 to March 2016 and was based on Emile Jaques-Dalcroze’s ideas of music and movement as a means of developing competencies, skills and understanding in music and life in general. The lessons included activities, such as quick reaction and follow exercises, singing with movement, body percussion exercises, dancing, movement improvisation, and relaxation exercises. The data consisted of video recordings of the lessons, and interviews with students, teachers, and teaching assistants. The data were analyzed using qualitative analysis software and thematic analysis. The analysis of the ethnographic data of this practitioner research showed that music-and-movement activities support the development of students’ agency by fostering (a) students’ own decision-making, (b) interaction with others, (c) expression of emotions and initiative, and (d) being recognized by others as active and able musicians. Consequently, this study encourages educators to advocate music and movement as a tool to support individual agency and active participation inside and outside the classroom

Steps towards and challenges of inclusive education in Northern Finland

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