View All Items
(1 - 6 of 6)
- Title
- EFFECT OF PROPIONIC ACID-DERIVATIVE IBUPROFEN ON NEURAL STEM CALL DIFFERENTIATION; A POTENTIAL LINK TO AUTISM SPECTRUM DISORDER.
- Creator
-
Samsam, Aseelia, Naser, Saleh, University of Central Florida
- Abstract / Description
-
Propionic acid (PPA) is a short chain fatty acid that is produced by the human gut microbiome. Propionate, butyrate and acetates are the end products of the fermentation of the complex carbohydrates by human gut friendly microbiome and are being used as sources of energy in our body. PPA is used as a food preservative against molds in various daily products and has been implicated in the pathogenesis of autism. In a recent study we showed that PPA in human neuronal stem cell (NSC) culture...
Show morePropionic acid (PPA) is a short chain fatty acid that is produced by the human gut microbiome. Propionate, butyrate and acetates are the end products of the fermentation of the complex carbohydrates by human gut friendly microbiome and are being used as sources of energy in our body. PPA is used as a food preservative against molds in various daily products and has been implicated in the pathogenesis of autism. In a recent study we showed that PPA in human neuronal stem cell (NSC) culture increases the astrocyte population and decreases the neuronal number and increases the inflammatory cytokines. In this study, we investigated the potential effects of a propionic acid-derivative, Ibuprofen, a member of the non-steroidal anti-inflammatory drugs (NSAIDs) on neural stem cells proliferation and differentiation in vitro. Ibuprofen is an over counter drug that is used for alleviating pain, headache, and fever. To examine the effect of ibuprofen on developing brain we used human NSC in vitro, exposed them to increasing concentrations of ibuprofen, and investigated neural proliferation and differentiation. Here we show that NSAIDs, not at therapeutic, but very high concentrations cause an imbalance in NSC differentiation towards glial cells, therefore causing astrogliosis seen in some cases of autism spectrum disorder (ASD). Furthermore, upon removal of Ibuprofen, inflammatory cytokines; TNF-alpha, IL-6 and IL-10, significantly increase (p
Show less - Date Issued
- 2019
- Identifier
- CFH2000579, ucf:45625
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH2000579
- Title
- THE EFFECTS OF COMPLEMENTARY HIPPOTHERAPY FOR CHILDREN WITH AUTISM SPECTRUM DISORDER.
- Creator
-
Hicks , Jamie, Draves , Krisann, University of Central Florida
- Abstract / Description
-
Autism Spectrum Disorder (ASD) is an intricate and complex disorder that continues to grow in its prevalence year after year. The disorder is based on decreased social communication with prevalent stereotypical behaviors and problems in sensory processing. Due to the disorder diagnosis based on a spectrum, each child is different in their severity, and thus requires individualized forms of therapies and treatments. The cause of ASD is unknown, which makes the treatment difficult to...
Show moreAutism Spectrum Disorder (ASD) is an intricate and complex disorder that continues to grow in its prevalence year after year. The disorder is based on decreased social communication with prevalent stereotypical behaviors and problems in sensory processing. Due to the disorder diagnosis based on a spectrum, each child is different in their severity, and thus requires individualized forms of therapies and treatments. The cause of ASD is unknown, which makes the treatment difficult to standardize. Desperate to find a regimen that benefits their child's ability to function more successfully, more and more parents are utilizing complementary alternative medicine (CAM). The problem with CAM is lack of evidence that supports using CAM practice. One example of CAM is hippotherapy, which is a type of intervention used by physical, occupational and speech therapists which uses the movements of a horse to address a patient's impairments physically, emotionally and neurologically. Hippotherapy has been used since the 1960s for a number of disorders. This systematic literature review examines the effects of hippotherapy for children with ASD in regards to increasing social communication and decreasing stereotypical behaviors. The conclusion of the review resulted in conflicting evidence regarding the efficacy of hippotherapy for children with ASD. This inconclusive lack of evidence is generally due to the lack of standardized measurement scales or treatment plans used during each session and small sample sizes.
Show less - Date Issued
- 2015
- Identifier
- CFH0004751, ucf:45382
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH0004751
- Title
- STEM Academic Engagement in Young Children with Autism: A Single Case Design Study.
- Creator
-
Ji, Yixuan, Szente, Judit, Levin, Judith, Macy, Marisa, Pearl, Cynthia, University of Central Florida
- Abstract / Description
-
The researcher examined the academic engagement in Circle Time activities and STEM (science, technology, engineering, and mathematics) activities for three young children with autism spectrum disorders (ASD) who attended a large Orange County Public School, enrolled in an ASD preschool classroom. Given the increasing number of children diagnosed with ASD each year and many STEM job opportunities for individuals with ASD, it is becoming important to know how young children with ASD learn and...
Show moreThe researcher examined the academic engagement in Circle Time activities and STEM (science, technology, engineering, and mathematics) activities for three young children with autism spectrum disorders (ASD) who attended a large Orange County Public School, enrolled in an ASD preschool classroom. Given the increasing number of children diagnosed with ASD each year and many STEM job opportunities for individuals with ASD, it is becoming important to know how young children with ASD learn and engage in STEM activities. Strengths of individuals with ASD in the STEM field have been reported in several research studies (Chen (&) Weko, 2009; Kirchner, Ruch (&) Dziobek, 2016; Samson (&) Antonelli, 2013). Although this study focuses on academic engagement of young children with ASD, there has been limited research investigating the learning in academic activities for this population. Moreover, there is a distinct gap in the literature specific to young children with ASD and the academic engagement in STEM learning. A single case study with an alternating treatment design and three participants was used to investigate the difference in academic engagement of children with ASD in STEM activities compared to Circle Time activities. Data were collected using observations and a social validity questionnaire. Data were analyzed and then presented using a Time Series Line Graph. The results of this study indicated all three young children with ASD had more engaged time during STEM activities than during Circle Time activities. Furthermore, the teacher's social validity questionnaire revealed she strongly agreed that STEM activities were beneficial for children with ASD. Overall, findings from this study gave direction for future studies and intervention programs focusing on improving academic engagement and learning in STEM activities for children with ASD that may support better learning outcomes. Implications and recommendations for teachers of students with ASD were discussed.
Show less - Date Issued
- 2018
- Identifier
- CFE0007198, ucf:52259
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007198
- Title
- Towards a Theory of Autism Spectrum Disorder Program Implementation.
- Creator
-
Gesundheit, Ian, Martin, Suzanne, Vasquez, Eleazar, Boote, David, Edwards, John, University of Central Florida
- Abstract / Description
-
With the increased prevalence of students qualifying for services within Autism Spectrum Disorder (ASD) programs (Odom, Cox and Brock, 2013), it is imperative that the field comes to better understand how successful programs can be replicated at scale. The implementation of effective instructional programs for students with ASD across school systems on a large scale is a difficult task. School systems have tried to replicate successful programs for diverse learners but have been largely...
Show moreWith the increased prevalence of students qualifying for services within Autism Spectrum Disorder (ASD) programs (Odom, Cox and Brock, 2013), it is imperative that the field comes to better understand how successful programs can be replicated at scale. The implementation of effective instructional programs for students with ASD across school systems on a large scale is a difficult task. School systems have tried to replicate successful programs for diverse learners but have been largely unable to do so. For students with disabilities, who perform poorly compared to their peers without disabilities (Odom et al., 2013), the need to replicate successful programs is even more pressing. This need is most pressing for students in programs for ASD whose educational outcomes lag behind those of students in programs designed for all other exceptionality categories (Cook (&) Cook, 2013). The quality with which a program is designed matters little if the fidelity with which that program is implemented is lacking. For students with disabilities who perform poorly compared to their peers without disabilities (Odom et al., 2013), the need to replicate successful programs is even more pressing. The school leader plays an important role in the development, implementation, and maintenance of effective programs for students with ASD.The purpose of this study was to document the lived experiences of school leaders who have developed and/or managed successful programs for students with ASD within their school sites. It is clear that leadership matters in school and, therefore, influences program quality (Darling-Hammond, 2010; Reeves, 2006; Waters, Marzano, (&) McNulty, 2003). School and system change is difficult work, prone to being unsuccessful(-)but improvement is possible and sustainable (Fullan, 2007).The research questions for this study were:1.What are the characteristics of a school administrator who oversees effective self-contained classroom(s) for students with ASD?2.What are the lived experiences of principals who have led teachers to implement effective classrooms for students with ASD across their school setting?3.What rewards and challenges are associated with being a school administrator with an effective exceptional education program for students with ASD?In sum, these principal participants showed an intense interest in improving support services for students with ASD. They emphasized their vision that, if given the proper support and environment, all students can succeed. The principals were diligent in supporting that vision themselves and in making connections that could help reinforce that vision. A tremendous part of supporting that vision was ensuring that staff has the appropriate skills to work effectively with students with ASD. Once success was realized in these programs, it was reinforced by the success of the students and the emotional compensation received from parents. However, leading such programs is not without its challenges. Overall, though, all of these principals were clear about setting forth a path where the schools they were leading would do what is necessary to help their students with ASD be successful.
Show less - Date Issued
- 2016
- Identifier
- CFE0006309, ucf:51586
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006309
- Title
- THE ROLE OF THEORY OF MIND IN HUMAN-ROBOT INTERACTION.
- Creator
-
Jaramillo, Isabella, McConnell, Daniel, University of Central Florida
- Abstract / Description
-
Theory of Mind (ToM) has repeatedly been defined as the ability to understand that others believe their own things based on their own subjective interpretations and experiences, and that their thoughts are determined independently from your own. In this study, we wanted to see if individual differences in ToM are capable of causing different perceptions of an individual's interactions with human like robotics and highlight whether or not individual differences in ToM account for different...
Show moreTheory of Mind (ToM) has repeatedly been defined as the ability to understand that others believe their own things based on their own subjective interpretations and experiences, and that their thoughts are determined independently from your own. In this study, we wanted to see if individual differences in ToM are capable of causing different perceptions of an individual's interactions with human like robotics and highlight whether or not individual differences in ToM account for different levels of how individuals experience what is called the "Uncanny Valley phenomenon" and to see whether or not having a fully developed theory of mind is essential to the perception of the interaction. This was assessed by inquiring whether or not individuals with Autism Spectrum Disorder (ASD) perceive robotics and artificially intelligent technology in the same ways that typically developed individuals do; we focused on the growing use of social robotics in ASD therapies. Studies have indicated that differences of ToM exist between individuals with ASD and those who are typically developed. Comparably, we were also curious to see if differences in empathy levels also accounted for differences in ToM and thus a difference in the perceptions of human like robotics. A robotic image rating survey was administered to a group of University of central Florida students, as well as 2 surveys - the Autism Spectrum Quotient (ASQ) and the Basic Empathy Scale (BES), which helped optimize a measurement for theory of mind. Although the results of this study did not support the claim that individuals with ASD do not experience the uncanny valley differently than typically developed individuals, there were significant enough results to conclude that different levels of empathy may account for individual differences in the uncanny valley. People with low empathy seemed to have experienced less of an uncanny valley feeling, while people with higher recorded empathy showed to experience more of an uncanny valley sensitivity.
Show less - Date Issued
- 2015
- Identifier
- CFH0004858, ucf:45457
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH0004858
- Title
- GRADUATED STUDENTS WITH AUTISM SPECTRUM DISORDERS AND THEIR PARENTS: LIVED EXPERIENCES IN PUBLIC HIGH SCHOOL.
- Creator
-
Uhle, Karen, Martin, Suzanne, University of Central Florida
- Abstract / Description
-
ABSTRACT With a dramatic increase in the prevalence of students with autism spectrum disorders (ASD), including those with high-functioning autism and Asperger's syndrome, educators are challenged to meet the educational needs of a complex and widely diverse group of exceptional learners. The focus of this research was to gain insight into the experiences of the graduated student with autism and his/her parent(s) during the student's time in public school. This study had three research...
Show moreABSTRACT With a dramatic increase in the prevalence of students with autism spectrum disorders (ASD), including those with high-functioning autism and Asperger's syndrome, educators are challenged to meet the educational needs of a complex and widely diverse group of exceptional learners. The focus of this research was to gain insight into the experiences of the graduated student with autism and his/her parent(s) during the student's time in public school. This study had three research questions: 1) What were the lived experiences of students with ASD who graduated from an urban public high school in the southeast United States?; 2) What were the lived experiences of the parents of the graduated students with ASD?; and, 3) Were there common themes between the graduated students' lived experiences and the parent's lived experiences? Five graduated students and their parents were interviewed in this qualitative, phenomenological study. Explicitation of the interview data identified three themes for the graduated student group: a) challenges with learning due to having an ASD; b) difficulty making friends; and, c) involvement in their educational process. Four themes were present in the parent group: a) challenges with learning due to having an ASD; b) difficulty making friends; c) establishment of a relationship with the school; and, d) preparation for post-secondary experiences. The graduated student group agreed with the parent group on 16 of the 20 interview questions. Responses for each graduated student were compared to the responses of his/her own parent(s). Recommendations were made for future research.
Show less - Date Issued
- 2011
- Identifier
- CFE0003719, ucf:48801
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0003719
