Frozen in Time, a Focused Review of Autism Prevalence in Canadian Indigenous Communities.

The unprecedented global continuous rise in autism prevalence is often referred to as a while its parallel cost increase to society portrays a . Autism data originates mostly from industrialized geopolitical regions in Europe, North America, and Asian regions. Although efforts to determine autism data from regions in and economies are ongoing, prevalence information from geographically remote and economically vulnerable communities the privileged regions is largely undetermined, as is the case of the Canadian Indigenous communities, the , and highlighted in this focused review.

Detecting Time Concept Competence in Children with Autism Spectrum and Attention Disorders.

The importance of time concept in human existence is "ancient history" celebrated in the biblical book Ecclesiastes. Indeed, our time-sensitive mechanisms are literally carved into our biology and neurology on a molecular level, gifting us with neural clocks. However, time in human consciousness is not the time indicated by physical clocks: time is a subjective reality in our psychological makeup due to the nature of the temporal neural mechanisms and unique properties of physical time.

Challenges Surrounding the Diagnosis of Autism in Children.

This comprehensive thematic review aims to highlight and familiarize readers with the challenges and pitfalls encountered in differential diagnosis of autism spectrum disorders (ASD) in children to facilitate the process of accurate identification by stakeholders. Accordingly, articles that best answer our questions and highlight our concerns were chosen from well-established publishers with prime peer reviewed journals. Included are studies showing alternate views of the issues so as to point readers to other possibilities.

Functional Communication Profiles of Children and Youth with Autism: A Roadmap to Therapeutic and Educational Interventions.

Background: Autism spectrum disorder (ASD) entails varied developmental pathways along the entire lifespan, demanding early and ongoing diverse and responsive interventions to children's needs. This study examined in situ education and development attained by children and youth with ASD in a school with a therapeutic and educational curriculum.

Objectives: (1) Construct individual communication profiles in educational and developmental aspects.

Issues in Identification and Assessment of Children with Autism and a Proposed Resource Toolkit for Speech-Language Pathologists.

Background: The prevalence of autism spectrum disorder (ASD) has increased significantly in the last decade as have treatment choices. Nonetheless, the vastly diverse autism topic includes issues related to naming, description, iden-tification, assessment, and differentiation from other neu-rodevelopmental conditions. ASD issues directly impact speech-language pathologists (SLPs) who often see these children as the second contact, after pediatric medical practitioners.

International Survey of Speech-Language Pathologists' Practices in Working with Children with Autism Spectrum Disorder.

Objective: Autism spectrum disorder (ASD) is a complex neurodevelopmental impairment. To better understand the role of speech-language pathologists (SLPs) in different countries in supporting children with ASD, the International Association of Logopedics and Phoniatrics (IALP) Child Language Committee developed a survey for SLPs working with children or adolescents with ASD. Method and Participants: The survey comprised 58 questions about background information of respondents, characteristics of children with ASD, and the role of SLPs in diagnosis, assessment, and intervention practices.

Executive dysfunctions, reading disabilities and speech-language pathology evaluation.

Background: Many students with reading disabilities exhibit persisting reading problems despite intervention. The crucial difference between effective and struggling readers is their executive functions (EFs), and improved functions impact positively on learning to read and reading to learn.

Objectives: Firstly, to show that high-risk and struggling students' persisting language and reading difficulties are accompanied by executive dysfunctions.