Articles

The Using Animation Tutors based on Phase One Picture Exchange Communication System to Improve Vocabulary Skills with Autism Spectrum Disorder

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This study evaluates the web-based Animated Tutor PECS (AT-PECS) using the Picture Exchange Communication System (PECS) method as a means to increase the ability to initiate communication independently in children with Autism Spectrum Disorder (ASD). The objects of this study were children under 5 years of age who had ASD with limited communication skills before being treated using the AT-PECS application. Methods:This study designed an alternating treatment to examine the use of AT-PECS as the primary technique for improving students’ abilities with PECS and increasing students’ independent communication initiatives. Results: The results obtained from this study indicate that students can accept the use of the PECS method for learning and show an increase in communication initiative skills independently, but the speed in improving vocabulary looks faster when using the AT-PECS application. Conclussion: The study indicate that using the PECS intervention method with the help of ATA can improve the communication skills of ASD children and improve verbal abilities to a certain extent.​

The Benefits of Cooperative Teaching Applied Through Projects to Improve Learning for Students with Autism Spectrum Disorder

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People with autism spectrum disorder (ASD) are characterised by severe limitations in nodal connectivity of information, which can involve some or several levels of the neuropsychological information processing system to various degrees. For this reason, in besides treating behaviours formally expressed by international classifications, it´s necessary to apply programmes to facilitate functional connectivity and fluidity over knowledge processing, in this sense, the cooperative project-based method can help neural networks interact and support the perception and subsequent processing of information.

A total of 10 participants took part in this study, divided into two groups of 5 students each. One of the groups included a student with level 1 ASD (n: 5). All students belong to the same class and are studying all subjects corresponding to first grade of secondary education. Results confirmed the hypothesis that project-based work in small cooperative groups is effective, with all students showing improvement compared to the other two didactic methods implemented: practical and expository. Moreover, it was also observed that the group in which the student with ASD participates has not impaired the knowledge process, but, on the contrary, provides benefits that exceed the second group of exclusively neurotypical students (n: 5) in the statistics applied.

Antipsychotic Medication Adverse Effect on Autistic Patients among Saudi Papulation

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Background: Autism Spectrum Disorder (ASD) is a complex neurodevelopmental condition characterized by persistent impairments in social communication and restricted, repetitive patterns of behavior. Pharmacological treatments for the core symptoms of ASD are currently lacking, with existing medications primarily targeting associated symptoms and comorbidities such as irritability and psychiatric conditions. Early implementation of behavioral therapies has shown promise in alleviating core ASD symptoms and improving functional outcomes. Combining behavioral therapies with psychopharmacological monitoring is considered a beneficial approach.

Methodology: This cross-sectional study aimed to assess the level of knowledge regarding autism spectrum disorders among general care physicians and psychiatric physicians in a specific region. A self-reported questionnaire, comprising demographic information, understanding of autism, experience with patients with autism, and knowledge-based questions, was administered. The collected data were analyzed using Statistical Package for Social Science (SPSS) software.

Results: The study included 286 participants, with 59.1% acknowledging inadequate knowledge of autism spectrum disorders. However, 40.2% reported experience in diagnosing and collaborating with individuals with ASDs. Among the participants, 80.8% were aware of the challenges faced by children with ASDs in social interaction, communication, and behavior, while 61.9% correctly recognized the higher prevalence of ASDs in boys. The study also revealed potential adverse consequences of antipsychotic medication use in individuals with ASDs, including weight increase (67.8%), hyperprolactinemia (29.4%), extrapyramidal symptoms (32.2%), drowsiness (56.1%), and cognitive adverse effects (18.3%).

Conclusion: This study highlights a lack of knowledge among healthcare providers regarding Autism Spectrum Disorders (ASDs). This has implications for accurate diagnosis and effective treatment. The study also emphasizes the potential adverse consequences of using antipsychotic medications in individuals with ASDs. Additional education and training are needed to address these knowledge gaps and improve care for individuals with ASDs.