The finding of no age difference between good and poor sleepers in young children with ASD and disruptive behaviors suggests that sleep problems are unlikely to resolve as might be expected in typically developing children. Likewise, the good and poor sleepers did not significantly differ in IQ. These findings add strong support for the need to screen for sleep disturbances in all children with ASD, regardless of age and cognitive level. Poor sleepers exhibited significantly greater daytime behavioral problems and parents of children in this group reported significantly higher levels of stress. Above and beyond the co-occurring disruptive behavior, poor sleep quality appears to pose substantial additive burden on child and parents.
Sleep disturbances in children with autism spectrum disorder (ASD) are significantly more prevalent than found in typically developing (TD) children. Given the detrimental impact of poor sleep on cognitive, emotional, and behavioral functioning, it is imperative to screen and assess for sleep disturbances in this population. In this paper, we describe the screening and assessment process, as well as specific measures commonly used for assessing sleep in children with ASD. Advantages and limitations for use in children with ASD are discussed. While subjective measures, such as parent-report questionnaires and sleep diaries, are the most widely used, more objective measures such as actigraphy, polysomnography, and videosomnography provide additional valuable information for both diagnostic purposes and treatment planning. These objective measures, nonetheless, are limited by cost, availability, and feasibility of use with children with ASD. The current review provides an argument for the complementary uses of both subjective and objective measures of sleep specifically for use in children with ASD.
Purpose: The purpose of this paper is to revisit the scholarly impact agenda in the context of work-based and workplace research, and to propose new directions for research and practice.Design/methodology/approach: This paper combines a contemporary literature review with case vignettes and reflections from practice to develop more nuanced understandings, and highlight future directions for making sense of impact in the context of work-based learning research approaches.Findings: This paper argues that three dimensions to making sense of impact need to be more nuanced in relation to workplace research: (1) that interactional elements of workplace research processes have the potential for discursive pathways to impact, (2) that presence (and perhaps non-action) can act as a pathway to impact, and (3) that the narrative nature of time means there is instability in making sense of impact over time.
Research limitations/implications:The paper proposes a number of implications for practitioner-researchers, universities/research organisations, and focuses on three key areas: the amplification of research ethics in workplace research, the need for axiological shifts towards sustainability, and the need to explicate axiological orientation in research.Originality/value: This paper offers a contemporary review of the international impact debate in the specific context of work-based and workplace research approaches.
This trial provides evidence for feasibility, satisfaction, and fidelity of implementation of PT-F for feeding problems in young children with ASD. Feeding outcomes also appeared favorable and lends support for conducting a larger efficacy trial.
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