Monday, February 25, 2019

Prevalence and Treatment Patterns of Autism Spectrum Disorder in the United States, 2016

Prevalence and Treatment Patterns of Autism Spectrum
Disorder in the United States, 2016
 


IMPORTANCE Autism spectrum disorder (ASD) is a complex neurodevelopmental disorder.
Previous surveys have reported a steady increase in ASD prevalence in US children over the
past decades. Several behavioral therapies and medications have been developed to treat the
symptoms of ASD; however, little is known about the current status of treatment usage for
children diagnosed as having ASD.


OBJECTIVE To estimate the prevalence and treatment patterns of ASD among US children
using nationally representative data.


DESIGN, SETTING, AND PARTICIPANTS This study used data from the 2016 National Survey of
Children’s Health, a nationwide, population-based, cross-sectional survey. We included
43 032 children aged 3 to 17 years. Data were collected through questionnaires completed by
a parent or guardian. Data were analyzed from February 2018 to March 2018.


MAIN OUTCOMES AND MEASURES Outcome variables included ASD diagnosed by a physician
or health professional and the use of behavioral treatment or medication treatment among
children with ASD.


RESULTS Of the 43 032 included participants, 22 072 (51.3%) were male, and the mean (SD)
age was 10.7 (4.4) years. The weighted prevalence of ever-diagnosed ASD and current ASD
were 2.79% (95% CI, 2.46-3.12) and 2.50% (95% CI, 2.21-2.79), respectively. The state-level
prevalence of ever-diagnosed ASD varied from 1.54% (95% CI, 0.60-2.48) in Texas to 4.88%
(95% CI, 2.72-7.05) in Florida. Nationally, about 70% of children with current ASD (70.5%;
95% CI, 65.1-75.8) were treated; 43.3% (95% CI, 37.4-49.2) received behavioral treatment
only, 6.9% (95% CI, 3.7-10.1) received medication treatment only, and 20.3% (95% CI,
16.5-24.1) received both behavioral and medication treatments. The remaining 29.5%
(95% CI, 24.2-34.9) of children with current ASD did not receive either behavioral or
medication treatment.


CONCLUSIONS AND RELEVANCE This study showed that the prevalence of ASD in the
United States was relatively high, and it varied substantially across US states. Almost 30%
of US children with ASD did not receive behavioral or medication treatment, which calls
for a critical need to understand and address the barriers for those children to receive
appropriate treatments.
  

 



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Sunday, February 24, 2019

Artificial Neural Network for Diagnose Autism Spectrum Disorder

 

Artificial Neural Network for Diagnose Autism Spectrum
Disorder

Abstract: 
In this paper an Artificial Neural Network (ANN) model, was developed and tested for diagnosing Autism Spectrum
Disorder (ASD).
A dataset collected from ASD screening app was used in this paper, it contains ASD tests results based upon questions answers
from users. Test data evaluation shows that the ANN model is able to correctly diagnose ASD with 100% accuracy.

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An exploratory longitudinal study of social and language outcomes in children with autism in bilingual home environments

An exploratory longitudinal study of social and language

outcomes in children with autism in bilingual home

environments

Abstract
Little is known about outcomes of early intervention for children with autism spectrum disorder
(ASD) reared in bilingual homes. There are concerns that social communication deficits among
children with ASD may reduce the developmental benefits of early intervention for children with
ASD raised in bilingual environments. We conducted an exploratory analysis of cross-sectional
and longitudinal data from a larger study to explore associations between home language
environment and language ability and social skills in response to early ASD intervention.
Participants, aged 12–26 months when recruited, were a subset of a larger two-year, randomized
intervention trial (ClinicalTrials.gov identifier: NCT00698997). Children from bilingual homes
(BLH, n=13) began intervention with lower gesture use but otherwise demonstrated equal baseline
language and social abilities as compared with age and nonverbal IQ-matched children from
monolingual homes (MLH, n=24). Significant language growth was exhibited by children from
both language groups and there was no moderating effect of home language environment. The
BLH group demonstrated increased gesture use over the course of intervention as compared with
the MLH group. Preliminary data revealed no basis for concerns regarding negative impact of a
bilingual home environment on language or social development in young children with ASD


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Friday, February 8, 2019

Partners in School: An Innovative Parent-Teacher Consultation Model for Children with Autism Spectrum Disorder

Partners in School: An Innovative Parent-Teacher Consultation Model for Children with Autism Spectrum Disorder

Abstract
Little research examines the best ways to improve communication between parents and teachers of
children with Autism Spectrum Disorder (ASD) and its effect on child outcomes. The present
study tests an innovative parent-teacher consultation model, entitled
Partners in School. The goal
of
Partners in School is to improve parent-teacher communication aboutevidence-based practices
(EBPs), and subsequently, outcomes for children with ASD. Participants were 26 teachers and 49
parents of children with ASD from a large urban public school district. Parents and teachers
completed measures of their communication and child outcomes prior to and after receiving
consultation through
Partners in School. Results indicated that parents and teachers perceived
improvements in child outcomes after participation in
Partners in School. Changes in parentteacher communication also were associated with changes in some child outcomes.
Discussionhighlights the important role of communication inconsultations targeting family-school
partnerships for children with ASD


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Friday, February 1, 2019

Broken bridges—new school transitions for students with autism spectrum disorder: A systematic review on difficulties and strategies for success

 Broken bridges—new school transitions for students with autism spectrum disorder: A systematic review on difficulties and strategies for success


Abstract
Transitioning to a new school is often challenging for students with autism spectrum disorder. Few studies have examined the transition needs of students with autism spectrum disorder or the benefits of specific supports. This review synthesizes research findings on the difficulties that school transitions pose for students with autism spectrum disorder and their parents and teachers, and the strategies used to support students and parents during school transition. The review included 27 studies (10 examining the transition to primary school, 17 the transition to secondary school), with data from 443 students with autism spectrum disorder, 453 parents, and 546 teachers, across four continents (North America, Europe, Africa, and Australia). Studies reported that children with autism spectrum disorder struggled with anxiety and increased social pressure, their parents felt overwhelmed with complex placement decisions and worried about the well-being of their children, and teachers strove to provide appropriate supports to their students with autism spectrum disorder, often with inadequate resources. Findings indicated that the most useful strategies involved helping the student adjust to the new school setting, individualizing transition supports, clarifying the transition process for parents, and fostering communication both between the sending and receiving schools, and school and home.


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