Search Results (1,783)

School counselors working in preschool special education institutions undertake multidimensional responsibilities involving support for children with developmental disabilities, family guidance, interdisciplinary collaboration, and participation in individualized education program (IEP) processes. Despite the complexity of these responsibilities, limited research has specifically examined the professional development needs of counselors employed in early childhood special education settings. This study aimed to determine the professional development needs of school counselors working in preschool special education institutions and to explore the professional challenges they experience in practice. The study was conducted using a qualitative research design. Participants consisted of 19 school counselors working in preschool special education institutions across different regions of Türkiye. Data were collected through semi-structured interviews and analyzed using thematic analysis. The findings indicated that school counselors experienced substantial professional development needs related to autism spectrum disorder, behavioral intervention strategies, family counseling, crisis intervention, interdisciplinary teamwork, assessment procedures, and individualized education planning. School counselors also emphasized inadequacies in preservice education and reported a strong need for applied, field-specific in-service training opportunities. Furthermore, role ambiguity, institutional limitations, and insufficient supervision emerged as significant factors negatively influencing professional competence perceptions. The findings suggest that counselor education curricula and professional development policies should be restructured to address the unique demands of preschool special education settings more effectively. This study contributes to the literature by highlighting the necessity of specialized professional preparation for school counselors supporting young children with special needs and their families. Full article

Background: Sensory processing differences are highly prevalent in children with autism spectrum disorder (ASD) and may shape how they interact with their environment and acquire new knowledge. The present study investigated developmental changes in learning potential and cognitive functioning in preschool children with ASD presenting a sensory seeking profile with typical sensitivity. In addition, the study examined which components of early learning potential predicted intellectual functioning two years later. Methods: A longitudinal design was employed with 44 preschool boys with ASD assessed at ages four and six. The potential for learning through dynamic assessment, intelligence and sensory processing patterns was assessed. Paired sample t-tests were conducted to examine developmental changes, and hierarchical regression analyses were used to identify predictors of intellectual functioning at age six. Results: Significant improvements were observed in general cognitive ability, classification ability, and perspective-taking skills across the two-year period. Regression analyses revealed that visual memory, sequential pattern completion, classification ability, and perspective taking significantly predicted intellectual functioning at age six, jointly explaining 51% of the variance in IQ scores. Conclusions: The findings suggest that visuospatial processing and pattern-based reasoning may play a central role in cognitive development among preschool children with ASD who exhibit active sensory engagement. Full article

Autism spectrum disorder (ASD) is a neurodevelopmental condition where early detection is crucial for improving outcomes. Electroencephalography (EEG) offers a non-invasive approach for identifying potential biomarkers. In this study, we investigate hemispheric asymmetry using the Lateralisation Index (LI) derived from EEG signals and evaluate its effectiveness for ASD classification. Using a small dataset of children with and without ASD, we applied several machine learning models, including Logistic Regression, Support Vector Machines and Random Forest. Particular attention was given to evaluation strategies to avoid overfitting and data leakage. While initial results suggested moderate classification performance, repeated validation indicated unstable generalisation. Our findings highlight both the potential and limitations of LI-based features in small-sample settings and emphasise the importance of robust evaluation in EEG-based machine learning studies. Full article

Motor impairments and limitations in functional performance are common in children with autism spectrum disorder, restricting participation in daily activities. This study aimed to compare the effectiveness of the MIG Program with conventional physical therapy in the development of socio-communicative motor skills and the achievement of functional goals. A mixed-methods randomized clinical trial was conducted with children with autism spectrum disorder aged 6 to 12 years (mean 8.73 ± 1.95; support levels 1 and 2), recruited from rehabilitation clinics in southeastern Brazil. Participants were randomly assigned to the MIG Program, which integrates contextualized functional motor training with narrative grammar strategies and the use of a therapeutic vest, or to conventional physical therapy based on traditional motor approaches. Primary outcomes included fundamental motor skills and functional goal attainment, while secondary outcomes were balance, gross and fine motor skills, and socio-communicative abilities. The RCT protocol was registered in the Brazilian Clinical Trials Registry (RBR-76pk39r), in 21 October 2025. The MIG Program was associated with greater improvements in fundamental motor skills and functional goal attainment compared to conventional physical therapy, with effects maintained at follow-up, as well as with more favorable trends in balance and communication outcomes; however, no clear differences were observed in gross and fine motor skills. Qualitative findings suggested increased engagement, autonomy, and participation in the MIG group. Overall, these preliminary findings indicate that the MIG Program may be a promising approach for supporting functional outcomes in children with autism spectrum disorder, although the results should be interpreted with caution given the small sample size and the number of outcomes assessed. Full article

Objective: To characterize neurodevelopmental disorders in children and adolescents with Tuberous Sclerosis Complex (TSC) and explore associations with epilepsy onset and cortical tuber burden. Methods: This exploratory cross-sectional study included 18 children and adolescents with TSC followed at a tertiary pediatric neurology center in Brazil. Standardized neuropsychological, behavioral, and neuroimaging assessments were performed. Participants were stratified according to epilepsy onset and cortical tuber burden. Results: Epilepsy was present in 94.4% of participants, and pharmacoresistance in 52.9%. Neurodevelopmental disorders were highly prevalent, particularly autism spectrum disorder and attention-deficit/hyperactivity disorder, frequently occurring as comorbidities. Children with earlier epilepsy onset demonstrated exploratory trends toward poorer cognitive outcomes, whereas greater cortical tuber burden showed exploratory trends toward greater behavioral and emotional dysregulation, although these differences did not reach statistical significance. Conclusions: Neurodevelopmental disorders are highly prevalent in pediatric TSC. Exploratory findings suggest that epilepsy characteristics and lesion burden may be related to cognitive and behavioral outcomes. These exploratory findings support systematic multidisciplinary neurodevelopmental monitoring in children with TSC. Full article

Background: Dysbiosis of the gut microbiota is common in children with autism spectrum disorder (ASD). Probiotics have the potential to improve outcomes in ASD by modulating the gut microbiota–brain axis. Methods: In a pilot randomised trial, children (2 to 5 years) with confirmed ASD (DSM-5 criteria) received either a multi-strain probiotic (450 billion CFU twice daily for one month, followed by once daily for three months) or placebo supplementation. Faecal microbiota profiles were assessed using pre- and post-supplementation samples. The primary outcome involved changes in gut microbiota diversity. Secondary outcomes included faecal short-chain fatty acid levels and behavioural changes. Results: Difficulties in recruitment and loss to follow-up for reasons including COVID-19 resulted in the enrolment of only 23 (probiotic: 9; placebo: 14) instead of the planned 40 children. There was no evidence of changes in the gut microbiota in probiotic-supplemented children. The common phyla were Bacillota_A (~50%), Bacteroidota (~18%) and Actinobacteriota (~10%). Alpha- and Beta-diversity showed no significant difference between pre- vs. post-supplementation samples. Bifodobacteriaceae increased significantly in the probiotic-supplemented group (p = 0.046). Conclusions: The increase in faecal Bifodobacteriaceae supports an evaluation of probiotics in ASD. Addressing the reasons for loss to follow-up is important when designing trials in this field. Full article

Background/Objectives: Autism spectrum disorder (ASD) is a neurodevelopmental condition characterized by impairments in social communication and the presence of restricted and repetitive behaviors, often accompanied by motor impairments. Previous research indicates that regular physical exercise may reduce autism-related behaviors and improve motor competence. This study aimed to examine the effects of an adapted aquatic exercise program on autism-related behaviors, flexibility, and handgrip strength, key motor functions relevant to daily functioning. Methods: In this parallel-group randomized controlled trial, 35 boys with mild autism spectrum disorder (aged 8.4 ± 2.1 years) were enrolled. Participants were randomly assigned to an exercise group (n = 17) and a control group (n = 18). The exercise group completed a 16-week adapted aquatic exercise program (2 sessions/week, 50 min/session), while the control group received usual education only. The primary outcome was autism-related behaviors assessed by the Autism Behavior Checklist (ABC); secondary outcomes included flexibility and handgrip strength. Results: The exercise group showed significant improvements in Autism Behavior Checklist (ABC) scores, flexibility, and handgrip strength compared with the control group (p < 0.05). Large effect sizes were observed across all outcomes (partial eta squared, ηp² > 0.14). These findings indicate that adapted aquatic exercise confers beneficial effects on behavioral and motor outcomes in children with mild ASD. Conclusions: Regular participation in adapted aquatic exercise reduces autism-related behaviors and improves flexibility and handgrip strength. These findings provide empirical support for the inclusion of aquatic exercise in intervention programs targeting children with ASD and may inform future research and practice. Full article

Background/Objectives: Motor impairments, including reduced muscular strength and coordination, are commonly reported in children with autism spectrum disorder (ASD) and may negatively affect functional mobility and participation in daily activities. Despite increasing recognition of these challenges, structured resistance training programs for children with ASD remain limited. This study aimed to examine the effects of a 12-week resistance training program on muscular strength and functional performance in children aged 9–11 years with mild ASD. Methods: A selected-group repeated-measures design was employed. Twenty-eight children with specialist-confirmed mild ASD were allocated to an exercise (n = 14) or control group (n = 14) using a strength-matched allocation procedure. The intervention followed established exercise guidelines for youth. Assessments were conducted at baseline, week 6, and week 12 and included handgrip strength, vertical jump height, and 10-m walk time. Non-parametric Friedman tests assessed changes over time, followed by Durbin–Conover post hoc comparisons where appropriate. Effect sizes (r) were calculated. Results: No significant overall time effect was observed for handgrip strength, although a between-group difference favoring the exercise group was observed at week 6. Vertical jump height demonstrated a significant effect over time, with improvements observed in the exercise group from baseline to week 6 and a between-group difference at week 6. Walking time improved significantly across the study period, with improvements observed in both the exercise and control groups. Conclusions: These findings suggest that structured resistance training is a feasible intervention that may support improvements in physical function in children with mild ASD. Resistance training may therefore represent a useful component of exercise programs aimed at improving functional mobility and participation in children with developmental conditions. Full article

Background/Objectives: White–Sutton syndrome (WHSUS; OMIM 616364) is a rare neurodevelopmental disorder caused by pathogenic variants in the POGZ gene and characterized by developmental delay, intellectual disability, speech impairment, autism spectrum features, and dysmorphic traits. Although most reported cases are sporadic, inherited forms are exceptionally rare. We describe a familial case of WHSUS involving an affected mother and two children carrying a heterozygous POGZ nonsense variant, highlighting marked intra-familial phenotypic variability and expanding the clinical spectrum of the disorder. Methods: Clinical evaluation included multidisciplinary assessments. Genetic testing was performed using clinical exome sequencing (CES) with a virtual neurodevelopmental disorder (NDD) gene panel, followed by Sanger confirmation and segregation analysis in family members. The POGZ transcript reference NM_015100.3 was used for variant nomenclature and verified with the Mutalyzer tool. CNV detection from NGS data was performed using the Alissa CNV caller (Agilent) and visualized via IGV; the Xp11.22 microduplication was confirmed by chromosomal microarray (aCGH) and parental segregation analyses. Results: CES identified the heterozygous pathogenic POGZ variant c.1522C>T (p.Arg508*) in the female proband (III₆), an infant presenting with global developmental delay, hypotonia, speech impairment, gait abnormalities, and characteristic dysmorphic features. Segregation analysis demonstrated maternal inheritance and confirmed the presence of the variant in her affected brother (III₄), who also carries a de novo 1.79 kb microduplication at Xp11.22, while the maternal grandparents tested negative, indicating a de novo origin in the mother. The mother exhibited an attenuated phenotype, including mild neuropsychiatric and gastrointestinal manifestations. The variant is predicted to undergo nonsense-mediated decay (NMD), consistent with a moderate clinical presentation; however, experimental validation was not performed. Conclusions: This report documents a rare familial occurrence of WHSUS with highly variable expressivity. Our findings broaden the phenotypic and molecular characterization of POGZ-related disorders and emphasize the importance of comprehensive segregation studies and early genomic diagnosis. While experimental data link POGZ deficiency to DNA repair defects, no longitudinal clinical studies have demonstrated increased cancer risk in WHSUS; therefore, formal malignancy screening guidelines cannot be established at present, and this issue deserves future study in larger cohorts or registries. Full article

Background/Objectives: Autism spectrum disorder (ASD) is a neurodevelopmental condition characterized by deficits in social communication, restricted and repetitive behaviors, and sensory processing abnormalities, including food selectivity. Due to the lack of effective causal therapies, alternative approaches such as dietary interventions are increasingly being explored. This study aimed to assess the impact of dietary factors on the nutritional status of children with ASD. Methods: A total of 103 children (75 with ASD and 28 controls) were included. Nutritional status was assessed using biochemical markers and standardized anthropometric measurements. Associations between nutritional status and dietary factors, particularly elimination diets implemented either on medical indications or in the absence of clinical justification, were analyzed. Results: ASD diagnosis was independently associated with lower height SDS (Standard Deviation Score). Food selectivity was significantly associated with growth patterns: children with food selectivity showed a higher prevalence of short stature compared with the control group (15.2% vs. 0%, p = 0.033). Children following elimination diets had significantly lower BMI SDS compared with those without dietary restrictions (−0.35 [−1.29 to 0.05] vs. −0.22 [−0.78 to 1.14], p = 0.046), although only 11.1% had medical indications for such interventions. Among non-supplemented participants, vitamin D deficiency was significantly more prevalent in the ASD group (84.6% vs. 33.3%, p < 0.001). Conclusions: Elimination diets were the only dietary factor associated with a clinically relevant reduction in BMI SDS in children with ASD. Food selectivity alone was not associated with impaired nutritional status. Most elimination diets were implemented without confirmed medical indications. These findings highlight the importance of evidence-based dietary management and routine vitamin D supplementation in this population. Full article

Background/Objectives: The COVID-19 pandemic had a negative effect on early intervention (EI) delivery to children with developmental delays or disabilities. This study aimed to compare school readiness of children who received, or attempted to receive, EI before, during, and after the COVID-19 pandemic stay-at-home order. Methods: A prospective cohort study was conducted with a single state-funded center that delivers federally mandated EI. School readiness assessments were performed using the Wechsler Preschool and Primary Scale of Intelligence, Fourth Edition (WPPSI-IV). Fisher’s Exact tests, and Kruskal–Wallis ANOVA were performed to compare scores in children who began EI in the three time periods related to the COVID-19 pandemic. Results: A total of 56 children were enrolled in this study, the timing of EI start was available in 43, and 22 were able to complete all assessments. Statistically significant differences were found in WPPSI-IV Verbal Comprehension Index T scores (100 ± 15) across the COVID-19 phases, with the lowest scores arising during the pandemic (76.2 ± 9.3); the highest scores, pre-pandemic (98.0 ± 6.2); and intermediate scores, post-pandemic (81.5 ± 10.1, p < 0.05). Many children exhibited mental health concerns, with 29/56 (52%) being referred to community-based mental health services. Conclusions: In this study, lower scores were reported for markers of school readiness in children who received or attempted to receive EI during the COVID-19 stay-at-home orders compared to those pre- and post-pandemic. High mental health needs were identified, particularly among children with mild–moderate symptoms of autism or those who underwent EI during the COVID-19 stay-at-home orders. Full article

Although exercise interventions have been shown to alleviate core symptoms of Autism Spectrum Disorder (ASD), the neural mechanisms underlying these improvements, particularly those involving the White Matter Network (WMN), remain poorly understood. This study investigated the effects of a Mini-Basketball Training Program (MBTP) on core symptoms and WMN in children with ASD. This study adopted a two-site cluster-Randomized Controlled Trial (cRCT) design. Participants from two special education centers in China were randomly assigned to either an intervention group (MBTP) or a control group (CON). The participants underwent a 12-week MBTP. Core symptom assessments and a Diffusion Tensor Imaging (DTI) scan were conducted before and after the intervention. The individual WMNs were constructed using Deterministic Fiber Tracking (DFT). Graph theoretical analysis was applied to examine changes in WMN topological properties after MBTP. The MBTP significantly improved core symptoms in children with ASD, alongside the decreased normalized clustering coefficient (Gamma, γ), characteristic path length (Lambda, λ), small-world attributes (Sigma, σ), and increased global efficiency (E_glob). The nodal clustering coefficient (NCC) increased in the left cuneus (CUN.L) and left cerebellum 9 (CRBL9.L). Notably, the increased NCC in CRBL9.L was significantly correlated with improvements in core symptoms following the MBTP. The improvement in core symptoms in children with ASD following exercise intervention is associated with the remodeling of the WMN, highlighting the cerebellum as a key node in this neural mechanism. Full article

This qualitative study examines how Orthodox and ultra-Orthodox Jewish fathers in Israel describe raising a child with autism within the everyday life of a religious family. Although research on autism and family life has expanded, fathers’ voices remain underrepresented, especially in religious families in which family routines, the Sabbat and holidays, and everyday religious practices shape parenting and participation at home. Data were collected from 127 fathers of children aged 3 to 18 through an online Hebrew questionnaire that included open-ended questions and were analyzed using qualitative content analysis. The findings suggest that religiosity shaped fathers’ caregiving not only as a source of meaning, hope, and emotional strength but also as a practical framework for everyday accommodation and belonging. Four themes emerged: (1) religiosity as an anchor for resilience; (2) paternal love as a religious practice of accommodation; (3) paternal adaptation during the Sabbat and holidays; and (4) religious authority as a basis for legitimizing care practices and preserving the child’s place within family and religious life. Together, these findings underscore the importance of culturally responsive support that acknowledges how religious meaning systems shape paternal care, family participation, and children’s inclusion, while also suggesting that fatherhood may function as an ongoing mediating process within religious family life. Full article

Background/Objectives: Cochlear implantation (CI) represents a well-established intervention for the management of severe to profound sensorineural hearing loss. The co-occurrence of severe hearing loss and Autism Spectrum Disorder (ASD) presents unique diagnostic and therapeutic challenges that significantly impact post-implantation outcomes. This review aims to synthesize the current literature on cochlear implantation in children with Autism Spectrum Disorder (ASD), including diagnostic, audiological, rehabilitative, and functional outcome considerations. Methods: A structured search of PubMed and Scopus was performed for English-language articles published between January 2000 and January 2026, focusing on audiological assessment, rehabilitation challenges, multidisciplinary management, and post-implant functional outcomes in this population. Results: The findings synthesized in this review suggest that cochlear implantation in children with Autism Spectrum Disorder must be interpreted within a broader communicative-ecological framework rather than through auditory metrics alone. These findings highlight a multidimensional model of post-implant outcomes, shaped by the dynamic interplay between auditory access, social engagement, family context, and language-learning environments. Conclusions: Most children with ASD and severe-to-profound hearing loss show improvements in speech perception and production after cochlear implantation, although outcomes are highly variable. A multidisciplinary approach, through coordinated collaboration among specialists, enhances family engagement, optimizes compliance with care plans, and ultimately contributes to improved clinical and developmental outcomes. ASD should not be considered a contraindication for CI; however, careful individual assessment, realistic parental counseling, and a multidisciplinary approach availability to evaluation and rehabilitation are essential. Full article

Background: Children with autism spectrum disorder (ASD) commonly exhibit impairments in executive functioning, which can affect their cognitive and adaptive functioning. Play-based neurohabilitation approaches have been proposed as complementary strategies to stimulate frontal-executive processes. Objectives: The primary objective of this study was to assess the effectiveness of LEGO^®-Based Neurotherapy (LBN) in enhancing executive functioning in children with autism spectrum disorder (ASD). Methods: A pilot quasi-experimental pre-post intervention study was conducted in children with ASD. Children voluntarily enrolled either in a LBN program or in a non-intervention comparison group being control (CTRL) group. Executive functions were assessed at baseline and follow-up using the BANFE-3 battery. Results: Children participating in the LBN program showed greater improvements in dorsolateral executive-function scores and total executive-function indices compared with CTRL group. These findings suggest a potential association between participation in LBN and executive-function improvement. Conclusions: LBN may represent a promising complementary neurohabilitation approach for supporting executive functions in children with ASD. Full article