Brain Sciences

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15 pages, 293 KiB

Open AccessArticle

Cooperative Parent-Mediated Therapy in Children with Fragile X Syndrome and Williams Beuren Syndrome: A Pilot RCT Study of a Transdiagnostic Intervention-Preliminary Data

by Paolo Alfieri, Francesco Scibelli, Laura Casula, Simone Piga, Eleonora Napoli, Giovanni Valeri and Stefano Vicari

Brain Sci. 2022, 12(1), 8; https://doi.org/10.3390/brainsci12010008 - 23 Dec 2021

Cited by 5 | Viewed by 3036

Abstract

Children with fragile X syndrome and William Beuren syndrome share several socio-communicative deficits. In both populations, around 30/35% of individuals meets criteria for autism spectrum disorder on gold standard instruments. Notwithstanding, few studies have explored feasibility and validity of therapy for socio-communicative deficits [...] Read more.

Children with fragile X syndrome and William Beuren syndrome share several socio-communicative deficits. In both populations, around 30/35% of individuals meets criteria for autism spectrum disorder on gold standard instruments. Notwithstanding, few studies have explored feasibility and validity of therapy for socio-communicative deficits in individuals with these genetic conditions. In this study, we present preliminary data on a pilot RCT aimed to verify the effectiveness of cooperative parent-mediated therapy for socio-communicative deficits in a transdiagnostic perspective in a small sample of 12 participants. Our preliminary data showed that the experimental group had significant improvement in one socio-communicative skill (responsivity) and in clinical global impression, while the control group in an adaptive measure of socialization and word production. Implications of these results are then discussed. Full article

(This article belongs to the Special Issue Social Interaction in Children with Neurodevelopmental Disorders)

24 pages, 1336 KiB

Open AccessArticle

EYE-C: Eye-Contact Robust Detection and Analysis during Unconstrained Child-Therapist Interactions in the Clinical Setting of Autism Spectrum Disorders

by Gianpaolo Alvari, Luca Coviello and Cesare Furlanello

Brain Sci. 2021, 11(12), 1555; https://doi.org/10.3390/brainsci11121555 - 24 Nov 2021

Cited by 4 | Viewed by 2687

Abstract

The high level of heterogeneity in Autism Spectrum Disorder (ASD) and the lack of systematic measurements complicate predicting outcomes of early intervention and the identification of better-tailored treatment programs. Computational phenotyping may assist therapists in monitoring child behavior through quantitative measures and personalizing [...] Read more.

The high level of heterogeneity in Autism Spectrum Disorder (ASD) and the lack of systematic measurements complicate predicting outcomes of early intervention and the identification of better-tailored treatment programs. Computational phenotyping may assist therapists in monitoring child behavior through quantitative measures and personalizing the intervention based on individual characteristics; still, real-world behavioral analysis is an ongoing challenge. For this purpose, we designed EYE-C, a system based on OpenPose and Gaze360 for fine-grained analysis of eye-contact episodes in unconstrained therapist-child interactions via a single video camera. The model was validated on video data varying in resolution and setting, achieving promising performance. We further tested EYE-C on a clinical sample of 62 preschoolers with ASD for spectrum stratification based on eye-contact features and age. By unsupervised clustering, three distinct sub-groups were identified, differentiated by eye-contact dynamics and a specific clinical phenotype. Overall, this study highlights the potential of Artificial Intelligence in categorizing atypical behavior and providing translational solutions that might assist clinical practice. Full article

(This article belongs to the Special Issue Social Interaction in Children with Neurodevelopmental Disorders)

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15 pages, 2064 KiB

Open AccessArticle

Working on Cognitive Functions in a Fully Digitalized Multisensory Interactive Room: A New Approach for Intervention in Autism Spectrum Disorders

by Ilaria Basadonne, Melanie Cristofolini, Iris Mucchi, Francesco Recla, Arianna Bentenuto and Nadia Zanella

Brain Sci. 2021, 11(11), 1459; https://doi.org/10.3390/brainsci11111459 - 3 Nov 2021

Cited by 3 | Viewed by 2466

Abstract

The feasibility of working on cognitive functions with children and adults with Autism Spectrum Disorders (ASD) inside Multisensory Interactive Rooms (MIRs) has been poorly investigated, even if sensory atypicalities are common in ASD and usual intervention rooms could represent a challenging sensory setting [...] Read more.

The feasibility of working on cognitive functions with children and adults with Autism Spectrum Disorders (ASD) inside Multisensory Interactive Rooms (MIRs) has been poorly investigated, even if sensory atypicalities are common in ASD and usual intervention rooms could represent a challenging sensory setting for patients with ASD. We hypothesized that the possibility to calibrate the sensory stimulation offered by this type of environment, able to promote a positive emotional state in patients with ASD, can consequently favor the interaction with the therapist and the motivation towards activities targeting cognitive functions. High- and low-functioning children and low-functioning adolescents/adults underwent five sessions in a fully digitalized MIR, working on sustained attention, selective attention, association, single inhibition, receptive communication, verbalization, and turn. We developed specific protocols calibrated for sensory stimulation and difficulty level based on the characteristics of the participants. We found statistically significant improvements in all functions, except association, in the children’s group. Therefore, a fully digitalized MIR seems suitable for intervention on cognitive functions in ASDs, but further investigations are needed to better address possible differences related to age and functioning level. Full article

(This article belongs to the Special Issue Social Interaction in Children with Neurodevelopmental Disorders)

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16 pages, 319 KiB

Open AccessArticle

Parenting Stress and Social Style in Mothers and Fathers of Children with Autism Spectrum Disorder: A Cross-Cultural Investigation in Italy and Japan

by Michele Giannotti, Sophia Marlene Bonatti, Sanae Tanaka, Haruyuki Kojima and Simona de Falco

Brain Sci. 2021, 11(11), 1419; https://doi.org/10.3390/brainsci11111419 - 27 Oct 2021

Cited by 20 | Viewed by 4405

Abstract

Parents of children with autism spectrum disorder (ASD) face unique challenges, which may affect parenting functioning. However, little is known about gender and cultural variations in parenting stress and styles in these families. The aims of this study were to investigate: (1a) the [...] Read more.

Parents of children with autism spectrum disorder (ASD) face unique challenges, which may affect parenting functioning. However, little is known about gender and cultural variations in parenting stress and styles in these families. The aims of this study were to investigate: (1a) the differences in parenting stress and (1b) social style between Italian and Japanese mothers and fathers of children with ASD; (2) the predictive role of culture, sociodemographic, and child’s characteristics on parenting stress; (3) the predictors of the social parenting style, including parenting stress dimensions. The study involved 92 Italians and 89 Japanese parents of school-age children (5–12 years) with ASD who completed the Parenting Stress Index and the Parenting Style Questionnaire. Results revealed that Japanese parents showed higher parenting stress and less engagement in social style than Italians. Across cultures, mothers used more social style than fathers. Being Japanese and having a child with greater ASD severity predicted higher levels of parenting stress. We also found that country, parent’s gender, and stress related to the dysfunctional interaction were significant predictors of parenting social style. Our findings highlight the importance of a cross-cultural approach to better understand the experiences and needs of mothers and fathers of children with ASD. Full article

(This article belongs to the Special Issue Social Interaction in Children with Neurodevelopmental Disorders)

14 pages, 1053 KiB

Open AccessArticle

A Multidisciplinary Telerehabilitation Approach for Supporting Social Interaction in Autism Spectrum Disorder Families: An Italian Digital Platform in Response to COVID-19

by Ersilia Vallefuoco, Giulia Purpura, Giovanna Gison, Andrea Bonifacio, Luca Tagliabue, Fiorenza Broggi, Goffredo Scuccimarra, Alessandro Pepino and Renata Nacinovich

Brain Sci. 2021, 11(11), 1404; https://doi.org/10.3390/brainsci11111404 - 25 Oct 2021

Cited by 10 | Viewed by 2889

Abstract

Due to its complexity and high variability in symptomology, autism spectrum disorder (ASD) requires a coordinated and multidisciplinary intervention to better support the different programs over time and to promote social interactions in all contexts of life. Telemedicine can offer a valuable contribution [...] Read more.

Due to its complexity and high variability in symptomology, autism spectrum disorder (ASD) requires a coordinated and multidisciplinary intervention to better support the different programs over time and to promote social interactions in all contexts of life. Telemedicine can offer a valuable contribution in this regard, providing low-cost and portable applications. In this paper, we presented an Italian project, SUPER, which aimed to foster collaboration and information sharing between ASD families, health services, and schools. SUPER provided a digital platform with several tools that were useful both to enhance general and specific ASD knowledge and to promote personalized programs for children with ASD. We conducted a preliminary user test for the platform with 30 participants (18 therapists and 12 parents of children with ASD) using the system usability scale (SUS). The total mean SUS score (89.2) showed that SUPER is an excellent, usable system. Moreover, we extracted the usability and learnability mean components from the SUS scores, which were 96.1 and 61.7, respectively. Our preliminary results indicate that SUPER is a very user-friendly application and its innovative telemedicine approach could be ahelpful communication and collaboration tool among the different contexts of care for children with ASD. Full article

(This article belongs to the Special Issue Social Interaction in Children with Neurodevelopmental Disorders)

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12 pages, 810 KiB

Open AccessArticle

A Pilot Study Evaluating the Effects of Early Intervention for Italian Siblings of Children with Autism Spectrum Disorder

by Valentina Riva, Elena Maria Riboldi, Barbara Urbani, Massimo Molteni and Laura Villa

Brain Sci. 2021, 11(11), 1381; https://doi.org/10.3390/brainsci11111381 - 21 Oct 2021

Viewed by 2411

Abstract

Autism spectrum disorder (ASD) is a high-cost/high-burden problem. Early intervention may prevent development of the disorder, improving child outcomes and reducing long-term consequences. However, few studies have investigated the role of early intervention in children younger than two years. This study aims to [...] Read more.

Autism spectrum disorder (ASD) is a high-cost/high-burden problem. Early intervention may prevent development of the disorder, improving child outcomes and reducing long-term consequences. However, few studies have investigated the role of early intervention in children younger than two years. This study aims to examine the effect of early intervention in 18-month-old high-risk siblings of children with ASD (HR-ASD) with clinical signs of autism. The intervention is based on the principles of Applied Behavior Analysis and focuses on the development of early precursors to social and communicative competence (joint attention and imitation behaviors). After controlling for baseline differences, two comparison HR-ASD groups were included: 15 HR-ASD toddlers receiving behavioral intervention for 3 h per week for 5 months (INT+) and 15 HR-ASD toddlers who were only clinically monitored from age 18 months (INT−). Changes in social communication, restricted/repetitive behaviors, and language were assessed using standardized measures at pre- (T0) and post-intervention (T1). From T0 to T1, the INT+ group showed significant improvements in communication, social interaction, and language compared to INT− group. There was no effect on restricted/repetitive behaviors. Our findings highlighted the importance of early detection/intervention in autism and supported a positive impact of targeted interventions to improve outcomes in at-risk children. Full article

(This article belongs to the Special Issue Social Interaction in Children with Neurodevelopmental Disorders)

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12 pages, 1264 KiB

Open AccessArticle

Caregivers’ Burden of School-Aged Children with Neurodevelopmental Disorders: Implications for Family-Centred Care

by Giulia Purpura, Luca Tagliabue, Stefania Petri, Francesco Cerroni, Andrea Mazzarini and Renata Nacinovich

Brain Sci. 2021, 11(7), 875; https://doi.org/10.3390/brainsci11070875 - 30 Jun 2021

Cited by 13 | Viewed by 3435

Abstract

Caregivers of children with neurodevelopmental disorders play a central role during the rehabilitation and education processes, but they have an increasing risk of psychosocial problems even if the literature is not so agreed upon the specific and predisposing factors to that. The aim [...] Read more.

Caregivers of children with neurodevelopmental disorders play a central role during the rehabilitation and education processes, but they have an increasing risk of psychosocial problems even if the literature is not so agreed upon the specific and predisposing factors to that. The aim of this study was to examine possibly differences of burden levels in an Italian sample of principal caregivers of children with different kinds of neurodevelopmental disorders and to investigate the possible links between some clinical and sociodemographic variables and the levels of caregiver’s burden. 105 caregivers of school-aged children with neurodevelopmental disorders were included in the study and completed three online questionnaires (General Questionnaire, Caregiver Burden Inventory, Zarit Caregiver Burden Scale). Results highlighted that about the half of caregivers show from moderate to high levels of stress, but parents of children with Autism Spectrum Disorder and Intellectual Disability show greater difficulties than parents of children with Attention-Deficit Hyperactivity Disorder, Language and/or Learning Disorder, and Developmental Coordination Disorder. Moreover, it was evident a negative correlation between the burden levels and the age of children, but also a direct correlation between the burden levels and the weekly hours of rehabilitation. These findings show that severity of caregiver’s burden is dependent by the type of neurodevelopmental disorder and suggest that an ecological and family-centred approach is necessary to guarantee the life health developmental course of these children. Full article

(This article belongs to the Special Issue Social Interaction in Children with Neurodevelopmental Disorders)

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13 pages, 242 KiB

Open AccessArticle

A Study on the Life Experiences of Adolescents Who Grew up with Younger Siblings with Developmental Disabilities: Focusing on Phenomenological Analysis Methods

by Sunwon Park, Wonjung Ryu and Hyerin Yang

Brain Sci. 2021, 11(6), 798; https://doi.org/10.3390/brainsci11060798 - 17 Jun 2021

Cited by 3 | Viewed by 2771

Abstract

This study aims to explore specific life experiences and what it means to “live as a sibling of a disabled person”, by focusing on the brothers and sisters of persons with disabilities; this is a cohort that has been relatively marginalized in the [...] Read more.

This study aims to explore specific life experiences and what it means to “live as a sibling of a disabled person”, by focusing on the brothers and sisters of persons with disabilities; this is a cohort that has been relatively marginalized in the field of welfare for the disabled. To this end, the author conducted 1:1 in-depth interviews with four adolescents who grew up with younger siblings who have developmental disabilities, and analyzed the meaning underlying their life experiences through phenomenological research methods. As a result, a total of five core themes of those life experiences were identified: (1) the birth of a disabled younger sibling, wherein their trials began; (2) surviving differentiation within the family; (3) ambivalence toward parents; (4) adolescence, with resurfaced psychological conflicts and relieving emotions; and (5) a future to be planned around a life of coexisting with disabled siblings. This study aims to provide basic data for social welfare intervention through an illuminating and deeper understanding of the lives of siblings of the developmentally disabled who require a high level of care. Full article

(This article belongs to the Special Issue Social Interaction in Children with Neurodevelopmental Disorders)

14 pages, 349 KiB

Open AccessArticle

Savouring as an Intervention to Decrease Negative Affect in Anxious Mothers of Children with Autism and Neurotypical Children

by Ariel S. Pereira, Atiqah Azhari, Chloe A. Hong, Gerin E. Gaskin, Jessica L. Borelli and Gianluca Esposito

Brain Sci. 2021, 11(5), 652; https://doi.org/10.3390/brainsci11050652 - 16 May 2021

Cited by 9 | Viewed by 4507

Abstract

Savouring is an emotion regulation strategy and intervention that focuses on the process of attending, intensifying and prolonging positive experiences and positive affect associated with these memories. Personal savouring involves a reflection on positive memories that are specific to the individual and do [...] Read more.

Savouring is an emotion regulation strategy and intervention that focuses on the process of attending, intensifying and prolonging positive experiences and positive affect associated with these memories. Personal savouring involves a reflection on positive memories that are specific to the individual and do not involve others. In contrast, relational savouring entails reflecting on instances when people were responsive to the needs of their significant others. Such interventions hold potential benefits in enhancing positive affect (PA) and reducing negative affect (NA) for both parents of children with autism spectrum disorder (ASD) and parents of neurotypical children. Adults with greater symptoms of generalised anxiety have been found to have less PA and more NA. However, no study has investigated the effects of a mother’s anxiety symptoms on the efficacy of savouring in enhancing PA and reducing NA. Thus, this paper combined personal and relational savouring to investigate whether savouring may enhance PA and reduce NA of a pooled sample of mothers of neurotypical children and mothers of children with ASD. 52 mothers of neurotypical children and 26 mothers of children with ASD aged 3–7 years old were given a series of questionnaires and randomly assigned to either relational savouring or personal savouring conditions. In relational savouring, mothers were asked to reflect upon a shared positive experience with their child while in the personal savouring condition, a personal positive experience was recalled. Across mothers of children with ASD and neurotypical children, findings suggest that savouring leads to a decrease in NA (p < 0.01) but not increases in PA. Similarly, mothers with higher levels of anxiety experience a greater decrease in NA (p < 0.001) compared to mothers with lower levels of anxiety post-savouring. This study proposes that a brief savouring intervention may be effective among mothers of preschoolers. As lower levels of negative affect is linked to healthier psychological well-being, mothers might be able to engage in more effective and warm parenting after savouring exercises, which would cultivate positive mother-child relationships that benefit their children in the long-term. Full article

(This article belongs to the Special Issue Social Interaction in Children with Neurodevelopmental Disorders)

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19 pages, 833 KiB

Open AccessArticle

Physiological Reactions in the Therapist and Turn-Taking during Online Psychotherapy with Children and Adolescents with Autism Spectrum Disorder

by Laura López-Florit, Esteban García-Cuesta, Luis Gracia-Expósito, German García-García and Giuseppe Iandolo

Brain Sci. 2021, 11(5), 586; https://doi.org/10.3390/brainsci11050586 - 30 Apr 2021

Cited by 1 | Viewed by 3367

Abstract

This study aims to analyze the relationship between the sociocognitive skills of a group of children and adolescents with autism spectrum disorder (ASD) at verbal level 1, the variability of the therapist’s heart rate (HRV), and the conversational turn-taking during online psychotherapy sessions. [...] Read more.

This study aims to analyze the relationship between the sociocognitive skills of a group of children and adolescents with autism spectrum disorder (ASD) at verbal level 1, the variability of the therapist’s heart rate (HRV), and the conversational turn-taking during online psychotherapy sessions. Initially, we assessed the intelligence, narrative, and behavioral characteristics of the participants. We videotaped the online sessions and recorded the therapist’s HRV via a smart wireless sensor. Finally, we analyzed the video sessions using an observation system and the therapist’s HRV using the Poincaré technique. The results show that the patients’ communicative intention was related to their narrative, intellectual and social competencies. Furthermore, the turn-taking between the therapist and the participant was associated with the patient’s emotional and behavioral difficulties. On the other side, the therapist’s heart rate variability (HRV) was related to the synchrony between the therapist and the participant with more significant stress on the therapist, when he shared and expanded the conversation with the patient, and when the patient broadened and shared the conversation with the therapist. Full article

(This article belongs to the Special Issue Social Interaction in Children with Neurodevelopmental Disorders)

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Review

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19 pages, 653 KiB

Open AccessReview

Father–Child Interactions in Preschool Children with ASD: A Systematic Review

by Silvia Perzolli, Arianna Bentenuto, Giulio Bertamini, Simona de Falco and Paola Venuti

Brain Sci. 2021, 11(9), 1202; https://doi.org/10.3390/brainsci11091202 - 12 Sep 2021

Cited by 5 | Viewed by 3668

Abstract

Studies on parental interaction in the context of ASD has mainly focused on mothers, even if fathers and their children seem to form close and supportive relationships that may have unique effects on child development. Given the impact of ASD symptoms on a [...] Read more.

Studies on parental interaction in the context of ASD has mainly focused on mothers, even if fathers and their children seem to form close and supportive relationships that may have unique effects on child development. Given the impact of ASD symptoms on a child’s ability to interact with significant others, recent findings strengthen the importance of including caregivers during treatment to guarantee a better adaptation to the child’s impairments. Despite this, fathers are scarcely involved, and interventions seem to not be tailored to their interactive characteristics and needs. For this reason, a systematic review was conducted to investigate fathers and children with ASD behaviors during interaction. This review found 12 observational studies that identified social, cognitive, and affective interactive modalities in father–child dyads through three psychology-focused journal databases: PubMed, PsycINFO and Scopus. The significant variation in both sample size and in the measures used to assess dyadic outcomes limits the ability of this work to make robust recommendations for intervention. Despite this, the results revealed characteristic behaviors of this dyad that consequently allow specific targets to be worked on during intervention. In fact, from fathers’ individual strengths and weaknesses, it is possible to implement interventions that are complementary with maternal characteristics from the perspective of personalized and optimized treatment. Full article

(This article belongs to the Special Issue Social Interaction in Children with Neurodevelopmental Disorders)

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Other

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26 pages, 3037 KiB

Open AccessSystematic Review

Effects of Cognitive Training Programs on Executive Function in Children and Adolescents with Autism Spectrum Disorder: A Systematic Review

by Angela Pasqualotto, Noemi Mazzoni, Arianna Bentenuto, Anna Mulè, Francesco Benso and Paola Venuti

Brain Sci. 2021, 11(10), 1280; https://doi.org/10.3390/brainsci11101280 - 27 Sep 2021

Cited by 26 | Viewed by 9845

Abstract

Background. Autism Spectrum Disorder is often associated with deficits in executive functions (EFs), which is contributing significantly to individuals with ASD’s difficulties in conducting an independent life, particularly considering social skills. Technologies offer promising opportunities to structure EF intervention programs for children on [...] Read more.

Background. Autism Spectrum Disorder is often associated with deficits in executive functions (EFs), which is contributing significantly to individuals with ASD’s difficulties in conducting an independent life, particularly considering social skills. Technologies offer promising opportunities to structure EF intervention programs for children on the autistic spectrum. Methods. This study aimed to review the effectiveness of randomized controlled trials or quasi-experimental studies of EF interventions delivered to children and young people (up to 23 years old) with a diagnosis of ASD. A special focus was dedicated to document the effectiveness of computerized and non-computerized cognitive training on (1) EFs and on (2) ASD symptomatology and social skills. Of 2601 studies retrieved, 19 fulfilled the inclusion criteria. Results. Most of the interventions identified were effective in enhancing EFs and reducing symptoms in children and young people with ASD. Limited evidence is available on their generalization to untrained skills (i.e., social abilities) as well as long-term effects. Conclusions. There is growing evidence for overall effectiveness of EF training, particularly when computerized. However, caution should be taken when interpreting these findings owing to methodological limitations, the minimal number of papers retrieved, and a small samples of included studies. Full article

(This article belongs to the Special Issue Social Interaction in Children with Neurodevelopmental Disorders)

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