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- Creators: Dixon, Maria
- Creators: School of International Letters and Cultures
- Resource Type: Text
The present study investigated the communicative characteristics of challenging behavior documented in children with Autism Spectrum Disorder (ASD), and how those behaviors changed as receptive and expressive language skills changed. Several years of the individual education plans (IEPs), behavior plans, and test scores of three male students from a small non- public school (NPS) were reviewed for this study. Challenging behaviors that served a communicative function showed some signs of diminishing as functional communication increased. While functional communication did show signs of increasing with the acquisition of expressive and receptive language the participants differed in their dependence on prompting to use functional communication in lieu of challenging behavior. Additionally, some of the challenging behaviors were rooted in a difficulty with self-regulation and stimming behavior and didn't appear to serve a communicative function. Given the significant impact challenging behaviors have on the quality life of the children with ASD and their families, more research is needed to better understand the connection between spontaneous and independent functional communication and duration to independent attention to task effects on challenging behavior.
Methods: The study consisted of 79 participants with ASD (59 male, 20 female; ages 18-70, mean=40.27 [±17] years) and 77 NT participants (46 male, 31 female; ages 18-71, mean=40.33 [±16] years). Hippocampal and fornix FW and FA values were generated from diffusion tensor images obtained along 32 directions using a b-value of 2500 s/mm2 in the axial direction with 3 mm slice resolution. These images were then processed for eddy current, distortion, b-vec and motion correction, skull stripped, and non-linear registered using Advanced Normalization Tools (ANTs) to the subject’s T1 image. FW and FA maps were calculated using custom written MatLab code and standard atlases containing the hippocampus and fornix were applied.
Results: The right hippocampus showed a significant diagnosis by age interaction (p=0.018), such that the increase in FW with age was greater for adults with ASD. The left hippocampus diagnosis by age interaction approached significance (p=0.055). Similarly, the right fornix showed a significant diagnosis by age interaction (p=0.044), with increases in FW with age as greater for adults with ASD, and the left fornix diagnosis by age interaction approached significance (p=0.053). FA values showed no significant diagnosis by age interactions.
Conclusion: In the hippocampus and fornix, the association between increasing FW and increasing age was more pronounced for adults with ASD than matched NT adults. This may mean that as adults with ASD age, these regions will degenerate faster than their NT peers, which could have implications for accelerated age-related memory decline. However, a notable limitation is the cross-sectional nature of the study. Our ongoing longitudinal study will inform a more definitive picture of brain aging with ASD.
The purpose of this project was to develop a new questionnaire that was comprehensive and included symptoms of autism and related disorders. 28 parents of children with autism and two adults with autism were interviewed and asked to fill out the questionnaire and rate their child’s symptoms based on the available scale. From their responses, we were able to edit and improve the questionnaire to make it clearer and more concise. We added new symptoms and improved the descriptions of the symptoms listed. The new version of the questionnaire will be edited after interviewing the same 30 people again. After, it will need to be validated by a large study of around 300 people. The questionnaire will be used in an app format and help parents rate their child’s symptoms during clinical studies of medical treatments.