Evidence-Based Teaching Strategies for Children Diagnosed with Autism Spectrum Disorder

The number of school-aged children diagnosed with autism spectrum disorder (ASD) has been increasing over the past decades. As the students enter the education system, school districts and educators face challenges in meeting the academic needs of students with ASD. A 2014 report by the United States Centers for Disease Control and Prevention emphasized that although ASD varies significantly in severity, it occurs in all racial, ethnic, and socioeconomic groups, and is almost five times more common among boys than girls. Thus, contemporary education professionals in all schools are likely to work with students with ASD (CDC, 2014). Teachers in both, the general education and special education setting need to be trained in evidence-based practices, feel confident, and intend to use evidence-based practices when teaching students with ASD. Students with ASD have unique sensory and behavioral needs which must be considered and addressed during academic learning. This literature review examines three evidence-based practices based on student growth and ease of application in a school setting. The strategies examined are TEACCH, Applied Behavior Analysis, and Picture Exchange Communication Systems. The possibility of combining multiple components of strategies to use simultaneously is discussed. The lack of literature translating neurological, behavioral, and psychological-based research findings into educational practice is highlighted and discussed

Hate crime victimization in Wales: psychological and physical impacts across seven hate crime victim types

This paper presents findings from the All Wales Hate Crime Project. Most hate crime research has focused on discrete victim-types in isolation. For the first time internationally this paper examines the psychological and physical impacts of hate crime across seven victim-types drawing on quantitative and qualitative data. It contributes to the hate crime debate in two significant ways: i) it provides the first look at the problem in Wales; and ii) it provides the first multi-victim-type analysis of hate crime, showing that impacts are not homogenous across victim groups. The paper provides empirical credibility to the impacts felt by hate crime victims on the margins who as Walklate (2011) and Moran (2014) argue have routinely struggled to gain support

A review of prospective memory in individuals with acquired brain injury [pre-print]

OBJECTIVE: Prospective memory (PM) deficits have emerged as an important predictor of difficulty in daily life for individuals with acquired brain injury (BI). This review examines the variables that have been found to influence PM performance in this population. In addition, current methods of assessment are reviewed with a focus on clinical measures. Finally, cognitive rehabilitation therapies are reviewed, including compensatory, restorative and metacognitive approaches. METHOD: Preferred reporting items for systematic reviews and meta-analyses guidelines were used to identify studies. Studies were added that were identified from the reference lists of these. RESULTS: Research has begun to elucidate the contributing variables to PM deficits after BI, such as attention, executive function and retrospective memory components. Imaging studies have identified prefrontal deficits, especially in the region of BA10 as contributing to these deficits. There are now several clinical measures available with good psychometric properties. Rehabilitation techniques have mostly focused on compensatory strategies, but, in addition, some restorative and metacognitive approaches have shown preliminary promise. CONCLUSIONS: PM deficits are a common and important deficit after BI. Clinical evaluation is recommended and further understanding of rehabilitation techniques is needed

A Preliminary Examination of Power Relationships’ Influence on Reducing the Digitally Marginalized Student Population in Jamaica.

The Digital Divide has historically been viewed as the separation of people from technology based primarily on socio-economic issues and other demographic vulnerabilities. More recent studies have expanded research into investigating the impact of other societal structures such as the power of the government on equitable distribution of Information & Communication Technologies (ICTs) and other resources to the digitally marginalized population. While many strides have been made, educating children in the post-Covid era has made resolving the Divide a more pressing issue for students living in developing countries like Jamaica, where pre-pandemic, technology in education was still in its infancy. Using the Grounded Theory methodology, this research introduces preliminary findings demonstrating four power-relationships that have the power to and the power over effectively bridging the Divide and amongst the youngest of the digitally marginalized population and its effect on state-sponsored initiatives such as the OYOD

Mother's and children's ADHD genetic risk, household chaos and children's ADHD symptoms:A gene–environment correlation study

BACKGROUND: Chaotic home environments may contribute to children's attention‐deficit hyperactivity disorder (ADHD) symptoms. However, ADHD genetic risk may also influence household chaos. This study investigated whether children in chaotic households had more ADHD symptoms, if mothers and children with higher ADHD genetic risk lived in more chaotic households, and the joint association of genetic risk and household chaos on the longitudinal course of ADHD symptoms across childhood. METHODS: Participants were mothers and children from the Environmental Risk (E‐Risk) Longitudinal Twin Study, a UK population‐representative birth cohort of 2,232 twins. Children's ADHD symptoms were assessed at ages 5, 7, 10 and 12 years. Household chaos was rated by research workers at ages 7, 10 and 12, and by mother's and twin's self‐report at age 12. Genome‐wide ADHD polygenic risk scores (PRS) were calculated for mothers (n = 880) and twins (n = 1,999); of these, n = 871 mothers and n = 1,925 children had information on children's ADHD and household chaos. RESULTS: Children in more chaotic households had higher ADHD symptoms. Mothers and children with higher ADHD PRS lived in more chaotic households. Children's ADHD PRS was associated with household chaos over and above mother's PRS, suggesting evocative gene–environment correlation. Children in more chaotic households had higher baseline ADHD symptoms and a slower rate of decline in symptoms. However, sensitivity analyses estimated that gene–environment correlation accounted for a large proportion of the association of household chaos on ADHD symptoms. CONCLUSIONS: Children's ADHD genetic risk was independently associated with higher levels of household chaos, emphasising the active role of children in shaping their home environment. Our findings suggest that household chaos partly reflects children's genetic risk for ADHD, calling into question whether household chaos directly influences children's core ADHD symptoms. Our findings highlight the importance of considering parent and child genetic risk in relation to apparent environmental exposures

A multimodal imaging study of recognition memory in very preterm born adults

Very preterm (<32 weeks of gestation) birth is associated with structural brain alterationsand memory impairments throughout childhood and adolescence. Here, we used functional MRI(fMRI) to study the neuroanatomy of recognition memory in 49 very preterm-born adults and 50 con-trols (mean age: 30 years) during completion of a task involving visual encoding and recognition ofabstract pictures. T1-weighted and diffusion-weighted images were also collected. Bilateral hippocam-pal volumes were calculated and tractography of the fornix and cingulum was performed and assessedin terms of volume and hindrance modulated orientational anisotropy (HMOA). Online recognitionmemory task performance, assessed with A scores, was poorer in the very preterm compared with thecontrol group. Analysis of fMRI data focused on differences in neural activity between the recognitionand encoding trials. Very preterm born adults showed decreased activation in the right middle frontalgyrus and posterior cingulate cortex/precuneus and increased activation in the left inferior frontalgyrus and bilateral lateral occipital cortex (LOC) compared with controls. Hippocampi, fornix and cin-gulum volume was significantly smaller and fornix HMOA was lower in very preterm adults. Amongall the structural and functional brain metrics that showed statistically significant group differences,LOC activation was the best predictor of online task performance (P 5 0.020). In terms of associationbetween brain function and structure, LOC activation was predicted by fornix HMOA in the pretermgroup only (P 5 0.020). These results suggest that neuroanatomical alterations in very preterm bornindividuals may be underlying their poorer recognition memory performance

Polygenic risk and the course of Attention-Deficit/Hyperactivity Disorder from childhood to young adulthood:Findings from a nationally representative cohort

OBJECTIVE: To understand whether genetic risk for attention-deficit/hyperactivity disorder (ADHD) is associated with the course of the disorder across childhood and into young adulthood. METHOD: Participants were from the Environmental Risk (E-Risk) Longitudinal Twin Study, a population-based birth cohort of 2,232 twins. ADHD was assessed at ages 5, 7, 10, and 12 with mother- and teacher-reports and at age 18 with self-report. Polygenic risk scores (PRSs) were created using a genome-wide association study of ADHD case status. Associations with PRS were examined at multiple points in childhood and longitudinally from early childhood to adolescence. We investigated ADHD PRS and course to young adulthood, as reflected by ADHD remission, persistence, and late onset. RESULTS: Participants with higher ADHD PRSs had increased risk for meeting ADHD diagnostic criteria (odds ratios ranging from 1.17 at age 10 to 1.54 at age 12) and for elevated symptoms at ages 5, 7, 10, and 12. Higher PRS was longitudinally associated with more hyperactivity/impulsivity (incidence rate ratio = 1.18) and inattention (incidence rate ratio = 1.14) from age 5 to age 12. In young adulthood, participants with persistent ADHD exhibited the highest PRS (mean PRS = 0.37), followed by participants with remission (mean PRS = 0.21); both groups had higher PRS than controls (mean PRS = −0.03), but did not significantly differ from one another. Participants with late-onset ADHD did not show elevated PRS for ADHD, depression, alcohol dependence, or marijuana use disorder. CONCLUSION: Genetic risk scores derived from case-control genome-wide association studies may have relevance not only for incidence of mental health disorders, but also for understanding the longitudinal course of mental health disorders