Browsing by Subject "Autism Spectrum Disorder (ASD)"

Now showing 1 - 5 of 5
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    A global perspective: Quantitative changes in training participants’ knowledge of autism across selected settings within the United States and Singapore
    (2023-11) Neal, Tiffany; Nazarloo, Shawn; Deodhar, Aditi; Somasundaram, Manasi; Gandhi, Siddhi; Swiezy, Naomi
    The present study aimed to assess and compare the effectiveness of the HANDS in Autism™ Model training curriculum, framework and process specific to changes in autism knowledge via the Autism Knowledge Survey-Revised (AKS-R; HANDS in Autism®, 2005). Additional exploration using the AKS-R, sought to explore differences in the global, Singapore training cohorts specific to their participation in either single-week or multi-week training formats. Results from this preliminary exploration demonstrated statistically significant improvement in autism knowledge across both countries. These findings provide initial evidence as to both the effectiveness and transportability of the HANDS in Autism® Model across participants and countries. While findings are specific to improved autism knowledge, the emerging potential of the Hands in Autism® Model as a comprehensive treatment model will be further discussed.
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    APPlications of amyloid-β precursor protein metabolites in macrocephaly and autism spectrum disorder
    (Frontiers Media, 2023-09-20) Sokol, Deborah K.; Lahiri, Debomoy K.; Neurology, School of Medicine
    Metabolites of the Amyloid-β precursor protein (APP) proteolysis may underlie brain overgrowth in Autism Spectrum Disorder (ASD). We have found elevated APP metabolites (total APP, secreted (s) APPα, and α-secretase adamalysins in the plasma and brain tissue of children with ASD). In this review, we highlight several lines of evidence supporting APP metabolites’ potential contribution to macrocephaly in ASD. First, APP appears early in corticogenesis, placing APP in a prime position to accelerate growth in neurons and glia. APP metabolites are upregulated in neuroinflammation, another potential contributor to excessive brain growth in ASD. APP metabolites appear to directly affect translational signaling pathways, which have been linked to single gene forms of syndromic ASD (Fragile X Syndrome, PTEN, Tuberous Sclerosis Complex). Finally, APP metabolites, and microRNA, which regulates APP expression, may contribute to ASD brain overgrowth, particularly increased white matter, through ERK receptor activation on the PI3K/Akt/mTOR/Rho GTPase pathway, favoring myelination.
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    Enhancing evidence-based practices in educational settings serving students with autism spectrum disorder: A collaborative study of the HANDS in Autism® Model in community classroom settings.
    (2023-11) Pittala, Venkataramana; Neal, Tiffany; Deodhar, Aditi; Thumu, Mrudhula; Swiezy, Naomi
    The collaborative initiative between HANDS in Autism® and school districts focuses on elevating evidence-based practices (EBPs) in educational settings supporting students with autism spectrum disorder (ASD). Training within sites is informed by the HANDS in Autism® Model, a comprehensive module-based training curriculum, framework, and process covering areas such as Environmental Control, Assessment, Goal Setting, Teaching, and Generalization. Module advancement hinges on demonstrating mastery of prior content. This project aims to successively enhance educational team members' application and understanding of evidence-based practices (EBPs) and refine precision of EBP implementation. Ongoing data is collected via Module-Based Rubrics (MBRs), appraising EBP implementation through observed behaviors aligned with each module. A Likert-style rating is used for scoring with a range from 0 (Not Present) to 4 (Fully Present). Preliminary subsample results indicate, that in the initial academic year, a rural Midwest-based middle school location displayed the highest average scores whereas a comparable high school setting consistently demonstrated superior strategy implementation across modules over the 3-year period when contrasted with other educational settings. Furthermore, in subsequent years, both settings surpassed a comparison group (i.e., a rural elementary school) across modules. The project showcases the potential for effective EBP implementation over years using the systematic approach hallmark to the HANDS in Autism® Model. Future plans encompass integration of data analysis to compare school years and sites for comprehensive insights on the influence of implementation on student outcomes. Subsequent steps involve validating trends to inform individual approaches to maximize implementation outcomes based on site characteristics.
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    Enhancing Functional Communication and Social Engagement for Students with Autism: Distal Impacts of the HANDS in Autism® Model in Collaborative Community Classroom Sites
    (2023-11) Thumu, Mrudhula; Neal, Tiffany; Deodhar, Aditi; Pittala, Venkataramana; Swiezy, Naomi
    The Collaborative Sites Project brings together diverse educational institutions to promote collective learning and progress, utilizing the HANDS in Autism® Model training curriculum, framework, and process. Focused on enhancing functional communication skills for students with autism spectrum disorder (ASD), the project employs evidence-based interventions to facilitate successful social interactions. Data from three educational settings within a sub-urban Midwest school district – middle school, high school, and vocational school – are analyzed using the Classroom-Wide Data Rating (C-WDR) system developed by the HANDS research team. C-WDR assesses adaptive and maladaptive behaviors through monthly assessments, employing objective time sampling in 10-minute intervals across 10 recordings. A vital measure, the proportion of functional communication, gauges instances where communication serves a purpose. Initial findings offer a comprehensive analysis of functional communication ratios, focusing on students with ASD across varied educational settings. The proportion of functional communication emerges as a key indicator, highlighting purposeful interactions. Positive progress in functional communication skills is evident in high school and middle school settings. These results underscore the HANDS in Autism® Model's efficacy in improving communication skills within these contexts. Limited data availability from vocational settings over one year precludes trend observation, necessitating further analysis for a comprehensive evaluation across all settings. The proportion of functional communication serves as a reliable metric of successful intervention. Continued analyses will provide deeper insights into the model's impact and broader implications, refining our comprehension. This collaborative endeavor envisions an enriched educational landscape, characterized by shared knowledge and collective growth, fostering inclusivity and effectiveness for students with ASD.
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    Quantitative Variation in the Understanding of ASD within School Personal between the U.S. & Singapore
    (2023-09) Nazarloo, Shawn; Neal, Tiffany; Deodhar, Aditi; Sweizy, Naomi